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Document Type (Journals)

Original Research

Abstract

Significant disparities in academic performance that may be associated with specific demographics can be utilized for supporting diverse student cohorts. Strategies can be developed for students to enhance equity and inclusivity in undergraduate occupational therapy education to ensure student success. This study aimed to determine the predictive demographic factors influencing academic performance among first- and second-year undergraduate occupational therapy students at a university in South Africa. A quantitative, cross-sectional design was utilized, and the sample included 129 first- and second-year students. Data were collected retrospectively from university records and student dashboards. Key demographic and academic variables were analyzed, including personal and geographical information, parental education, funding, university enrollments, and academic performance. Data analyses included descriptive statistics for the overall cohort and students who failed courses in the first and second year. Logistic regression was utilized to identify patterns and relationships between the variables and academic performance for students who failed ranging from 2 to 48 students per course in first year, and 7 to 50 students who failed per course in second year. The study indicates that demographic factors influenced academic performance among occupational therapy students in South Africa, but their impact varied by course. Gender, age, and geographical context were noteworthy predictors of academic performance, particularly highlighting the challenges faced by male students and students from rural contexts. These insights contribute to understanding the complex nature of demographic factors affecting student outcomes, particularly in the context of resource-constrained countries in the global South. The study advocates for individual support and targeted interventions to address diverse student needs, moving away from a one-size-fits-all approach.

Biography

Eileen du Plooy, B Occ Ther, M Occ Ther is Head of eFundanathi at the University of the Witwatersrand and a Senior Fellow (SFHEA) of Advance HE. Formerly an occupational therapy educator, she now leads educational technology initiatives, with interests in AI, personalized adaptive learning, student success, and data-driven learning design in health professions education.

Prof. Daleen Casteleijn, PhD, M Occ Ther, DHETP, DVR, B Occ Ther (Hons) is an occupational therapy educator and researcher specializing in mental health, develops outcome measures to track activity participation and evaluates intervention impact. With expertise in instrument development and psychometrics, she publishes widely, chairs a foundation, serves on editorial boards, and regularly presents on a key occupational therapy model.

Dr. Denise Franzsen, BSc OT (Wits), MSc OT (Wits), DHT (Pret), PhD.(Wits) has been a lecturer in the Department of Occupational Therapy at the University of Witwatersrand for more than 40 years. She has specialized in research the application of models and frameworks in occupational therapy, academic concessions for students and types of learning.

Ms. Gopika Ramkilawon, BSc (Hons), MSc (Advanced Data Analytics) is a Senior Research Consultant in the Department of Statistics at the University of Pretoria. She obtained her BSc in Mathematical Statistics, BSc (Hons) in Mathematical Statistics, and MSc in Advanced Data Analytics at the University of Pretoria. Her research interests include applied statistics, distribution theory, epidemiology, machine learning, and statistical methodologies.

Declaration of Interest

The authors report no declarations of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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