THEORY-BASED PREDICTION OF ACADEMIC PERFORMANCE AT A SOUTH AFRICAN UNIVERSITY Charl D Cilliers and Edwin C de Klerk University of Stellenbosch Tertiary institutions internationally are faced with the question of how to determine prospective students tangible academic potential. This is particularly true for South African institutions where more students had inferior (poor and inadequate) schooling.Furthermore, conventional measures of abilities and achievement are orientated mainly toward assessing memory skills, and secondarily, toward assessing analytical skills. They rarely tap creative or practical skills in any meaningful way. However, prospective students from choice backgrounds may have produceed creative and practical skills to a greater extent than they have developed analytical ones. curiously if their upbringing has been under difficult circumstances, being creative has break down a prerequisite for survival. Conventional assessments of intelligence are not relevant in a multicultural context and go wrong to include other integral parts of intelligence in order to represent the whole of intelligence.( Thus, it is incumbent on researchers to develop broader predictive frameworks that take into account the diversity of skills likely to be found in populations.
This paper describes the design and implementation of such a broader predictive framework at the University of Stellenbosch (South Africa), based on the Triarchic Theory of Intellectual Abilities (Sternberg, 1985, 1996) and the Theory of Mental Self-Government (1997a). The system of this underlying research is that triarchic abilities, thinking styles, biographical information and bygone achievement will predict academic performance beyond the prediction provided by assessments of academic abilities. The paper concludes with research findings, conclusions and recommendations for reduce on research. Introduction, motivation for and relevance of research International challenge of... If you want to get a full essay, order it on our website:
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