Relating student perceptions of readiness to student success: A case study of a mathematics module

Abstract

This study correlates the readiness survey scores of bona fide first year university students with their success in a mathematically based first year module. It follows on the need for skilled individuals in the fields of Science and Technology that exists across the globe and is continually becoming the focus of educational institutions world-wide. Similarly, in South Africa, universities were instructed to increase their intake of students in the fields of Science and Technology so as to provide for the technology orientated needs of the country, as well as to increase participation of previously disadvantaged race groups in these fields. In response to this instruction, universities increased the number of students enrolled in Science and Technology fields by 23% in recent years. The challenge is now to ensure that these students exit the university with a suitable degree in the shortest possible time. Statistics published by the South African Council of Higher Education affirms the extent of this challenge faced by universities—only 51% of students enrolled in the fields of Science and Technology complete their 3-year undergraduate degrees, and some of them took as long as 6 years to complete the 3-year degrees. This still leaves 49% of students that either took more than 6 years to complete their degrees, or did not complete their degrees at all. The underlying cause(s) for these failures must be identified and addressed. As a starting point in this discussion, the questions that this study aim to answer are whether first year students are in fact as prepared for the challenges at university as they perceive themselves to be; and whether student readiness (or lack thereof) can be a root cause for the low throughput rates. This study determines how prepared first year students, at a leading South African university, perceive themselves to be for the demands of university and, specifically, how their perceptions of their readiness in different areas correlate with their academic success in a mathematically based module. The correlation is determined by analysing data gathered through a readiness survey that is completed by first year students at the beginning of the academic year, and their final mark in the mathematics based first year module. The survey is a standardised, self-evaluation tool originally developed by the University of Pretoria. It is also applied at the university where this study is conducted. The survey measures the preparedness of students in different areas and the empirical study shows that there is a statistically significant correlation between the perception of the students regarding their planning ability and the final mark obtained in the mathematics based module.