Abstract
BackgroundNumerous factors may influence academic performance and success in undergraduate physiotherapy programmes. Understanding these factors could assist with student selection and design of support structures.ObjectivesThe objective of our study was to explore the amount of variance explained by the National Benchmark Test (NBT) and the National Senior Certificate (NSC) in passing the first year of study and to explore the association between the NBT performance bands and first-year progression outcome.MethodThe sample comprised 2013–2017 student cohorts. Hierarchical regression models were used to explore significant predictors for academic success in the first year of study. The chi-square test was used to assess the association between the NBT performance bands and the categorised progression outcome.ResultsThe NBT domains explained 22% of the variance, R2 = 0.229, F (3, 212) = 20.97, p = 0.000. The four NSC subjects accounted for 20% of the variance. All seven predicting variables contributed to 43% of the variance in the first year of study, R2 = 0.435, F (7, 208) = 27.29, p = 0.000. Associations between NBT domains and GPA: quantitative literacy (Φ = 0.27; p < 0.000); academic literacy (Φ = 0.22; p < 0.000); mathematics (Φ = 0.18; p = 0.014).ConclusionAcademic success is associated with academic factors as measured by the NBT and physical sciences matriculation results.Clinical implicationsSupport programmes in the first year of study are needed to improve student performance and success such as additional tutorials and language enrichment programmes.
Highlights
Recent literature has begun to address the question of academic success and throughput in higher education institutions globally (McMeeken et al 2008; Ryan et al 2017) and locally (Amosun et al.2012; Chetty et al 2018; Mbambo 2009)
Academic success is associated with academic factors as measured by the National Benchmark Test (NBT)
Whilst most were living in private residences during their studies (85.5%; n = 284) (Table 2)
Summary
Recent literature has begun to address the question of academic success and throughput in higher education institutions globally (McMeeken et al 2008; Ryan et al 2017) and locally (Amosun et al.2012; Chetty et al 2018; Mbambo 2009). Much literature has shown that school leaving performance and academic aptitude tests like Standard. Assessment Tests (SATs) are important predictors of academic performance and success. Academic selection criteria are not the only predictors of success and student behaviours, such as study habits, skills, attitudes as well as learning strategies require attention for academic success (Galleher, Rundquist & Barker 2012; Kappe & Van der Flier 2012). Numerous factors may influence academic performance and success in undergraduate physiotherapy programmes. Understanding these factors could assist with student selection and design of support structures
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