The language factor in students� experience of assessments: A case study from the University of the Western Cape

dc.contributor.advisorAntia, Bassey
dc.contributor.authorMndende, Athenkosi
dc.date.accessioned2022-08-10T13:30:43Z
dc.date.accessioned2024-03-27T08:53:49Z
dc.date.available2022-08-10T13:30:43Z
dc.date.available2024-03-27T08:53:49Z
dc.date.issued2022
dc.descriptionMagister Artium - MAen_US
dc.description.abstractRecent statistics show that 25% of university students in South Africa drop out in their first year of study (Stats SA, 2018). This figure is all the more worrisome when older but still relevant statistics are considered, e.g., that only 21% of students graduate within the regulation time (Scott et al., 2007). High drop-out rates and low throughput rates in higher education have been discussed in terms of such factors as funding, student support, race and gender. Although several factors contribute to high dropout rates and low throughput rates in higher education, there is not much research that analyses the problem from the language standpoint in assessment.en_US
dc.identifier.urihttps://hdl.handle.net/10566/9916
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectLanguage policyen_US
dc.subjectHigher educationen_US
dc.subjectMonolingual educationen_US
dc.subjectSocial justiceen_US
dc.subjectMultilingual educationen_US
dc.subjectUniversity of the Western Capeen_US
dc.titleThe language factor in students� experience of assessments: A case study from the University of the Western Capeen_US

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