Achievement in tertiary education : an investigation of achievement in degree, diploma and certificate students at Wellington Polytechnic

Abstract

This study investigates possible non-academic factors that might influence success in first-year papers in degree, diploma and certificate programmes at Wellington Polytechnic in 1997. The role of feedback is also examined. The study also investigates whether or not past academic experience or performance has predictive value for success in such first-year tertiary papers. A survey design formed the main method of data collection for a correlational study to investigate specifically: the effects of employment, age and gender on study; the influence of affect, particularly interest and stress; the role of motivation; the influence of self-efficacy and attribution; and the role of feedback on the performance of 180 students aged from under 20 to over 40 years, and representing a broad range of ethnic backgrounds. Survey data and current course-results also provided a comparison between past and present academic performance. The study revealed that students likely to be most successful in the degree, diploma and certificate papers included in this investigation were mature age, interested and committed students who set high, specific outcome goals, and who were employed part-time. Specifically, individual characteristics and experience were more useful predictors of performance at tertiary level than was the extent of secondary school education or Bursary result. The study provides insight into how the whole individual is implicated in academic outcome.