Educational Psychology & Special Needs Education

Permanent URI for this collection

https://hdl.handle.net/10530/398

Browse

Browsing Educational Psychology & Special Needs Education by Subject "Academic success"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    The predictive validity of the general scholastic aptitude test (GSAT) for first year students in information technology
    (2004) Jenkins, David James; Sibaya, P.T.
    This study investigates the validity of the General Scholastic Aptitude Test as a tool for predicting academic success for first year Information Technology (IT) students. Secondly it seeks to establish if it is an equally good predictor for the various racial groups in South Africa. Thirdly it investigates it’s usefulness as a predictor for the different gender groups. The final aim is to establish whether the GSAT correlates with the Swedish Rating (SR) and English language ability in terms of predicting academic success for first year IT students. The student group that served as the sample was the first year IT student group over the three year peroid from 2000 to 2002 at the Port Elizabeth (PE) Technikon. The study found that there was a weak link between GSAT and academic success across the entire sample. It however proved not to be an equally good predictor across all the racial groups, where it proved to be a far more useful tool for white students than for students from the other racial groups. Insofar as the gender groups were concerned it appeared to have some predictive power across the whole sample but not necessarily equally for the different gender and racial groups. There appeared to be a positive correlation between GSAT and Swedish Rating but not between GSAT and English language ability. From this study it appears that the GSAT has some merit in predicting academic success, although with differing rates of usefulness across different demographic groupings in South Africa. In addition there are many other factors that may militate against academic success in a student’s life which may hinder the usefulness of the GSAT as a predictive tool. If such assessments are to be used it would seem that they should be used very carefully, that factors reducing the chances of academic success need to be identified, and that institutions ensure that programmes are in place to empower students to maximize their potential.
University of Zululand