Abstract
Situated in an Engineering Department at a University of Technology, this quantitative research, traversing the fields of Engineering, Mathematics and Education and using the positivism paradigm or ‘science research’, investigated the efficacy of the National Articulation Policy. According to this policy, learners not gaining direct entry to a University of Technology armed with a Senior Certificate or a National Senior Certificate (SC/NSC) may progress or ‘articulate’ into a chosen Engineering programme after attending a Technical and Vocational Education and Training (TVET) college. Employing statistical analysis on cohorts of learners from TVET colleges, this study was able to determine that there was no statistically significant difference between the performance of the articulating learners and that of their SC/NSC counterparts straight out of high school.
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