The language factor in students� experience of assessments: A case study from the University of the Western Cape
| dc.contributor.advisor | Antia, Bassey | |
| dc.contributor.author | Mndende, Athenkosi | |
| dc.date.accessioned | 2022-08-10T13:30:43Z | |
| dc.date.accessioned | 2024-03-27T08:53:49Z | |
| dc.date.available | 2022-08-10T13:30:43Z | |
| dc.date.available | 2024-03-27T08:53:49Z | |
| dc.date.issued | 2022 | |
| dc.description | Magister Artium - MA | en_US |
| dc.description.abstract | Recent 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.uri | https://hdl.handle.net/10566/9916 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | Language policy | en_US |
| dc.subject | Higher education | en_US |
| dc.subject | Monolingual education | en_US |
| dc.subject | Social justice | en_US |
| dc.subject | Multilingual education | en_US |
| dc.subject | University of the Western Cape | en_US |
| dc.title | The language factor in students� experience of assessments: A case study from the University of the Western Cape | en_US |