A new factor in UK students' university attainment: the relative age effect reversal?. Issue 3 (6th July 2015)

• Record Type: Journal Article
• Authors: Roberts, Simon J.; Stott, Tim
• Is Part Of: Quality assurance in education. Volume 23:Issue 3(2015)
• Page Start: 295
• Page End: 305
• Publication Date: 2015-07-06
• Subjects: Education -- Standards -- Periodicals; 370
• DOI: 10.1108/QAE-01-2013-0008
• Languages: English
• ISSNs: 0968-4883

Abstract

<abstract> <title> <x content-type="archive" xml:space="preserve">Abstract</x> </title> <sec> <title content-type="abstract-heading">Purpose</title> <p> – The purpose of this paper is to study relative age effects (RAEs) in a selected sample of university students. The majority of education systems across the globe adopt age-related cut-off points for eligibility. This strategy has received criticism for (dis)advantaging those older children born closer to the "cut-off" date for entry into an academic year and for promoting the existence of RAEs. To date, there are only two studies which have examined the relative age phenomenon in a university setting specifically. </p> </sec> <sec> <title content-type="abstract-heading">Design/methodology/approach</title> <p> – Data of student records from the years 2006-2009 were analysed. Specifically this included date of birth, The Universities and Colleges Admissions Service (UCAS) entry points, gender, grade point averages and final year degree classification. </p> </sec> <sec> <title content-type="abstract-heading">Findings</title> <p> – Analysis of data collected from 460 university students revealed a significant RAE reversal. Specifically, relatively younger students achieved significantly higher first-class honours degrees than relatively older students (<italic>p</italic> < 0.01). </p> </sec> <sec> <title content-type="abstract-heading">Research limitations/implications</title> <p> – Limitations include the following: the sample was modest and restricted to only 460 students located within one of the universities five faculties. Recent RAE studies in education have recruited thousands of students; therefore, these findings may not be totally representative of the broader UK university population. </p> </sec> <sec> <title content-type="abstract-heading">Originality/value</title> <p> – This is only the second UK-based study to examine RAEs from a university perspective. The findings highlight an interesting and new insight into the RAE phenomenon and one that warrants further scientific attention.</p> </sec> </abstract>