The older the better? A study of mature student performance in British universities

Woodley, Alan

doi:10.1177/003452378403200105

Cited by 41 publications

(32 citation statements)

References 3 publications

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“…The above analysis supports the findings of previous research by Woodley (1984) and Hartley (1986) that mature students perform as well as traditional Alevel students at degree level. …”

Section: *F Is Not Significantp<001supporting

confidence: 90%

“…Lucas and Ward (1985); Smithers and Griffin (1986); Walker (1975); Woodley (1984) all found the best results in the 25 to 30 age group but differences began to appear between mature and younger students as the mature students increased in age. They also found that things become a little more difficult for students in their late 60s and 70s.…”

Section: Introductionmentioning

confidence: 98%

“…For in stance, Hopper and Osborn (1975) found that mature students at Birkbeck College (University of London) did almost as well as traditional students. Woodley (1984) looked at the performance of mature students and traditional students in all British universities and found that mature students wdiagraduated were just as likely to gain a good degree, as were traditional students although there was a slightly higher dropout rate for the mature students.…”

Section: Introductionmentioning

confidence: 99%

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A Comparison in Performance Between Mature Entry Students and Traditional (A-Level) Entry Students at the University of Zimbabwe

Zindi¹

2005

Zimbabwe Journal of Educational Research

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The degree results o f Business Studies and Law students who had entered the University o f Zimbabwe through 'mature entry ' between 1990 and 1999 were compared with those o f students who had entered university through the traditional A-level entry route. These students were matched fo r sex and the subjects studied. No significant differences were found fo r age or sex. The conclusion drawn from these results is that since there was no interaction between the two variables o f mature entry and 'traditional entry there is no difference in performance between mature entry students and (traditional) A-level entry students at the University o f Zimbabwe.

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“…The above analysis supports the findings of previous research by Woodley (1984) and Hartley (1986) that mature students perform as well as traditional Alevel students at degree level. …”

Section: *F Is Not Significantp<001supporting

confidence: 90%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Comparison in Performance Between Mature Entry Students and Traditional (A-Level) Entry Students at the University of Zimbabwe

Zindi¹

2005

Zimbabwe Journal of Educational Research

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“…Although more moderate results were found by Richardson (1995) and Trueman and Hartley (1996), mature students outperformed their younger peers in vocational subjects and languages (Johnes, 1992) and in arts and social science subjects (Walker, 1975). There are also gender differences, with female students outperforming male students (Woodley, 1984;Hoskins et al, 1997); both single and married mothers in higher education performed better academically than other students, including mature students in general (Burns et al, 1993).…”

Section: Introduction and Literature Reviewmentioning

confidence: 92%

Being that bit older: mature students' experience of university and healthcare education

Shanahan

2000

Occupation Therapy Intl

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“…Data discrepancies had to be verified, and deadlines were not always met as hoped for by the researcher. In the end, the variables identified were ones which are of considerable practical and theoretical interest, and have attracted previous attention in the research literature (Astin, Tsui, & Avalos, 1996;Hoskins & Newstead, 1997;Woodley, 1984).…”

Section: Introductionmentioning

confidence: 99%

The relationship between entry age and academic achievement for UNBC's graduation cohorts

Albee¹

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Specifically, in response to the changes in student demographics and the location and characteristics of the University of Northern British Columbia, this project examined and evaluated the effect of entry age upon academic achievement for UNBC's graduation cohorts. Participants consisted of2426 graduates (1998 -2003 classes) with entry ages ranging from 17 to 67. Regression analysis was used. Entry age, Gender, Attendance Patterns (Part-time/Full-time), Admission Types were weak predictors of academic achievement for UNBC graduates. Admission GP A was the best predictor across all age ranges, which coincides with current research. The entire cohort was then split into three groups (Youngest =17-20.99, Middle= 21-29.99 and Oldest = 30+). The results were broadly consistent with previous studies on academic achievement measures for the various age groups. When the effect sizes were calculated for these groups, the differences were trivial. Therefore, when attending UNBC, students will have an equal chance of high academic achievement no matter what their entry age, gender, attendance pattern, admit type or admission GP A.-11 -

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The older the better? A study of mature student performance in British universities

Cited by 41 publications

References 3 publications

A Comparison in Performance Between Mature Entry Students and Traditional (A-Level) Entry Students at the University of Zimbabwe

A Comparison in Performance Between Mature Entry Students and Traditional (A-Level) Entry Students at the University of Zimbabwe

Being that bit older: mature students' experience of university and healthcare education

The relationship between entry age and academic achievement for UNBC's graduation cohorts

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