U
U
N
N
I
I
V
V
E
E
R
R
S
S
I
I
T
T
Y
Y
S
S
T
T
U
U
D
D
E
E
N
N
T
T
S
S
I
I
N
N
S
S
C
C
I
I
E
E
N
N
C
C
E
E
P
P
R
R
O
O
G
G
R
R
A
A
M
M
M
M
E
E
S
S
by
MELANIE JACOBS
(BSc; BEd; BOptom; MPhil (Optometry); PGCE)
THESIS
submitted in fulfilment of the requirements for the degree
PHILOSOPHIAE DOCTOR
in Higher Education Studies
(Ph.D. in Higher Education Studies)
in
T
TH
HE
E
S
SC
CH
HO
OO
OL
L
O
OF
F
H
HI
IG
GH
HE
ER
R
E
ED
DU
UC
CA
AT
TI
IO
ON
N
S
ST
TU
UD
DI
IE
ES
S
F
FA
AC
CU
UL
LT
TY
Y
O
OF
F
E
ED
DU
UC
CA
AT
TI
IO
ON
N
U
UN
NI
IV
VE
ER
RS
SI
IT
TY
Y
O
OF
F
T
TH
HE
E
F
FR
RE
EE
E
S
ST
TA
AT
TE
E
B
BL
LO
OE
EM
MF
FO
ON
NT
TE
EI
IN
N
D
DE
EC
CE
EM
MB
BE
ER
R
2
20
01
10
0
PROMOTER:
Prof. G. P. de Bruin, UJ
CO-PROMOTERS:
Dr. S. P. van Tonder, UFS
ii
D
D
E
E
C
C
L
L
A
A
R
R
A
A
T
T
I
I
O
O
N
N
I hereby declare that the work which is submitted here is the result of my own
independent investigation. Where help was sought, it was acknowledged. I further
declare that the work is submitted for the first time at this university towards the
Philosophiae Doctor degree in Higher Education Studies and that it has never been
submitted to any other university for the purpose of obtaining a degree.
03 December 2010
M JACOBS
DATE
I hereby cede copyright of this thesis in favour of the University of the Free State.
03 December 2010
iii
Herewith my sincere acknowledgement and greatest appreciation to the following people and groups of people:¾ Prof. Deon de Bruin, my supervisor, for his academic advice, gentle guidance, endless patience, enriching conversations and confidence in me.
¾ Dr. Fanus van Tonder, co-supervisor, for the detailed and constructive feedback, professional support and gentle moulding.
¾ Dr. Marianne Viljoen, co-supervisor, for inspiration and valuable suggestions.
¾ Prof. Kinta Burger, Executive Dean, sincere friend and catalyst, your interest and support throughout are appreciated. To all the colleagues in the Faculty of Science (UJ) for moral support and interest, thank you.
¾ Prof. Anette Wilkinson and staff of CHED (UFS), for financial assistance and moral support throughout.
¾ Alistair Seymour, colleague and friend, your patience, prayers and expertise with data and diagrams are appreciated.
¾ Ina Pretorius, thank you for continuous motivation and reading with enthusiasm. ¾ Prof. Liz Greyling for the professional language editing.
¾ Karen Viljoen for the technical and language support. ¾ Lianie Döman for the technical support and editing.
¾ Family and friends who has been supporting, motivating and enduring me, I love you all. ¾ My parents, for all the love and affection and for always believing in me.
¾ Minette and Gerrit, for appreciative understanding and patience. I will now again become the mother that you two deserve.
¾ Gerrie, my dear husband, my mentor and best friend. The endless conversations, your insight and constructive contribution has inspired me all along. Thank you for being there, always loving and caring, without which I could not attempt this study.
͞^ŽƚŚĂƚŝƚŵĂLJďĞŵĂĚĞĐůĞĂƌƚŚĂƚƚŚŝƐĞdžƚƌĂŽƌĚŝŶĂƌLJƉŽǁĞƌďĞůŽŶŐƐƚŽ'ŽĚĂŶĚĚŽĞƐŶŽƚĐŽŵĞĨƌŽŵƵƐ͘͟ (2 Cor. 4:7b)
Dedicated to Gerrie, Minette and Gerrit (with love)
iv
C
C
O
O
N
N
T
T
E
E
X
X
T
T
O
O
F
F
T
T
H
H
E
E
P
P
R
R
O
O
B
B
L
L
E
E
M
M
,
,
C
C
O
O
N
N
C
C
E
E
P
P
T
T
U
U
A
A
L
L
A
A
N
N
A
A
L
L
Y
Y
S
S
I
I
S
S
A
A
N
N
D
D
P
P
U
U
R
R
P
P
O
O
S
S
E
E
O
O
F
F
T
T
H
H
E
E
S
S
T
T
U
U
D
D
Y
Y
1
1.
.1
1
IN
I
NT
TR
RO
OD
DU
UC
CT
TI
IO
ON
N
11
1.
.2
2
CO
C
ON
NT
TE
EX
XT
T
O
OF
F
T
TH
HE
E
S
ST
TU
UD
DY
Y
2 1.2.1 Future challenges of South African Higher Education 2 1.2.2 The status of Science programmes in South African Higher Education 4 1.2.3 Student performance in South African Higher Education 61
1.
.3
3
PU
P
UR
RP
PO
OS
SE
E
O
OF
F
T
TH
HE
E
S
ST
TU
UD
DY
Y
8 1.3.1 Research goals 8 1.3.2 Research objectives 8
1
1.
.4
4
RA
R
AT
TI
IO
ON
NA
AL
LE
E
O
OF
F
T
TH
HE
E
S
ST
TU
UD
DY
Y
91
1.
.5
5
CO
C
ON
NC
CE
EP
PT
TS
S
A
AN
ND
D
A
AS
SS
SU
UM
MP
PT
TI
IO
ON
NS
S
R
RE
EL
LE
EV
VA
AN
NT
T
T
TO
O
T
TH
HI
IS
S
S
ST
TU
UD
DY
Y
10 1.5.1 Theoretical assumptions (working definitions of key concepts) 101.5.1.1 Student performance 10 1.5.1.2 Throughput 11 1.5.1.3 µ'URS-RXW¶ 11 1.5.1.4 Placement 11 1.5.1.5 Framework 11 1.5.1.6 Science programmes 12 1.5.1.7 First-year students 12 1.5.1.8 Individual differences 12 1.5.2 Methodological assumptions 12 1.5.2.1 Unit of analysis 13
1.5.2.2 The dimension of time 13
1.5.2.3 Research method 13
1.5.2.4 The research strategy 14
1.5.2.5 Method of measurement 15 1.5.3 Meta-theoretical assumptions 15
1
1.
.6
6
RE
R
ES
SE
EA
AR
RC
CH
H
M
ME
ET
TH
HO
OD
D
151
1.
.7
7
DE
D
EM
MA
AR
RC
CA
AT
TI
IO
ON
N
171
1.
.8
8
TH
T
HE
ES
SI
IS
S
S
ST
TR
RU
UC
CT
TU
UR
RE
E
181
1.
.9
9
SY
S
YN
NT
TH
HE
ES
SI
IS
S
19C
C
H
H
A
A
P
P
T
T
E
E
R
R
2
2
T
T
H
H
E
E
C
C
H
H
A
A
N
N
G
G
I
I
N
N
G
G
S
S
O
O
U
U
T
T
H
H
A
A
F
F
R
R
I
I
C
C
A
A
N
N
H
H
I
I
G
G
H
H
E
E
R
R
E
E
D
D
U
U
C
C
A
A
T
T
I
I
O
O
N
N
L
L
A
A
N
N
D
D
S
S
C
C
A
A
P
P
E
E
:
:
C
C
H
H
A
A
L
L
L
L
E
E
N
N
G
G
E
E
S
S
A
A
N
N
D
D
O
O
P
P
P
P
O
O
R
R
T
T
U
U
N
N
I
I
T
T
I
I
E
E
S
S
2
2.
.1
1
IN
I
NT
TR
RO
OD
DU
UC
CT
TI
IO
ON
N
202
2.
.2
2
RA
R
AT
TI
IO
ON
NA
AL
LE
E
U
UN
ND
DE
ER
RL
LY
YI
IN
NG
G
T
TH
HI
IS
S
C
CH
HA
AP
PT
TE
ER
R
212
2.
.3
3
TH
T
HE
E
I
IM
MP
PA
AC
CT
T
O
OF
F
C
CH
HA
AN
NG
GI
IN
NG
G
E
ED
DU
UC
CA
AT
TI
IO
ON
N
P
PO
OL
LI
IC
CI
IE
ES
S
O
ON
N
T
TH
HE
E
S
SO
OU
UT
TH
H
A
AF
FR
RI
IC
CA
AN
N
H
HI
IG
GH
HE
ER
R
E
ED
DU
UC
CA
AT
TI
IO
ON
N
L
LA
AN
ND
DS
SC
CA
AP
PE
E
212.3.1 A fragmented Higher Education system before 1994 22
2.3.2 Major policy initiatives in Higher Education in post-1994 South Africa 24 2.3.2.1 The National Commission on Higher Education (NCHE) report (1996) 25 2.3.2.2 The White Paper 3 on Higher Education Transformation (1997) 27
2.3.2.3 The Higher Education Act (Act 101 of 1997) 29
2.3.2.4 The National Plan on Higher Education (2001) 30
2.3.2.5 Restructuring of the Higher Education system in South Africa (2001) 31 2.3.2.6 Student Enrolment Planning in Public Higher Education (2004) 34 2.3.3 Synthesis of policy influences on Higher Education in South Africa 37
v
2.4.1 A brief conceptualisation of enrolment management 41
2.4.1.1 The international roots of enrolment management 41
2.4.1.2 Conceptualising enrolment management 42
2.4.2 Models for implementing enrolment management in institutions 44
2.4.2.1 The student-flow funnel model for enrolment management 45
2.4.3 Throughput and retention management 47
2.4.3.1 Factors to consider for increased throughput 48
2.4.3.2 Pre-entry attributes to consider for increasing throughput 49
2.4.4 Synthesis on enrolment management 52
2
2.
.5
5
QU
Q
UA
AL
LI
IT
TY
Y
EN
E
NH
HA
AN
NC
CE
EM
ME
EN
NT
T
IN
I
N
LE
L
EA
AR
RN
NI
IN
NG
G
PR
P
RO
OG
GR
RA
AM
MM
ME
ES
S
IN
I
N
R
RE
ES
SP
PO
ON
NS
SE
E
TO
T
O
CH
C
HA
AN
NG
GE
ES
S
IN
I
N
HI
H
IG
GH
HE
ER
R
ED
E
DU
UC
CA
AT
TI
IO
ON
N
IN
I
N
SO
S
OU
UT
TH
H
A
AF
FR
RI
IC
CA
A
522.5.1 The changing notion of quality in the South African Higher Education sector
53 2.5.1.1 Quality assurance in traditional Technikons in South Africa 53 2.5.1.2 Quality assurance in traditional Universities in South Africa 54
2.5.1.3 Quality structures in South African Higher Education 54
2.5.2 Quality of learning programmes in South African Higher Education 56
2
2.
.6
6
SC
S
CI
IE
EN
NC
CE
E
L
LE
EA
AR
RN
NI
IN
NG
G
P
PR
RO
OG
GR
RA
AM
MM
ME
ES
S
I
IN
N
R
RE
ES
SP
PO
ON
NS
SE
E
T
TO
O
N
NA
AT
TI
IO
ON
NA
AL
L
N
NE
EE
ED
DS
S
A
AN
ND
D
S
SC
CA
AR
RC
CE
E
S
SK
KI
IL
LL
LS
S
57 2.6.1 An overview of the current South African secondary school curriculum
and performance
59 2.6.1.1 General features of the South African secondary school curriculum 59 2.6.1.2 An analysis of Grade 12-achievement in South African secondary school
Mathematics and Physical Science
61
2.6.1.3 The NCS Mathematics curriculum 63
2.6.2 An overview of the influence of the secondary school curriculum on university performance
66
2.6.3 The progress from school to Higher Education 70
2.6.4 Funding as a challenge for Higher Education 74
2
2.
.7
7
SY
S
YN
NT
TH
HE
ES
SI
IS
S
74
C
C
H
H
A
A
P
P
T
T
E
E
R
R
3
3
M
M
E
E
N
N
T
T
A
A
L
L
A
A
B
B
I
I
L
L
I
I
T
T
Y
Y
A
A
N
N
D
D
A
A
C
C
A
A
D
D
E
E
M
M
I
I
C
C
A
A
C
C
H
H
I
I
E
E
V
V
E
E
M
M
E
E
N
N
T
T
3
3.
.1
1
IN
I
NT
TR
RO
OD
DU
UC
CT
TI
IO
ON
N
773
3.
.2
2
RA
R
AT
TI
IO
ON
NA
AL
LE
E
U
UN
ND
DE
ER
RL
LY
YI
IN
NG
G
T
TH
HI
IS
S
C
CH
HA
AP
PT
TE
ER
R
783
3.
.3
3
TH
T
HE
E
C
CA
AT
TT
TE
EL
LL
L-
-H
HO
OR
RN
N-
-C
CA
AR
RR
RO
OL
LL
L
M
MO
OD
DE
EL
L
O
OF
F
T
TH
HE
E
S
ST
TR
RU
UC
CT
TU
UR
RE
E
O
OF
F
M
ME
EN
NT
TA
AL
L
A
AB
BI
IL
LI
IT
TY
Y
79 3.3.1 Conceptualisation 80 3.3.1.1 Ability 80 3.3.1.2 Intelligence 80 3.3.1.3 Mental ability 81 3.3.1.4 Aptitude 81 3.3.1.5 Proficiency or achievement 813.3.2 The structure of mental abilities 82
3.3.3 General mental ability and the g-factor 85
3.3.4 General mental ability and intelligence testing 86
3.3.5 The relevance of general mental ability for a model of student placement 87
vi
3.4.1 Mental ability and education in Mathematics 92
3.4.1.1 The importance of Mathematics achievement 95
3.4.1.2 Mental abilities required for Mathematics 96
3.4.1.3 The relationship between Mathematics and language 97
3.4.1.4 Mathematical achievement and the real world 97
3.4.2 Mental ability and Science education 99
3.4.2.1 The importance of Science achievement 99
3.4.2.2 Mental processing in Science 102
3.4.2.3 The current state of Science education in SA 104
3.4.2.4 Science achievement at Higher Education level 107
3.4.3 Mathematics and Science preparedness for Higher Education 108
3.4.3.1 Access into Higher Education Science programmes 111
3.4.3.2 Alternative access into Higher Education Science programmes 111
3
3.
.5
5
GE
G
EN
NE
ER
RA
AL
L
M
ME
EN
NT
TA
AL
L
A
AB
BI
IL
LI
IT
TY
Y
A
AN
ND
D
A
AC
CH
HI
IE
EV
VE
EM
ME
EN
NT
T
T
TE
ES
ST
TI
IN
NG
G
1143.5.1 International trends in achievement testing 115
3.5.1.1 The American testing system 115
3.5.1.2 Other international testing systems 116
3.5.1.3 Critisism of international testing systems 116
3.5.2 National trends 117
3.5.2.1 The Stellenbosch University Access Test 119
3.5.2.2 The AARP Test of the University of Cape Town 119
3.5.2.3 Other tests 120
3.5.2.4 The National Benchmark Test (NBT) 121
3.5.2.5 Additional factors to be considered 125
3.5.3 Admission and placement testing 126
3
3.
.6
6
SY
S
YN
NT
TH
HE
ES
SI
IS
S
128
C
C
H
H
A
A
P
P
T
T
E
E
R
R
4
4
N
N
O
O
N
N
-
-
C
C
O
O
G
G
N
N
I
I
T
T
I
I
V
V
E
E
I
I
N
N
D
D
I
I
V
V
I
I
D
D
U
U
A
A
L
L
D
D
I
I
F
F
F
F
E
E
R
R
E
E
N
N
C
C
E
E
S
S
A
A
N
N
D
D
A
A
C
C
A
A
D
D
E
E
M
M
I
I
C
C
A
A
C
C
H
H
I
I
E
E
V
V
E
E
M
M
E
E
N
N
T
T
4
4.
.1
1
IN
I
NT
TR
RO
OD
DU
UC
CT
TI
IO
ON
N
1314
4.
.2
2
IN
I
ND
DI
IV
VI
ID
DU
UA
AL
L
D
DI
IF
FF
FE
ER
RE
EN
NC
CE
ES
S
1324
4.
.3
3
PE
P
ER
RS
SO
ON
NA
AL
LI
IT
TY
Y
133 4.3.1 What is personality? 134 4.3.2 Personality types 1354.3.3 The traits approach to personality 138
4.3.4 The Five Factor Model of personality 139
4.3.4.1 Extroversion 139
4.3.4.2 Neuroticism 140
4.3.4.3 Conscientiousness 141
4.3.4.4 Openness to Experience 142
4.3.4.5 Agreeableness 143
4.3.4.6 Usefulness of the Five Factor Model 143
4.3.5 The Basic Traits Inventory 145
4.3.5.1 A multi-cultural approach to personality 147
4.3.6 Personality traits and academic performance 148
4
4.
.4
4
MO
M
OT
TI
IV
VA
AT
TI
IO
ON
N
150 4.4.1 Extrinsic motivation 151 4.4.2 Intrinsic motivation 151 4.4.3 Social motivation 152 4.4.4 Achievement motivation 152
vii
4.5.2 Persistence 154
4
4.
.6
6
TE
T
EA
AC
CH
HI
IN
NG
G
A
AN
ND
D
L
LE
EA
AR
RN
NI
IN
NG
G
1554.6.1 Teaching and learning in Higher Education 156
4.6.2 Learning at university level 158
4.6.2.1 Surface learning 159
4.6.2.2 Deep learning 160
4.6.3 Teaching for success 161
4.6.3.1 Higher Education curriculum 164
4.6.4 The interpersonal learning environment and learning strategies 164
4.6.5 Anxiety in Mathematics 166
4
4.
.7
7
SE
S
EL
LF
F-
-E
EF
FF
FI
IC
CA
AC
CY
Y
1694.7.1 What is self-efficacy? 170
4.7.2 Self-efficacy and academic achievement 171
4.7.2.1 High self-efficacy 171
4.7.2.2 Low self-efficacy 172
4
4.
.8
8
OT
O
TH
HE
ER
R
F
FA
AC
CT
TO
OR
RS
S
I
IN
NF
FL
LU
UE
EN
NC
CI
IN
NG
G
A
AC
CA
AD
DE
EM
MI
IC
C
A
AC
CH
HI
IE
EV
VE
EM
ME
EN
NT
T
1734.8.1 Cultural and academic achievement 173
4.8.2 Locus of control and academic achievement 174
4.8.3 Gender and academic achievement 175
4.8.4 Age and academic achievement 175
4.8.5 Ethnicity and academic achievement 176
4.8.6 Biographic factors and academic achievement 176
4.8.7 Parental and broad community support and academic achievement 176 4.8.8 Socio-economic conditions and academic achievement 177
4.8.9 Institutional factors and academic achievement 177
4.8.10 Career counselling and academic achievement 178
4.8.11 Secondary indicators of academic achievement 178
4
4.
.9
9
SY
S
YN
NT
TH
HE
ES
SI
IS
S
179C
C
H
H
A
A
P
P
T
T
E
E
R
R
5
5
R
R
E
E
S
S
E
E
A
A
R
R
C
C
H
H
D
D
E
E
S
S
I
I
G
G
N
N
A
A
N
N
D
D
M
M
E
E
T
T
H
H
O
O
D
D
O
O
L
L
O
O
G
G
Y
Y
5
5.
.1
1
IN
I
NT
TR
RO
OD
DU
UC
CT
TI
IO
ON
N
1815
5.
.2
2
TH
T
HE
E
R
RE
ES
SE
EA
AR
RC
CH
H
A
AP
PP
PR
RO
OA
AC
CH
H
1825
5.
.3
3
TH
T
HE
E
R
RE
ES
SE
EA
AR
RC
CH
H
P
PU
UR
RP
PO
OS
SE
E
A
AN
ND
D
E
EM
MP
PI
IR
RI
IC
CA
AL
L
R
RE
ES
SE
EA
AR
RC
CH
H
A
AI
IM
MS
S
1825.3.1 The research purpose 182
5
5.
.4
4
PA
P
AR
RT
TI
IC
CI
IP
PA
AN
NT
TS
S
1845
5.
.5
5
PR
P
RO
OC
CE
ED
DU
UR
RE
E
1875
5.
.6
6
DA
D
AT
TA
A
C
CO
OL
LL
LE
EC
CT
TI
IO
ON
N
A
AN
ND
D
M
ME
EA
AS
SU
UR
RI
IN
NG
G
I
IN
NS
ST
TR
RU
UM
ME
EN
NT
TS
S
187 5.6.1 Biographical profile 1885.6.2 Grade 12 school results 188
5.6.3 Scholastic proficiency 189
5.6.4 Non±cognitive predictors 191
5.6.4.1 The Basic Traits Inventory (BTI) 191
5.6.4.2 Study Orientation in Mathematics Tertiary (SOMT) 192
5.6.5 Indicators of student success 193
5.6.5.1 Global performance 193
5.6.5.2 Achievement in Fundamental Science modules 194
5
5.
.7
7
ST
S
TA
AT
TI
IS
ST
TI
IC
CA
AL
L
A
AN
NA
AL
LY
YS
SI
IS
S
194 5.7.1 The independent variables: Labels and operational definitions 194 5.7.2 The dependent variable: Labels and operational definition 194viii
C
C
H
H
A
A
P
P
T
T
E
E
R
R
6
6
R
R
E
E
S
S
U
U
L
L
T
T
S
S
6
6.
.1
1
IN
I
NT
TR
RO
OD
DU
UC
CT
TI
IO
ON
N
2006
6.
.2
2
RE
R
EL
LA
AT
TI
IO
ON
NS
S
B
BE
ET
TW
WE
EE
EN
N
A
AC
CA
AD
DE
EM
MI
IC
C
AC
A
CH
HI
IE
EV
VE
EM
ME
EN
NT
T
A
AN
ND
D
F
FI
IE
EL
LD
D
O
OF
F
S
ST
TU
UD
DY
Y
201 6.2.1 Introduction 2016.2.2 Academic achievement in Science programmes 201
6.2.3 Academic status in Engineering degree programmes 202
6.2.4 Academic status in Optometry degree programme 203
6.2.5 Academic status in the total group of participants 204
6
6.
.3
3
TH
T
HE
E
RE
R
EL
LA
AT
TI
IO
ON
NS
S
B
BE
ET
TW
WE
EE
EN
N
A
AC
CA
AD
DE
EM
MI
IC
C
AC
A
CH
HI
IE
EV
VE
EM
ME
EN
NT
T
AN
A
ND
D
B
BI
IO
OG
GR
RA
AP
PH
HI
IC
CA
AL
L
V
VA
AR
RI
IA
AB
BL
LE
ES
S
204 6.3.1 The relationship between academic achievement and gender 205 6.3.2 The relationship between academic achievement and age 205 6.3.3 Relation of academic achievement and home language 206 6.3.4 The relationship between academic achievement and ethnicity 207 6.3.5 The relationship between academic achievement and biographical
variables 208
6
6.
.4
4
TH
T
HE
E
RE
R
EL
LA
AT
TI
IO
ON
NS
S
BE
B
ET
TW
WE
EE
EN
N
AC
A
CA
AD
DE
EM
MI
IC
C
AC
A
CH
HI
IE
EV
VE
EM
ME
EN
NT
T
OF
O
F
F
FI
IR
RS
ST
T-
-Y
YE
EA
AR
R
UN
U
NI
IV
VE
ER
RS
SI
IT
TY
Y
S
ST
TU
UD
DE
EN
NT
TS
S
AN
A
ND
D
SC
S
CH
HO
OO
OL
L
A
AC
CH
HI
IE
EV
VE
EM
ME
EN
NT
T
2106.4.1 The relationship of Grade 12-profile (M-Score and APS) with academic achievement
210 6.4.2 The relationship of Grade 12 English with academic achievement 211 6.4.3 The relationship of Grade 12 profile (Mathematics results) with academic
achievement
212 6.4.4 The relationship of Grade 12 (Physical Science results) with academic
achievement
213 6.4.5 The relationship between academic achievement and Grade 12-results 214
6
6.
.5
5
TH
T
HE
E
R
RE
EL
LA
AT
TI
IO
ON
N
BE
B
ET
TW
WE
EE
EN
N
AC
A
CA
AD
DE
EM
MI
IC
C
AC
A
CH
HI
IE
EV
VE
EM
ME
EN
NT
T
O
OF
F
FI
F
IR
RS
ST
T-
-Y
YE
EA
AR
R
U
UN
NI
IV
VE
ER
RS
SI
IT
TY
Y
S
ST
TU
UD
DE
EN
NT
TS
S
A
AN
ND
D
M
ME
EA
AS
SU
UR
RE
ED
D
P
PR
RO
OF
FI
IC
CI
IE
EN
NC
CY
Y
I
IN
N
M
MA
AT
TH
HE
EM
MA
AT
TI
IC
CS
S
A
AN
ND
D
P
PH
HY
YS
SI
IC
CA
AL
L
S
SC
CI
IE
EN
NC
CE
E
2156.5.1 The relation of the SU Mathematics Access Test scores with academic achievement
215 6.5.2 The relation of the SU Physical Science Access Test scores with
academic achievement
216 6.5.3 The relation of the Grade 12 profile (M-score/APS) and SU Access Test
scores with academic achievement
216
6.5.3.1 Mathematics in the first-year 217
6.5.3.2 Chemistry in the first-year 221
6.5.3.3 Physics in the first-year 225
6
6.
.6
6
TH
T
HE
E
R
RE
EL
LA
AT
TI
IO
ON
N
BE
B
ET
TW
WE
EE
EN
N
AC
A
CA
AD
DE
EM
MI
IC
C
AC
A
CH
HI
IE
EV
VE
EM
ME
EN
NT
T
O
OF
F
FI
F
IR
RS
ST
T-
-Y
YE
EA
AR
R
U
UN
NI
IV
VE
ER
RS
SI
IT
TY
Y
ST
S
TU
UD
DE
EN
NT
TS
S
AN
A
ND
D
M
ME
EA
AS
SU
UR
RE
ED
D
NO
N
ON
N-
-C
CO
OG
GN
NI
IT
TI
IV
VE
E
A
AT
TT
TR
RI
IB
BU
UT
TE
ES
S
2286
6.
.7
7
SY
S
YN
NT
TH
HE
ES
SI
IS
S
231ix
T
O
W
A
R
D
S
A
F
R
A
M
E
W
O
R
K
F
O
R
P
L
A
C
E
M
E
N
T
7
7.
.1
1
IN
I
NT
TR
RO
OD
DU
UC
CT
TI
IO
ON
N
2337
7.
.2
2
DE
D
ED
DU
UC
CT
TI
IO
ON
NS
S
IN
I
N
R
RE
ES
SP
PE
EC
CT
T
OF
O
F
TH
T
HE
E
LI
L
IT
TE
ER
RA
AT
TU
UR
RE
E
AN
A
ND
D
E
EM
MP
PI
IR
RI
IC
CA
AL
L
R
RE
ES
SE
EA
AR
RC
CH
H
233 7.2.1 Literature-based deductions related to Higher Education in general 233 7.2.2 Literature-based deductions related to the teaching of Science 2367.2.3 Empirical deductions related to Science students 239
7
7.
.3
3
TH
T
HE
E
F
FO
OU
UN
ND
DA
AT
TI
IO
ON
NA
AL
L
PR
P
RI
IN
NC
CI
IP
PL
LE
ES
S
DE
D
ER
RI
IV
VE
ED
D
F
FR
RO
OM
M
TH
T
HE
E
D
DE
ED
DU
UC
CT
TI
IO
ON
NS
S
2467
7.
.4
4
DE
D
EV
VE
EL
LO
OP
PM
ME
EN
NT
T
OF
O
F
A
A
FR
F
RA
AM
ME
EW
WO
OR
RK
K
FO
F
OR
R
P
PL
LA
AC
CE
EM
ME
EN
NT
T
OF
O
F
FI
F
IR
RS
ST
T-
-Y
YE
EA
AR
R
S
ST
TU
UD
DE
EN
NT
TS
S
I
IN
N
S
SC
CI
IE
EN
NC
CE
E
P
PR
RO
OG
GR
RA
AM
MM
ME
ES
S
2527.4.1 The purpose of a framework for placement 252
7.4.2 Process followed in developing the framework 252
7
7.
.5
5
A
A
F
FR
RA
AM
ME
EW
WO
OR
RK
K
F
FO
OR
R
T
TH
HE
E
P
PL
LA
AC
CE
EM
ME
EN
NT
T
O
OF
F
F
FI
IR
RS
ST
T-
-Y
YE
E
AR
A
R
S
SC
CI
IE
EN
NC
CE
E
S
ST
TU
UD
DE
EN
NT
TS
S
253 7.5.1 Diagrammatic presentation of the framework for placement 254 7.5.2 Guidelines for implementation of the framework for placement 257
7.5.2.1 The Establishment of a First-Year Enrolment Centre 257
7.5.2.2 Design of a four-year (BSc) and five-year (BIng) degree qualification 258
7.5.2.3 Assessment of first-year students for profiling 260
7.5.2.4 First-year teaching and learning strategy 261
7
7.
.6
6
CO
C
ON
ND
DI
IT
TI
IO
ON
NS
S
F
FO
OR
R
TH
T
HE
E
IM
I
MP
PL
LE
EM
ME
EN
NT
TA
AT
TI
IO
ON
N
OF
O
F
TH
T
HE
E
FR
F
RA
AM
ME
EW
WO
OR
RK
K
F
FO
OR
R
P
PL
LA
AC
CE
EM
ME
EN
NT
T
262 7.6.1 Sector support 262 7.6.2 Institutional support 262 7.6.3 Faculty ownership 2637.6.4 Logistical student management 263
7.6.5 Strategic provision of services and support 263
7.6.6 Continuous research 263
7
7.
.7
7
SY
S
YN
NT
TH
HE
ES
SI
IS
S
264C
C
H
H
A
A
P
P
T
T
E
E
R
R
8
8
D
D
I
I
S
S
C
C
U
U
S
S
S
S
I
I
O
O
N
N
A
A
N
N
D
D
C
C
O
O
N
N
C
C
L
L
U
U
S
S
I
I
O
O
N
N
S
S
8
8.
.1
1
IN
I
NT
TR
RO
OD
DU
UC
CT
TI
IO
ON
N
2658
8.
.2
2
TH
T
HE
E
C
CO
ON
NT
TE
EX
XT
T
O
OF
F
T
TH
HE
E
S
ST
TU
UD
DY
Y
2658.2.1 Purpose of the study 265
8.2.2 The context of Higher Education in South Africa 266
8.2.2.1 The South African Higher Education sector 266
8.2.2.2 Higher Education Institutions 268
8.2.2.3 The first-year student 270
8.2.2.4 The tension field in the Higher Education sector 270
8
8.
.3
3
LI
L
IM
MI
IT
TA
AT
TI
IO
ON
NS
S
OF
O
F
TH
T
HI
IS
S
S
ST
TU
UD
DY
Y
AN
A
ND
D
R
RE
EC
CO
OM
MM
ME
EN
ND
DA
AT
TI
IO
ON
NS
S
FO
F
OR
R
F
FU
UR
RT
TH
HE
ER
R
R
RE
ES
SE
EA
AR
RC
CH
H
2728
8.
.4
4
CO
C
ON
NC
CL
LU
US
SI
IO
ON
N
2748
8.
.5
5
PR
P
RA
AC
CT
TI
IC
CA
AL
L
I
IM
MP
PL
LI
IC
CA
AT
TI
IO
ON
NS
S
O
OF
F
T
TH
HE
E
R
RE
ES
SE
EA
AR
RC
CH
H
2758
8.
.6
6
CO
C
ON
NC
CL
LU
UD
DI
IN
NG
G
R
RE
EM
MA
AR
RK
KS
S
276x
Table 2.1 The Higher Education Landscape Pre- and Post-Mergers 32
Table 2.2 The Funding Grid for Teaching Inputs 35
Table 2.3 The Dropout Rate of the 2000 Cohort of First Time Entering Undergraduate Students in South Africa
36
Table 2.4 Drop-out and Graduation Rates 48
Table 2.5 Grade 12-Performance in Key Subjects in 2008 60
Table 2.6 An Analysis of the NSC Grade 12-Mathematics and Physical Science Results in 2006 to 2009
61 Table 2.7 Higher Education Output Racial Distribution Projections 63
Table 2.8 Changes in the FET Mathematics Curriculum (NCS) 64
Table 3.1 $5HYLVHG%ORRP¶V7D[RQRP\RI&RJQLWLYH7KLQNLQJ 89 Table 3.2 The Enrolments and Graduations in Public Higher Education Institutions in
SA in Science, Engineering and Technology
107 Table 3.3 Conversion of Final School Results to M-score and APS 111
Table 3.4 The Components of the NBT 122
Table 3.5 Rating of the NBT 123
Table 3.6 Attributes Required for Successful HE Admission 128
Table 5.1 The First-year Population Data (2006 to 2009) 184
Table 5.2 Total class sizes in Fundamental Science Modules (2006 to 2009) 185 Table 5.3 The Biographical Variables of the Sample of First-year Students (2006 to
2009)
186 Table 5.4 The Collection of Data per Cohort (2006 to 2009) 188 Table 5.5 Grade 12-results converted to a M-score 2006 to 2008) and an APS (2009) 189 Table 5.6 The SU Mathematics Access Test Themes and Levels 190 Table 5.7 The SU Physical Science Access Test Themes and Levels 191
Table 5.8 The SOMT Items and Reliability Coefficients 192
Table 5.9 Statistical Techniques used in this Investigation 196 Table 6.1 Academic Achievement in Science Degree Programmes (2006 to 2009) 202 Table 6.2 Academic Achievement in Engineering Degree Programmes (2006 to 2008) 203 Table 6.3 Academic Achievement in Optometry Degree Programme (2006 to 2009) 203 Table 6.4 Academic Achievement in Three Fields of Studies (2006 to 2009) 204 Table 6.5 Relationship of Gender with Academic Achievement 205 Table 6.6 Relationship between Student Age and Academic Achievement 205 Table 6.7 Relationship between Home Language and Academic Achievement 206 Table 6.8 Relationship between Ethnicity and Academic Achievement 207 Table 6.9 Mean M-score (2006 to 2008 Cohorts) & APS score (2009 Cohort) and
Academic Achievement
210 Table 6.10 Grade 12 English Results across Cohorts and Academic Achievement
categories
212 Table 6.11 Grade 12 Mathematics Results across Cohorts and Academic Achievement
Categories
213 Table 6.12 Grade 12 Physical Science Results across Cohorts and Academic
Achievement Categories
213 Table 6.13 Mean Mathematics Access Test Scores across Academic Achievement
Categories
