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Failure in a First—Year University Subject

Failure in a First—Year University Subject P. G. MARTIN Following the Murray Report on Australian Universities there has been much discussion about the desirability of raking matriculation standards. In Adelaide, a student may enter the University after having passed five subjects at the Leaving Examination. Some students elect to return to school for at least one more year, at the end of which they may sit for the Leaving It has been found that the failure rate in first-year Honours examination. subjects at the University is very much higher in the first case than in the second. That is, one phenomenon A (not having studied at the Leaving Honours level) is associated with another phenomenon B (failure in first-year university subjects). Clearly, there are at least two possible explanations. Either A causes B in which case requiring all students to study at the Leaving Honours level would raise the pass rate at the University; or some third factor C causes both A and B, in which case studying at the Leaving Honours level would not necessarily raise the pass rate at the University. The purpose of this article is to direct attention to the second possibility and to show that it may be important. In http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Failure in a First—Year University Subject

Martin, P. G.
Australian Journal of Education , Volume 3 (3): 3 – Nov 1, 1959
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Publisher
SAGE
Copyright
© 1959 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494415900300302
Publisher site
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Abstract

P. G. MARTIN Following the Murray Report on Australian Universities there has been much discussion about the desirability of raking matriculation standards. In Adelaide, a student may enter the University after having passed five subjects at the Leaving Examination. Some students elect to return to school for at least one more year, at the end of which they may sit for the Leaving It has been found that the failure rate in first-year Honours examination. subjects at the University is very much higher in the first case than in the second. That is, one phenomenon A (not having studied at the Leaving Honours level) is associated with another phenomenon B (failure in first-year university subjects). Clearly, there are at least two possible explanations. Either A causes B in which case requiring all students to study at the Leaving Honours level would raise the pass rate at the University; or some third factor C causes both A and B, in which case studying at the Leaving Honours level would not necessarily raise the pass rate at the University. The purpose of this article is to direct attention to the second possibility and to show that it may be important. In

Journal

Australian Journal of Education – SAGE

Published: Nov 1, 1959

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