Cooper, Helen Mary2011-02-092022-10-252011-02-092022-10-2519711971https://ir.wgtn.ac.nz/handle/123456789/22745This study aims to examine the relationship between undergraduate performance at university and a number of variables including measures of intelligence, scholastic record, qualifications at entry, type of school attended, rural or urban origin and living at home or away. The approach used was to take as large a proportion as possible of one first-year intake to the Victoria University of Wellington and follow through its undergraduate progress. (A large sample was required in order that the numbers in the subgroups did not become too small as the study proceeded.) This allowed the continuing influence of pre-entry variables to be assessed and also allowed a detailed study to be made of where setbacks occurred as students continued their studies. As a result it was possible to determine, year by year, precise attrition and failure rates. It is recognised that the variables used in this study are only a selection from a diverse and complex range of variables known to be implicated in the performance of students. Differences among students in motivation, clarity of goals, study habits and personality all influence academic performance, as do institutional variables such as differences in course organisation or in the quality of teaching within the university. However, these variables are difficult to measure, partly because reliable measurement techniques must first be devised and partly because all subjects must be individually contacted. Such an investigation was not possible in practical terms with a large group of students over a long time period. It would be more suitable with a small sub-sample and could well be the second stage of the type of research program outlined here.pdfen-NZHigher educationPrediction of scholastic successStudent socioeconomic statusText