Robert Prince|Vera Frith|Sanet Steyn|Alan Cliff
Academic and quantitative literacy in higher education: Relationship with cognate school-leaving subjects
University of Cape Town|University of Cape Town|University of Cape Town|University of Cape Town
academic quantitative literacies aql essential success higher education literacies largely explicitly taught acquired indirectly mostly practices various school subjects national benchmark tests nbt project assesses students aql competencies assist identifying students need support placement appropriate programmes curriculum development analyse performance nbt aql test students took schoolleaving examinations mathematics mathematical literacy english home language english first additional language use subject choice representation level candidates quantitative competence language proficiency respectively investigate relative contributions made subject choices students aql students paired mathematics english home language subject statistically significant highest mean aql score took english first additional language mathematical literacy lowest language competence stronger effect mathematical competence aql students took subject combination mathematics english home language school better prepared academic demands higher education counterparts took alternate subjects treating subjects equivalent english home language mathematics admissions purposes ignores differences preparedness students