oa The Independent Journal of Teaching and Learning - Cultural factors as predictors of cognitive test performance in information systems and technology education



A scan of the international literature suggests the existence in various countries of a persistent culture-based academic performance gap across various subjects, including information systems and technology. This study investigated whether, almost two decades after the formal demise of Apartheid, a culture-based academic achievement gap similarly persists in the South African university classroom in the field of information and systems technology. When using post-test scores as the dependent variable the findings showed significant culture-based differences in cognitive test performance. However, there were no significant differences in performance improvement (gain) scores on cognitive testing for the same sample. This suggests that previously disadvantaged students may be capable of responding as effectively as more advantaged students to an equalised educational context once the 'playing fields are levelled' at university.


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