PREDICTING AVERAGE MARKS IN TERTIARY EDUCATION USING COGNITIVE TESTING AND SECONDARY EDUCATION PERFORMANCE
DOI:
https://doi.org/10.25159/1812-6371/1744Keywords:
cognitive assessment, higher education, intelligence, PIBSpEEx, predicting tertiary education performanceAbstract
South Africa faces several challenges in higher education including numbers of graduates following drives for mass participation. This is a complex problem of which selections are one component. This institution uses the PIBSpEEx as an adjunct to grade 12 results in selections. The predictive power of this instrument and secondary schooling results was investigated in relation to ‘success’ in the form of average marks as well as a pass-fail model. Results indicated statistical significance for secondary schooling and sub-tests of the PIBSpEEx although effect sizes were not as expected given international research. This questions which aspects of cognition, education and selection procedures should be considered to select students with a higher likelihood of success in the South African context.
References
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Callahan, C. M. (2005). Identifying gifted students from underrepresented populations. Theory
Into Practice, 44(2), 98–104.
Cantoni, M. (2007). What role does the language of instruction play for a successful education? A case study of the impact of language choice in a Namibian school. Vaxjo Universitet.
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Cliff, A., & Hanslo, M. (2009). The design and use of ‘alternate’ assessments of academic literacy as selection methods in higher education. Southern African Linguistics and Applied
Language Studies, 27(3), 265–276.
Cliffordson, C. (2008). Differential prediction of study success across academic programmes in the Swedish context: The validity of grades and tests as selection instruments for higher education. Educational Assessment, 13(1), 56–75.
Cronbach, L. J. (1984). Essentials of Psychological Testing. New York: Harper & Row, Publishers, Inc.
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Lohman, D. F. (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. The Gifted Child Quarterly, 49(2), 111–138.
Malefo, V. (2000). Psycho-social factors and academic performance among African women students at a predominantly white university in South Africa. South African Journal of Psychology, 30(4), 40–45.
Mandinach, E. B., Bridgeman, B., Cahalan-Laitusis, C., & Trapani, C. (2005). The Impact of Extended Time on SAT® Test Performance. New York: The College Board.
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Waverly Press, Inc.
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Mullane, J., & McKelvie, S. J. (2001). Effects of removing the time limit on first and second language intelligence test performance. Practical Assessment, Research & Evaluation, 7(23).
Murphy, K. R., & Davidshofer, C. O. (1998). Psychological Testing: Principles and Applications (4th ed.). New Jersey: Prentice-Hall.
Necka, E., & Orzechowski, J. (2005). Higher Order Cognition and Intelligence. In R. J. Sternberg, & J. E. Pretz (Eds.), Cognition and Intelligence: Identiifying the mechanisms of the mind (pp.
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Neisser, U. (1997). Rising scores on intelligence tests. American Scientist, 85(5), 440–447.
Nettle, D. (2003). Intelligence and class mobility in the British population. British Journal of
Psychology, 94(4), 551–561.
Ross, E. (2010). Selection tests and social justice: A profile of applicants seeking admission to the Social Work undergraduate degree at a South African university. Social Work Education,
29(5), 459–474.
Rubin, D. B. (1987). Multiple Imputation for Nonresponse in Surveys. New York: John Wiley &
Sons.
Rubin, D. B. (1987). Multiple Imputation for Nonresponse in Surveys. New York: John Wiley &
Sons.
Serpell, R. (2000). Intelligence and Culture. In R. J. Sternberg (Ed.), Handbook of Intelligence
(pp. 549–577). New York: Cambridge University Press.
Sewell, W. H. (1971). Inequality of opportunity for higher education. American Sociological
Review, 36(5), 793–809.
Sternberg, R. J., & Pretz, J. E. (2005). Cognition and Intelligence: Identifying Mechanisms of the
Mind. New York: Cambridge University Press.
Sternberg, R. J., & Pretz, J. E. (2005). Preface. In R. J. Sternberg, & J. E. Pretz (Eds.), Cognition and Intelligence: Identifying mechanisms of the Mind (pp. vii-xii). New York: Cambridge
University Press.
Torgerson, C. J. (2007). The quality of systematic reviews of effectiveness in literacy learning in English: a ‘tertiary’ review. Journal of Research in Reading, 30(3), 287–315.
Verney, S. P., Granholm, E., Marshall, S. P., Malcame, V. L., & Saccuzzo, D. P. (2005). Culture fair cognitive ability assessment: Information processing and psychobiological approaches.
Assessment, 12(3), 303–319.
Villares, E., Frain, M., Brigman, G., Webb, L., & Peluso, P. (2012). The impact of student success skills on standardized test scores: A meta-analysis. Counseling Outcome Research and Evaluation, 3(1), 3–16.
von Hippel, P. (2012). Should a normal imputation model be modified to impute skewed variables? Sociological Methods and Research, 42(1), 105–138.
Wagner, D. A. (1978). The effects of formal schooling on cognitive style. The Journal of Social Psychology, 106(2), 145–151.
West, A., & Gibbs, R. (2004). Selecting undergraduate students: What can the UK learn from the American SAT? Higher Education Quarterly, 58(1), 63–67.
White, J. (n.d.). Intelligence testing in education. Education Journal, 97, 15.
Anastasi, A., & Urbina, S. (1997). Psychological Testing (7th ed.). New Jersey: Prentice-Hall, Inc.
Azarmi, B., Jahangard, A., & Movassagh, H. (2012). Learner’s test performance and Gardner’s multiple intelligence theory: Intercorrelation in a bilingual context. Broad Research in
Artificial Intelligence and Neuroscience, 3(4), 51–55.
Bauer, K., & Liang, Q. (2003). The effect of personality and precollege characteristics on first year activities and academic performance. Journal of College Student Development, 44(3),
277–290.
Boughey, C. (2003). From equity to efficiency: Access to higher education in South Africa. Arts and Humanities in Higher Education, 2(1), 65–71.
Bunting, I., Sheppard, C., Cloete, N., & Belding, L. (2010). Performance Indicators in South African Higher Education 2000–2008. Centre for Higher Education Transformation.
Burns, R. P., & Burns, R. (2009). Business Research Methods and Statistics Using SPSS. Sage Publications Ltd.
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and individual differences, 29(6), 1057–1068.
Callahan, C. M. (2005). Identifying gifted students from underrepresented populations. Theory
Into Practice, 44(2), 98–104.
Cantoni, M. (2007). What role does the language of instruction play for a successful education? A case study of the impact of language choice in a Namibian school. Vaxjo Universitet.
Chapman, J. W., Lambourne, R., & Silva, P. A. (1990). Some antecedents of academic selfconcept: A longitudinal study. British Journal of Educational Psychology, 60(2), 142–152.
Cliff, A., & Hanslo, M. (2009). The design and use of ‘alternate’ assessments of academic literacy as selection methods in higher education. Southern African Linguistics and Applied
Language Studies, 27(3), 265–276.
Cliffordson, C. (2008). Differential prediction of study success across academic programmes in the Swedish context: The validity of grades and tests as selection instruments for higher education. Educational Assessment, 13(1), 56–75.
Cronbach, L. J. (1984). Essentials of Psychological Testing. New York: Harper & Row, Publishers, Inc.
Das, J. P. (1986). On Definition of Intelligence. In R. J. Sternberg, & D. K. Detterman (Eds.), What is Intelligence? Contemporary viewpoints on its nature and definition (pp. 55–56). New
Jersey: Ablex Publishing Corporation.
Department of Basic Education. (2010). Education statistics in South Africa 2009.
Department of Higher Education and Training. (2013). Statistics on Post-School Education and Training in South Africa: 2011. Department of Higher Education and Training. Retrieved from http://www.dhet.gov.za/.
Dillon, R. F., & Schmeck, R. R. (1983). Individual Differences in Cognition (Vol. 1). New York: Academic Press.
Erasmus, P. F. (2004). JP Expert / PIBSpEEx 2100: The new generation situation-specific jobprofiling and assessment system (2nd Revised ed.). Johannesburg: Potential Index Associates.
Foxcroft, C., & Roodt, G. (2005). An introduction to Psychological Assessment in the South African Context (2nd ed.). Cape Town: Oxford University Press Southern Africa.
Fraser, W., & Killen, R. (2005). The perceptions of students and lecturers of some factors influencing academic performance at two South African universities. Perspectives in Education, 23(1), 25–40.
Haeck, W., Yeld, N., Conradie, J., Robertson, N., & Shall, A. (1997). A developmental approach to mathematics testing for University admissions and course placement. Educational Studies in Mathematics, 33(1), 71–91.
Hartas, D., Lindsay, G., & Daniel, M. (2008). Identifying and selecting able students for the NAGTY summer school: Emerging issues and future considerations. High Ability Studies,
19(1), 5–18.
Herman, H. D. (2010). School-leaving examinations, selection and equity in Higher Education in South Africa. Comparative Education, 31(2), 261–274.
Hoogerheide, L., Block, J. H., & Thurik, R. (2012). Family background variables as instruments for education in income regressions: A Bayesian analysis. Economics of Education Review,
31(5), 515–523.
Howitt, D., & Cramer, D. (2011). Introduction to Statistics in Psychology (5th ed.). Pearson Education Limited.
Hunt, E., Lunneborg, C., & Lewis, J. (1975). What does it mean to be high verbal? Cognitive Psychology, 7(2), 194–227.
Jednoro, K., Altarelli, I., Monzalvo, K., Fluss, J., Dubois, J., Billard, C., . . . Ramus, F. (2012). The influence of socioeconomic status on childrens’ brain structure. PLoS ONE, 7(8), 1–9.
Karakaya, I., & Tavsancil, E. (2008). The predictive validity of the university student selection examination. Educational Sciences: Theory and Practice, 8(3), 1011–1019.
Klein, O., Pohl, S., & Ndagijimana, C. (2007). The influence of intergroup comparisons on Africans’ intelligence test performance in the job selection context. The Journal of Psychology, 141(5), 453–467.
Kongolo, M., & Imenda, S. N. (2012). Institutional type preferences of South African higher education students. Research in Higher Education Journal, 15(1), 1–18.
Kriel, H. (2002). The predictive validity of SpEEx in potential assessment in an academic institution. Technikon Pretoria.
Letseka, M., & Malle, S. (2008). Human Sciences Research Council. Retrieved April 01, 2012, from Human Sciences Research Council: http://www.hsrc.ac.za/Document-2717.phtml.
Lohman, D. F. (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. The Gifted Child Quarterly, 49(2), 111–138.
Malefo, V. (2000). Psycho-social factors and academic performance among African women students at a predominantly white university in South Africa. South African Journal of Psychology, 30(4), 40–45.
Mandinach, E. B., Bridgeman, B., Cahalan-Laitusis, C., & Trapani, C. (2005). The Impact of Extended Time on SAT® Test Performance. New York: The College Board.
Matarazzo, J. D. (1972). Wechsler’s Measurement and Appraisal of Adult Intelligence. Baltimore:
Waverly Press, Inc.
Mdepa, W., & Tshiwula, L. (2012). Student diversity in South African Higher Education. Widening Participation and Lifelong Learning, 13(Special Issue), 19–33.
Montanini, M. (2013). Supporting tertiary education, enhancing economic development: Strategies for effective Higher Education funding in sub-Saharan Africa. Instituto per Gli Study di Politica Internazionale.
Mullane, J., & McKelvie, S. J. (2001). Effects of removing the time limit on first and second language intelligence test performance. Practical Assessment, Research & Evaluation, 7(23).
Murphy, K. R., & Davidshofer, C. O. (1998). Psychological Testing: Principles and Applications (4th ed.). New Jersey: Prentice-Hall.
Necka, E., & Orzechowski, J. (2005). Higher Order Cognition and Intelligence. In R. J. Sternberg, & J. E. Pretz (Eds.), Cognition and Intelligence: Identiifying the mechanisms of the mind (pp.
122–141). Cambridge: Cambridge University Press.
Neisser, U. (1997). Rising scores on intelligence tests. American Scientist, 85(5), 440–447.
Nettle, D. (2003). Intelligence and class mobility in the British population. British Journal of
Psychology, 94(4), 551–561.
Ross, E. (2010). Selection tests and social justice: A profile of applicants seeking admission to the Social Work undergraduate degree at a South African university. Social Work Education,
29(5), 459–474.
Rubin, D. B. (1987). Multiple Imputation for Nonresponse in Surveys. New York: John Wiley &
Sons.
Rubin, D. B. (1987). Multiple Imputation for Nonresponse in Surveys. New York: John Wiley &
Sons.
Serpell, R. (2000). Intelligence and Culture. In R. J. Sternberg (Ed.), Handbook of Intelligence
(pp. 549–577). New York: Cambridge University Press.
Sewell, W. H. (1971). Inequality of opportunity for higher education. American Sociological
Review, 36(5), 793–809.
Sternberg, R. J., & Pretz, J. E. (2005). Cognition and Intelligence: Identifying Mechanisms of the
Mind. New York: Cambridge University Press.
Sternberg, R. J., & Pretz, J. E. (2005). Preface. In R. J. Sternberg, & J. E. Pretz (Eds.), Cognition and Intelligence: Identifying mechanisms of the Mind (pp. vii-xii). New York: Cambridge
University Press.
Torgerson, C. J. (2007). The quality of systematic reviews of effectiveness in literacy learning in English: a ‘tertiary’ review. Journal of Research in Reading, 30(3), 287–315.
Verney, S. P., Granholm, E., Marshall, S. P., Malcame, V. L., & Saccuzzo, D. P. (2005). Culture fair cognitive ability assessment: Information processing and psychobiological approaches.
Assessment, 12(3), 303–319.
Villares, E., Frain, M., Brigman, G., Webb, L., & Peluso, P. (2012). The impact of student success skills on standardized test scores: A meta-analysis. Counseling Outcome Research and Evaluation, 3(1), 3–16.
von Hippel, P. (2012). Should a normal imputation model be modified to impute skewed variables? Sociological Methods and Research, 42(1), 105–138.
Wagner, D. A. (1978). The effects of formal schooling on cognitive style. The Journal of Social Psychology, 106(2), 145–151.
West, A., & Gibbs, R. (2004). Selecting undergraduate students: What can the UK learn from the American SAT? Higher Education Quarterly, 58(1), 63–67.
White, J. (n.d.). Intelligence testing in education. Education Journal, 97, 15.
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Published
2016-10-12
How to Cite
Opperman, Ingrid, and Michael Greyling. 2016. “PREDICTING AVERAGE MARKS IN TERTIARY EDUCATION USING COGNITIVE TESTING AND SECONDARY EDUCATION PERFORMANCE”. New Voices in Psychology 11 (2):81-107. https://doi.org/10.25159/1812-6371/1744.
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