{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/18424"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/18424","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Social connectedness, collaborative learning and student performance in an academic development programme","abstract":"This study investigated the relationship between social connectedness, collaborative learning and the academic performance of students in an academic development (AD) programme at a South African university. A final sample of 119 students responded to a survey questionnaire containing the campus connectedness scale and the collaborative learning scale, each measured on a six-point Likert scale. A multiple regression analysis revealed that social connectedness is a significant predictor of academic performance, which was measured using grade point average (GPA). The study found that collaborative learning did not contribute to variations in GPA, however it did relate positively to social connectedness. The results provide useful information to staff in the AD programme about elements of the programme that are succeeding in supporting student achievement. Includes bibliographical references (pages 49-54).","abstract_html":"This study investigated the relationship between social connectedness, collaborative learning and the academic performance of students in an academic development (AD) programme at a South African university. A final sample of 119 students responded to a survey questionnaire containing the campus connectedness scale and the collaborative learning scale, each measured on a six-point Likert scale. A multiple regression analysis revealed that social connectedness is a significant predictor of academic performance, which was measured using grade point average (GPA). The study found that collaborative learning did not contribute to variations in GPA, however it did relate positively to social connectedness. The results provide useful information to staff in the AD programme about elements of the programme that are succeeding in supporting student achievement. Includes bibliographical references (pages 49-54).","abstract_has_math":false,"creators":["Patsika, Natasha"],"institution":"Organisational Psychology","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Goodman, Suki"],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009","date_published":"2009","updated_at":"2026-07-22T22:23:14Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/18424","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Goodman, Suki"]},{"key":"dc:creator","label":"Author","values":["Patsika, Natasha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-03-30T14:49:21Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-30T14:49:21Z"]},{"key":"dc:date.issued","label":"Date","values":["2009"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Organisational Psychology"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MSocSc"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/18424"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the relationship between social connectedness, collaborative learning and the academic performance of students in an academic development (AD) programme at a South African university. A final sample of 119 students responded to a survey questionnaire containing the campus connectedness scale and the collaborative learning scale, each measured on a six-point Likert scale. A multiple regression analysis revealed that social connectedness is a significant predictor of academic performance, which was measured using grade point average (GPA). The study found that collaborative learning did not contribute to variations in GPA, however it did relate positively to social connectedness. The results provide useful information to staff in the AD programme about elements of the programme that are succeeding in supporting student achievement. Includes bibliographical references (pages 49-54)."]},{"key":"dc:title","label":"Title","values":["Social connectedness, collaborative learning and student performance in an academic development programme"]}]}],"canonical_facts":{"dc:contributor.advisor":["Goodman, Suki"],"dc:creator":["Patsika, Natasha"],"dc:date.accessioned":["2016-03-30T14:49:21Z"],"dc:date.available":["2016-03-30T14:49:21Z"],"dc:date.issued":["2009"],"dc:description.abstract":["This study investigated the relationship between social connectedness, collaborative learning and the academic performance of students in an academic development (AD) programme at a South African university. A final sample of 119 students responded to a survey questionnaire containing the campus connectedness scale and the collaborative learning scale, each measured on a six-point Likert scale. A multiple regression analysis revealed that social connectedness is a significant predictor of academic performance, which was measured using grade point average (GPA). The study found that collaborative learning did not contribute to variations in GPA, however it did relate positively to social connectedness. The results provide useful information to staff in the AD programme about elements of the programme that are succeeding in supporting student achievement. Includes bibliographical references (pages 49-54)."],"dc:identifier.uri":["http://hdl.handle.net/11427/18424"],"dc:language.iso":["eng"],"dc:publisher.department":["Organisational Psychology"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["Social connectedness, collaborative learning and student performance in an academic development programme"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MSocSc"]},"updated_at":"2026-07-22T22:23:14Z"}