A comparative analysis of students' success on university courses in two groups; direct entry students and students following their preparatory studies(a study in a foundation university)

This thesis analyses the effects of the English language courses taken at the `preparatory? school of English medium universities on the grades (academic success) of the students in the faculties. In this study, the alphanumeric grades of the students are accepted as an indicator of the statement mentioned above. The research hypothesizes that students who spend one year (maximum) at the `preparatory? school receive higher grades in the faculties than direct entry students. These direct entry students are those who do not need to attend the courses offered at `preparatory? school since their English level is found to be sufficient as a result of the proficiency exam taken when they enter the university. The reason that `preparatory? school students are more successful is that in addition to having effective English language learning skills, they have a chance to develop some additional academic skills such as doing research, giving presentations, listening to lectures and taking notes, and writing academic papers before starting to deal with difficult subjects in their faculties. The hypothesis presented here is justified by comparing the grades taken from their freshman year courses of both groups of students. The academic years taken into consideration in this study are 2002-2003, 2003-2004, and 2004-2005. A report that includes all undergraduate students? alphanumeric grades taken at the end of the freshman courses has been prepared to determine the effect of the skills gained at the `preparatory? school on their success in their faculties.