Is There a Real Need for the Preparatory Years in Higher Education? An Educational Data Analysis for College and Future Career Readiness

Hani Brdesee and Wafaa Alsaggaf
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Hani Brdesee: Computer Information Technology, Faculty of Applied Studies, King Abdulaziz University, P.O. Box 80200, Jeddah 21589, Saudi Arabia
Wafaa Alsaggaf: Department of Information Technology, King Abdulaziz University, Jeddah 21589, Saudi Arabia

Social Sciences, 2021, vol. 10, issue 10, 1-16

Abstract: Universities seek to qualify students for their academic and career futures and meet labor market requirements. Hence, a preparatory year is provided to bridge the gap between high school outcomes and the needs of university study plans. The preparatory year is the first year of support in the life of university students, and for decades, it has been recognized as important. It is considered the most crucial stage in the life of university students, where they build and refine their skills and choose their academic major, in which they complete their academic and career life. Due to the importance of this year, which requires the full attention and care of the higher authorities in terms of preparation, development, and renewal, this research outlines the importance of the preparatory year at a local level and in international institutions. Moreover, it sheds light on the details of King Abdulaziz University (KAU) students as a case study. It measures the relationship between the admission weighted ratio (AWR), the college enrollment allocation weighted ratio (CEAWR), and the performance of three batches of male and female students (three consecutive years), with details of students’ college allocation after the end of the preparatory year. More importantly, it aims to realize students’ progress through their weighted averages during their preparatory year, and the extent to which the goals of the preparatory year are achieved. After an analytic survey of the reality of the preparatory year, based on the statistical tests conducted, this study found that it is not possible to be satisfied with the weighted ratio for colleges’ direct allocation of high school students. The tests showed a difference between the AWR and that of the CEAWR, which indicates a change in the level of students’ performance from high school to university, due to the positive impact of the preparatory year. More precisely, it was noted that there is a possibility of studying the sufficiency of the weighted ratio for the direct allocation of some colleges in future research.

Keywords: educational data analysis; college enrollment allocation CEA; preparatory year in higher education; university direct admission; student performance (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2021
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