| 1. |
|
|
| 2. |
|
|
| 3. |
- Löfgren, Kent, et al.
(author)
-
Jämförelser mellan studerande i olika antagningsgrupper som har registrerats på ekonomprogram
- 2004
-
Reports (other academic/artistic)abstract
- This study was about students and their study achievements. Data from available records for students admitted to the study programme of business administration was used. The students (N19393) were born in the period 1972–1984, living in Sweden and registered on the study programme sometime between 1993 and 2000. The students were divided into three groups on the basis of the grounds on which the students had been admitted. The first group had been admitted on the basis of their credits from uppersecondary school, the second on the basis of their SweSAT-scores and the third group on the basis of their SweSAT-scores with additional credit for work experience. Study achievement was defined as the number of credits the students managed to attain each semester. The purpose of the study was to see if there were any differences in academic achievement between the three groups. Attention was also given to social background and sex. The results showed that approximately 50% of the students were women. The proportion of students from Social Group 1 was highest among those who had been admitted on the basis of their SweSAT-scores. The most common upper-secondary school programme, for the students who had completed upper-secondary school 1997 or later, was the Programme for Social Science (Samhällsvetenskaplig utbildning). About one fifth of the students who had completed upper secondary school 1997-1999 had taken supplementary secondary-education-level courses after they had left upper-secondary school. The study showed that the female students attained more course points per semester than the male students. There were also differences, in terms of the number of credits attained per term, between the students from the three groups and between students with different social backgrounds. However, these differences were not as extensive as the differences between male and female study achievements.
|
|
| 4. |
- Löfgren, Kent, et al.
(author)
-
Jämförelser mellan studerande i olika antagningsgrupper som har registrerats på socionomprogrammet
- 2004
-
Reports (other academic/artistic)abstract
- Students and their study achievements are in focus in this report. Attention is given to the three and a half year long Programme for Social Work. The students (N2956) where divided into three groups, according to the grounds on which they had been admitted to the programme. The first group had been admitted on the basis of their credits from upper-secondary school, the second on the basis of their SweSAT-scores and the third group on the basis of their SweSAT-scores with additional credit for work experience. The purpose of the study was to see if there were any differences in academic achievement between the three groups. Academic achievement was defined as the number of credits achieved at university. Attention was also given to social backgrounds and male/female variance. The results showed that approximately 85% of the students were women. The proportion of students from Social Group 1 was highest among those who had been admitted on the basis of their credits from upper-secondary school. The most common uppersecondary school programme was the Programme for Social Science (Samhällsvetenskaplig utbildning). About one fourth of the students who had completed upper-secondary school 1997-1999 had taken supplementary secondary education level courses after they had left upper-secondary school. The study showed that the female students attained more course points perterm compared to the male students. There were also differences, in terms of the number of credits attained per term, between the students from the three groups and between students with different socio-economic backgrounds. However, these differences were not as extensive as the differences between male and female study achievements.
|
|
| 5. |
- Löfgren, Kent
(author)
-
Mått på studieprestation inom högskolan
- 2004
-
Reports (other academic/artistic)abstract
- This study is about the registration of study achievement (courses, credit points, degrees etc). It analyses the computer based student documentation systems for Swedish colleges and the statutory instruments (Swedish laws and ordinances) that governs these documentations. The National Agency for Higher Education is the central agency responsible for the official statistics about students’ achievements (www.hsv.se). The practical responsibility for coordinating and collecting the data rests with the Statistics Sweden (www.scb.se), a government authority for official statistics. The study shows that the colleges (i.e. at the local level) record study grades (e.g. Fail, Pass or Pass with distinction) but this information is not collected by the Statistics Sweden (on the national level). Attention is also given to the use different types of measurements of study achievement in Swedish research. The study ends with a discussion about future research. One future task is to investigate new ways to use available statistics students’ achievements. A second task is to develop and use new types of measurements of study achievement. Finally, a third task is to increase the accessibility of the official statistics on students’ achievements.
|
|
| 6. |
|
|
| 7. |
- Stage, Christina
(author)
-
Gruppskillnader i resultat på högskoleprovet
- 2004
-
Reports (other academic/artistic)abstract
- The Swedish Scholastic Aptitude Test (SweSAT) has been used for selection to higher education in Sweden since 1977. The most important demand on the test is that it should rank test-takers as fairly as possible with regard to their expected study success. Another demand is for unbiased admission, which means that, no group should be discriminated against because of e.g. gender or social class. Several studies have been performed on gender differences in test results, but differences between social classes have been scarcely studied. The main aim of this study was to examine differences between social classes on item level. Since results from the gender studies have had some impact on item construction, a secondary aim was to compare the results of social classes with the results of females and males. For group of 16 354 test-takers in spring 1992, who had finished upper secondary school the same year, differential item functioning (DIF) analyses were performed by means of the Mantel-Haenszel method and by comparing item characteristic curves (ICC). The DIF-items were classified into categories A (negligible), B (intermediate) and C (large) according to the severity of DIF. The test in 1992 consisted of 148 multiple-choice items, divided into six subtests. The outcome of the Mantel-Haenszel analysis for social groups was that 30 items turned out to have DIF, one of which in the B-category, and 29 in the A-category. For gender 113 items turned out to have DIF, 16 in category C, 20 in category B, and 77 in category A. Out of the 30 social group DIF-items, six were common to social group I and females, six to social group III and females, eight were common to social group I and males, and two to social group III and males. Four six out of the common DIF-items (four of which were in favour of social group I and females, and two in favour of social group I and males) the ICCs supported the results from the Mantel-Haenszel analyses. The conclusion was that there are very few items which function differently for social groups. Therefore, in order to find any pattern among DIF-items favouring social group I, an enormous amount of items would have to be analysed.
|
|
| 8. |
- Stage, Christina, 1943-, et al.
(author)
-
Högskoleprovet våren och hösten 2003 : Provdeltagargruppens sammansättning och resultat
- 2004
-
Reports (other academic/artistic)abstract
- Högskoleprovet har nu i 25 år fungerat som urvalsinstrument för antagning till universitets- och högskolestudier. Provet genomförs en gång på hösten och en gång på våren och det är tillåtet att göra provet hur många gånger man önskar. Vid mer än ett provresultat är det alltid det bästa resultatet som gäller vid urval till en studieplats. Provresultaten är giltiga i fem år och efter varje provtillfälle överförs råpoängen (antal rätt besvarade uppgifter) till en normerad poäng, på en skala från 0.0 till 2.0, där 2.0 är det högsta resultatet. Denna normering görs för att säkerställa att det är lika lätt eller svårt att erhålla en viss normerad poäng oavsett prov och provgrupp. Avsikten med föreliggande rapport är att beskriva provdeltagargruppen våren och hösten 2003 med avseende på sammansättning och resultat. Resultaten presenteras för provdeltagare med olika kön, ålder och utbildning. Vidare beskrivs hur normeringen av provresultaten genomförs och utfallet av normeringen. Slutligen presenteras några resultat avseende effekterna av att genomföra provet flera gånger. Resultaten i rapporten grundas på databearbetningar gjorda av Mats Hamrén, högskoleprovets systemchef.
|
|
| 9. |
- Sundström, Anna, 1979-
(author)
-
Övningskörning privat och på trafikskola : En enkätstudie om körkortsutbildningens betydelse för provresultatet
- 2004
-
Reports (other academic/artistic)abstract
- Previous studies have shown that type of driver education seems to affect the performance on the theoretical and practical driving-license test in Sweden (Wolming, 2000; Sundström, 2003). However, the categorisation of the test-takers driver education is unreliable, since the test-takers are categorised as private learners or students from traffic school on basis of their notification to the test. The first aim of this study was to create an unambiguous categorisation of the test-takers driver education and to use this categorisation to investigate differences in test performance between the categories. The second aim was to examine the arrangement of the theoretical and practical driver education for the different categories. The third aim was to study the test-takers opinions of the theoretical and practical test. In order to categorise the test-takers and investigate the content and arrangement of the education a questionnaire was designed. The questionnaire was administered to 245 persons that took the practical driving-license test in April 2003. The administration of the questionnaire resulted in answers from 142 respondents. The result indicated that the previous categorisation did not fit the reality since only 20 percent was categorised in the same way in the new model as in the old model. The result also showed that there is a need for professional support in the private driver training, since private learners tended to practice some exercises earlier than students from traffic school. The results also suggested that private training is important for practising basic manoeuvres like “manoeuvring” and “shifting gear” since these exercises were ranked high by the private learners. In addition, private training is important to practise more advanced driving since “roundabouts” also was ranked high by the respondents. The respondents’ opinions of the tests were also examined. Students from traffic school were more satisfied with the content of the theoretical and practical test than the private learners. Unlike the private learners, the majority of the students from traffic school thought that the content of the education corresponded well to the content of the tests. One explanation to these results might be that the content of the professional education makes the students better prepared for the tests, than private training alone. Finally, the categories were compared regarding their test performance and the result showed that traffic school students and the students who had combined lessons at traffic school with private training had somewhat higher pass-rates on the practical tests than students with private training only. Due to the sample size and response-rates, the number of respondents in each category was few, which made it difficult to make a more detailed comparison of the categories test performance. In order to compare the categories performance on the theoretical and practical test the questionnaire could be revised to include only information necessary for the categorisation of the test takers. With a less extensive questionnaire the sample size could be increased and the responserates would probably get better, which would facilitate a comparison of the categories.
|
|
| 10. |
|
|
