Analytical Strength of First Year Student’s Academic Performance at University

Abstract

The study of analytical strengths of first year academic achievement in teacher education admission as a response to the growth in the demand and quality of teachers that are trained have remained largely unexplored, especially the employment rate.This paper reports on the findings of a research conducted on the performance of students in teacher education programmes who enrolled for the first time in 2004.The key issue examined in the paper is whether the selection process used for admitting students into Teacher Education programmes have a significant contribution to the academic success of the students, their success in career prospects and employment opportunities and mainly gender issues. The assumption made is that students who have performed better in grade 12 are likely to complete their qualification in the designated time and perform better in the workplace. In an effort to widen understanding regarding the factors that predict the performance of Teacher Education students, prior academic achievement results in the form of Grade 12 were examined.89 students admitted to the Central University of Technology, Free State in teacher education at the beginning of the 2004 academic year were sampled for the study. Data concerning drop-out, study progress and graduation statistics were derived from the student administration and examination section. Data about career development were obtained from interviews with graduates, School Management Teams and learning facilitators. The results reveal that grade 12 results (Swedish points) had no significant effect on drop-out rate. High Swedish points above a 25 score were associated with significantly less time before graduation, better career progression and better productivity in the teaching subjects. Gender differences were found in the study duration and career progress. Female students graduate earlier and have a better chance of climbing the ladder in terms of career progress.

DOI: 10.5901/mjss.2013.v4n3p371