A Comparison of the Academic Experiences and Achievement of University Students Entering by Traditional and Non-traditional Means

Identifying Predictors of Academic Success for Part-time Students at Polytechnic Institutes in Malaysia

“…Presumably older students possess characteristics such as independence more towards Note: *p < .05, **p < .01, ***p < .001 ; a = reference group problem-centeredness and internal motivation, which is consistent with the self-directed learning concept introduced by Knowles (1980). Consistent with the findings of previous studies, females were determined to have significantly higher CGPA than males (Cantwell et al, 2001;Carney-Crampton & Tan, 2000;Spitzer, 2000). Perhaps, the greater self-regulation for females in this technology field explained their higher achievement in academics.…”

“…Previous research has shown that the diversity and complexity of adult learners' life experiences have a considerable impact on their academic success in higher education (Cantwell, Archer, & Bourke, 2001;Graham et al, 2000;Rogers, 2002;UNESCO, 2009). This area remains largely unexamined, particularly in the context of the polytechnic educational system in Malaysia.…”

“…For example, previous researchers have examined the effect of age (Cantwell et al, 2001;Hoskins & Newstead, 1997;Kasworm, 1990;Richardson, 1995;Spitzer, 2000); gender (Cantwell et al, 2001;Hoskins & Newstead, 1997;Spitzer, 2000); family responsibilities such as marital status (Reay, 1998) and number of children (Choy, 2002;Horn & Carroll, 1996;Kember, 1999;Taniguchi & Kaufman, 2005); generation status (Bui, 2002 (Fenske, Porter, & Dubrock, 2000;McGivney, 2004) on students' academic success.…”

“…In relation to gender differences, Cantwell et al (2001) compared traditional and nontraditional students' academic achievement and found females performed better than males. Nontraditional and female students also achieved higher grades than traditional and male students (Spitzer, 2000).…”

Becoming Exceptional: Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program

“…This reflects low SES pathways into university of mature age students, many of whom take years after finishing school to decide they can go to university. However, there is evidence that once at university they often outperform their younger peers (Cantwell, Archer & Bourke 2001). Eighteen of the fifty-two NETDS preservice teachers had other careers prior to entering into teacher education programs.…”