Academic maturity of students in an extended programme in mathematics

• Bridgette Yani ^[1] ; Ansie Harding ^[1] ; Johann Engelbrech ^[1]
  1. [1] University of Pretoria

     University of Pretoria

     City of Tshwane, Sudáfrica

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 7, 2019, págs. 1037-1049
• Idioma: inglés
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• Resumen

  • 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.