This thesis aimed to determine what factors predicted the academic performance of undergraduate students. The main factor investigated was a post-entry language assessment created and administrated by Learning Development staff at an Australian university. Several key factors in predicting academic failure were identified, including students having below satisfactory academic writing. These students were 3.77 times more likely to fail compared to students with satisfactory writing. Furthermore, students who did not attend the Learning Development unit, Academic Skills Centre, were 2.89 times more likely to fail in comparison to those who engaged. These findings highlight the important role played by support services such as Learning Development centres.
Association for Learning Development in Higher Education