Academic maturity of students in an extended programme in mathematics

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dc.contributor.author Yani, Bridgette
dc.contributor.author Harding, Ansie
dc.contributor.author Engelbrecht, Johann
dc.date.accessioned 2019-12-12T12:23:26Z
dc.date.issued 2019
dc.description.abstract This paper focuses on the students who are registered in the University of Pretoria’s academic development programme, named the Four-year Programme (FYP). The programme was introduced as a gateway for students who are underprepared but have the potential to succeed and then continue their studies into the mainstream science programmes. Our research focuses on measuring the change in the academic maturity of these students. In the theoretical framework that we developed, academic maturity is subdivided into two components namely non-subject based maturity and subject based maturity (mathematical maturity). This paper focuses on measuring non-subject based academic maturity. The survey used for this purpose is called the Student Academic Readiness Survey (STARS), taken at the beginning of the year and after the first semester respectively. The results of the surveys are compared to measure the change in students’ views. Results show that in all constructs there is a surprising decline in students’ perceptions regarding their own abilities over the first semester at university. We use the Dunning–Kruger effect to explain this unexpected decline, in that students seem to develop a more realistic view of their own maturity, which in itself can be seen as a growth in academic maturity. en_ZA
dc.description.department Mathematics and Applied Mathematics en_ZA
dc.description.department Science, Mathematics and Technology Education en_ZA
dc.description.embargo 2020-08-16
dc.description.librarian hj2019 en_ZA
dc.description.uri https://tandfonline.com/loi/tmes20 en_ZA
dc.identifier.citation Bridgette Yani, Ansie Harding & Johann Engelbrecht (2019) Academic maturity of students in an extended programme in mathematics, International Journal of Mathematical Education in Science and Technology, 50:7, 1037-1049, DOI: 10.1080/0020739X.2019.1650305. en_ZA
dc.identifier.issn 0020-739X (print)
dc.identifier.issn 1464-5211 (online)
dc.identifier.other 10.1080/0020739X.2019.1650305
dc.identifier.uri http://hdl.handle.net/2263/72631
dc.language.iso en en_ZA
dc.publisher Taylor and Francis en_ZA
dc.rights © 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in International Journal of Mathematical Education in Science and Technology, vol. 50, no. 7, pp. 1037-1049, 2019. doi : 10.1080/0020739X.2019.1650305. International Journal of Mathematical Education in Science and Technology is available online at : http://www.tandfonline.comloi/tmes20. en_ZA
dc.subject Academic development en_ZA
dc.subject Academic maturity en_ZA
dc.subject Social maturity en_ZA
dc.subject Organizational maturity en_ZA
dc.subject Underpreparedness en_ZA
dc.title Academic maturity of students in an extended programme in mathematics en_ZA
dc.type Postprint Article en_ZA


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