Influence of learning context on the relationship between A‐level attainment and final degree performance: a meta‐analytic review

This study reports a meta‐analysis of the published literature on the relationship between GCE A‐level attainment and degree performance. Effect sizes were computed based on 60 univariate analyses from 20 published studies spanning a period of 40 years. Results show the relationship between A‐level attainment and degree performance to be small but significant, to be stronger for university than for polytechnic graduates, and to differ according to discipline studied in higher education. These findings support the conclusion that the predictive utility of A‐levels is questionable, and furthermore suggest that learning approach and learning context may be among the mediating variables. The paper concludes with an appraisal of the psychometric problems encountered when investigating context performance relationships in higher education, and suggests directions for further research.