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A Multivariate Evaluation Of Mainstream And Academic Development Courses In First‐Year Microeconomics

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  • Leonard Smith
  • Lawrence Edwards

Abstract

“There is no place for him [the Bantu] in the European community above the level of certain forms of labour. For that reason it is of no avail for him to receive a training, which has as its aim absorption in the European community, where he cannot be absorbed.” (Verwoerd, 1954, p. 24) Abstract This paper analyses the impact of the University of Cape Town's first‐year microeconomics academic development course on performance in examinations. The paper makes two advances to existing empirical literature in this area. Firstly, we compare performance with a control group drawn from the mainstream economic course. Secondly, we evaluate performance in subsequent courses in first‐year macroeconomics and second‐year microeconomics. The results suggest that the academic development course has a major impact on students’ performance in the structured/essay questions, relative to the control group, in first‐ and second‐year microeconomics, and for the multiple‐choice questions in first‐year macroeconomics. Matriculation results, mathematics, English first language, physical science and gender are also important determinants of performance.

Suggested Citation

  • Leonard Smith & Lawrence Edwards, 2007. "A Multivariate Evaluation Of Mainstream And Academic Development Courses In First‐Year Microeconomics," South African Journal of Economics, Economic Society of South Africa, vol. 75(1), pages 99-117, March.
    • Handle: RePEc:bla:sajeco:v:75:y:2007:i:1:p:99-117
    DOI: 10.1111/j.1813-6982.2007.00102.x
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    Cited by:

    1. Leonard C. Smith, 2009. "An Analysis Of The Impact Of Pedagogic Interventions In First‐Year Academic Development And Mainstream Courses In Microeconomics," South African Journal of Economics, Economic Society of South Africa, vol. 77(1), pages 162-178, March.
    2. Justine Burns & Simon Halliday & Malcolm Keswell, 2012. "Gender and Risk Taking in the Classroom," SALDRU Working Papers 87, Southern Africa Labour and Development Research Unit, University of Cape Town.
    3. Hunt, Karin & Rankin, Neil A. & Schöer, Volker & Nthuli, Miracle & Sebastiao, Claire, 2009. "Blind Admission? The ability of NSC maths to signal competence in university commerce courses as compared to the former SC Higher Grade maths," MPRA Paper 18075, University Library of Munich, Germany.
    4. Mike Murray, 2016. "Does Poor Quality Schooling and/or Teacher Quality Hurt Black South African Students Enrolling for a Degree at the University of KwaZulu-Natal?," PLOS ONE, Public Library of Science, vol. 11(4), pages 1-11, April.

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