Higher Education Attainment: A Comparative study of Higher Education performances between students with A-Level only entry qualifications and students with alternative qualifications.

Nakibuuka, Linda-Marie (2025) Higher Education Attainment: A Comparative study of Higher Education performances between students with A-Level only entry qualifications and students with alternative qualifications. Doctoral thesis, University of East Anglia.

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Abstract

This study examines the effect of entry qualifications on academic performance and degree outcomes in higher education. It observes that a growing number of students with vocational qualifications, such as BTEC, enter higher education but find it difficult to attain top grades compared to those with only A-level qualifications.

Using a mixed-methods strategy, the quantitative phase analyses UK undergraduate data to compare performance variations between students who entered with A-level-only qualifications and those with alternative entry qualifications (BTEC, a combination of A-level/BTEC, and Access). It accounts for demographic factors by performing a hierarchical linear regression that differentiates pre-COVID and COVID-affected cohorts. Meanwhile, the qualitative phase investigates student experiences during critical transition points by conducting interviews and applying thematic analysis.

The results are presented in phases to mirror students' academic journeys (Phase 1: Access, Phase 2: Transition, Phase 3: Success). They show that entry qualifications and degree subject pathways significantly predict student performance. A-Level-only students demonstrated the highest achievement in both Pre-COVID and COVID-affected cohorts. Those with both A-Levels and BTEC performed better than BTEC-only students but could not eliminate the performance gap with A-Level-only students. Access students displayed varied results, with COVID-affected cohorts showing the lowest performance. Nevertheless, performance improvements were noted across both BTEC and A-Level/BTEC-combination students. While Access students displayed better results, this was exclusively among the COVID-affected cohorts, with pre-COVID counterparts showing decreasing performance.

Overall, the findings reveal that most students adapt to university learning as they advance, alongside a rise in support-seeking behaviours and changes in how students leverage their networks. They underscore the challenges students with diverse entry qualifications and backgrounds encounter, which can impact their engagement and advancement. The study recommends an intervention prior to the start of the degree to enhance students’ preparedness and facilitate a smoother transition from post-16 education to university.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > Norwich Business School
Depositing User:	Chris White
Date Deposited:	19 Feb 2026 15:21
Last Modified:	19 Feb 2026 15:21
URI:	https://ueaeprints.uea.ac.uk/id/eprint/101990
DOI:

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