DO FOUNDATION STUDENTS PERFORM BETTER AT THE END OF THEIR FIRST YEAR OF UNDERGRADUATE STUDY THAN THEIR COUNTERPARTS WHO ENTER STRAIGHT INTO MAINSTREAM STUDY? A CASE STUDY AT MONASH SOUTH AFRICA

摘要

This article tracks the academic progress of a cohort of students passing through a foundation programme until the end of their first year of undergraduate study. An analysis of their academic results compared to students who have also completed their first year but entered straight into first year mainstream study is conducted. The study shows that most students passing through a foundation programme have an advantage over their counterparts as they achieve the same or better results. However, the study finds that entrance results and semester results in a foundation programme cannot be used solely as predictors for success in first year. Qualitative analysis of interviews with samples of both groups of students will show that other variables exist for their success or failure in their first year of study. The article will make recommendations regarding entry and access for students entering a foundation programme. It will also make recommendations for curriculum design and innovative ways of delivering meaningful learning to students in foundation programmes and undergraduate programmes.