The present study proposed that a learning processing paradigm which incorporates learning potential would best facilitate the inquiry into alternative selection measures. This dynamic approach to selection accounts for the modifiability of students’ cognitive processes and consequent performance. This study aimed to assess the effectiveness of both traditional and learning process selection measures among a group advantaged and disadvantaged students. A sample of advantaged and disadvantaged students in the faculty of commerce were assessed near the beginning of the academic year on nine different predictors of academic success. The traditional predictors were school marks, intelligence, home background, motivation and inductive reasoning. Learning processing measures were study processes, learning and study skills, learning processes and learning potential. The findings demonstrated that the traditional measures were invalid predictors of future academic success for the disadvantaged students. Matric results and the test of intellectual functioning were however found to be significantly related to academic performance of advantaged students. The assumption of modifiability of students was supported through a moderator effect by enhancing predictability of disadvantaged students on the basis of the traditional inductive reasoning test. The single best predictor of academic success for the group of students as a whole was the learning process measure. The results suggest that it is wrong to admit disadvantaged students to the university on the basis of manifest functioning. The findings provide support for extending the learning potential and learning processing paradigm into academic prediction and to move more firmly into the educational-modifiable approach.
|Degree Type||Masters degree|
|Degree Description||M Ed|