Analyzing the Patterns of Enrollment, Self-Assessment of Skills, and Academic Achievement for University Science Students

Analyzing the Patterns of Enrollment, Self-Assessment of Skills, and Academic Achievement for University Science Students

Vhutshilo Nekhubvi & Ronel Ronella Randela

Issue: Vol. 6 No. 12 2025 Article 17 pp.1450 – 1465
DOI : https://doi.org/10.38159/jelt.2025612 17| Published online 30th December, 2025.

34 Downloads

DOWNLOAD PDF

ABSTRACT

The study investigated the enrollment patterns, self-reported high school physics and chemistry proficiency, and actual Physics performance across various degree programs at a University in South Africa. The academic performance in physics and chemistry within South African high schools is aggregated under physical science. The aggregation complicates university curriculum facilitators’ ability to assess and enhance student outcomes. The absence of clear differentiation in physics and chemistry scores hinders targeted interventions to improve student understanding and performance. The data was collected from 275 first-year University entering students from across South African high schools. The study used a quantitative approach to contrast self-assessed ability and actual academic performance. The study examines how physics confidence relates to enrolment in Extended Curriculum Programmes and how self-assessed ability affects university performance. Advanced data analysis using Python and its analytical libraries was employed for statistical analysis, trend identification, and performance reporting. The research indicates that self-assessed knowledge in physics and chemistry during high school significantly influences success in higher education. Students confident in these sciences tend to excel in university courses. The study recommends aligning students’ self-assessments with actual performance early to create tailored educational strategies and support that enhance ECP outcomes. These strategies should cater to various learning needs, elevate academic performance, and improve retention rates. The study proposes the splitting of physics and chemistry categories from the physical sciences to boost learners’ confidence when preparing for university.

Keywords: Python, Physics and Chemistry, Physics, Chemistry, Extended Curriculum Programmes, Self-Assessed Knowledge.

BIBLIOGRAPHY

Aslan, Sumeyye, Greta Fastrich, Ed Donnellan, Daniel J. W. Jones, and Kou Murayama. “People’s Naïve Belief about Curiosity and Interest: A Qualitative Study.” PLOS ONE 16, no. 9 (September 30, 2021): e0256632. https://doi.org/10.1371/journal.pone.0256632.

Bøe, Tore Dag. “Ethical Realism before Social Constructionism.” Theory & Psychology 31, no. 2 (April 14, 2021): 220–36. https://doi.org/10.1177/09593543211004756.

Breetzke, Jonas, and Carla Bohndick. “Expectancy-Value Interactions and Dropout Intentions in Higher Education: Can Study Values Compensate for Low Expectancies?” Motivation and Emotion 48, no. 5 (October 20, 2024): 700–713. https://doi.org/10.1007/s11031-024-10088-9.

Britner, Shari L. “Motivation in High School Science Students: A Comparison of Gender Differences in Life, Physical, and Earth Science Classes.” Journal of Research in Science Teaching 45, no. 8 (October 24, 2008): 955–70. https://doi.org/10.1002/tea.20249.

Durk, Jessie, Amy Smith, Bilgesu Aydın, Adèle Julia, and Isabel M. Rabey. “Using Expectancy-Value Theory to Understand the Teaching Motivations of Women Physics Lecturers.” Physical Review Physics Education Research 20, no. 1 (June 28, 2024): 010157. https://doi.org/10.1103/PhysRevPhysEducRes.20.010157.

Eccles, Jacquelynne S., and Allan Wigfield. “The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues’ Situated Expectancy-Value Model of Achievement Performance and Choice.” Educational Psychology Review 36, no. 2 (June 17, 2024): 51. https://doi.org/10.1007/s10648-024-09888-9.

Fielding-Wells, Jill, Mia O’Brien, and Katie Makar. “Using Expectancy-Value Theory to Explore Aspects of Motivation and Engagement in Inquiry-Based Learning in Primary Mathematics.” Mathematics Education Research Journal 29, no. 2 (June 17, 2017): 237–54. https://doi.org/10.1007/s13394-017-0201-y.

Honicke, Toni, and Jaclyn Broadbent. “The Influence of Academic Self-Efficacy on Academic Performance: A Systematic Review.” Educational Research Review 17 (February 2016): 63–84. https://doi.org/10.1016/j.edurev.2015.11.002.

Kostovicova, Denisa, and Eleanor Knott. “Harm, Change and Unpredictability: The Ethics of Interviews in Conflict Research.” Qualitative Research 22, no. 1 (February 8, 2022): 56–73. https://doi.org/10.1177/1468794120975657.

Kricorian, Katherine, Michelle Seu, Daniel Lopez, Elsie Ureta, and Ozlem Equils. “Factors Influencing Participation of Underrepresented Students in STEM Fields: Matched Mentors and Mindsets.” International Journal of STEM Education 7, no. 1 (December 21, 2020): 16. https://doi.org/10.1186/s40594-020-00219-2.

Meli, Kalliopi, Dimitris Pantazatos, and Sofoklis Goulas. “Achievement in Secondary-School Physics as a Predictor for University Physics Studies Choice and Acceptance.” In Research in Science Education. Pre-Print . Pre-print on ResearchGate, 2023.

Meral, Mustafa, Esma Colak, and Ertan Zereyak. “The Relationship between Self-Efficacy and Academic Performance.” Procedia – Social and Behavioral Sciences 46 (2012): 1143–46. https://doi.org/10.1016/j.sbspro.2012.05.264.

Narueponjirakoon, Pawinee, and Suwattana Eamoraphan. “A Comparative Study on Self-Efficacy For Performing Learning Inquiry Tasks and Attitudes Toward Learning Chemistry Through Inquiry-Based Laboratories In Grades 9-12 Students at Concordian International School, Thailand.” Scholar 10, no. 1 (2018): 77.

Padmanabhan, P, R. R. Karle, and S. N. Jangle. “Assessment of Attitude and Approach Adopted for Studying Biochemistry amongst First-Year MBBS Students.” International Journal of Clinical and Biomedical Research, 2015, 38–45.

Panergayo, Albert Andry E. “Self-Efficacy, Epistemological Beliefs, and Academic Performance in Physics: A Mediation Analysis.” Philippine Social Science Journal 6, no. 2 (October 13, 2023): 46–52. https://doi.org/10.52006/main.v6i2.749.

Rieder, Annamina, U. Yeliz Eseryel, Christiane Lehrer, and Reinhard Jung. “Why Users Comply with Wearables: The Role of Contextual Self-Efficacy in Behavioral Change.” International Journal of Human–Computer Interaction 37, no. 3 (February 7, 2021): 281–94. https://doi.org/10.1080/10447318.2020.1819669.

Sağlam, Havva, and Ayşenur Yontar Toğrol. “High School Students’ Physics Achievement in Terms of Their Achievement Goal Orientations, Self-Efficacy Beliefs and Learning Conceptions of Physics.” Bogazici University Journal of Education 35, no. 1 (2018): 31–50.

Scharrer, Erica, and Srividya Ramasubramanian. Quantitative Research Methods in Communication. New York : Routledge, 2021. | Series: Routledge social justice communication activism series: Routledge, 2021. https://doi.org/10.4324/9781003091653.

Silverio, Daniel L., Eugenia Villa-Cuesta, Alison Hyslop, Kevin Kolack, and Sabrina G. Sobel. “We Have More in Common than We Think: A Comparison of Scientific Skills and Disciplinary Practices in the Guiding Documents for Biology, Chemistry, and Mathematics.” Journal of College Science Teaching 53, no. 5 (September 2, 2024): 472–79. https://doi.org/10.1080/0047231X.2024.2373027.

Sithole, Alec, Edward T. Chiyaka, Peter McCarthy, Davison M. Mupinga, Brian K. Bucklein, and Joachim Kibirige. “Student Attraction, Persistence and Retention in STEM Programs: Successes and Continuing Challenges.” Higher Education Studies 7, no. 1 (January 16, 2017): 46. https://doi.org/10.5539/hes.v7n1p46.

Tong, Tong, Feipeng Pi, Siyan Zheng, Yi Zhong, Xiaochun Lin, and Yajun Wei. “Exploring the Effect of Mathematics Skills on Student Performance in Physics Problem-Solving: A Structural Equation Modeling Analysis.” Research in Science Education 55, no. 3 (June 7, 2025): 489–509. https://doi.org/10.1007/s11165-024-10201-5.

Tuan *, Hsiao‐Lin, Chi‐Chin Chin, and Shyang‐Horng Shieh. “The Development of a Questionnaire to Measure Students’ Motivation towards Science Learning.” International Journal of Science Education 27, no. 6 (January 17, 2005): 639–54. https://doi.org/10.1080/0950069042000323737.

Vishnumolakala, Venkat Rao, Daniel C. Southam, David F. Treagust, Mauro Mocerino, and Sheila Qureshi. “Students’ Attitudes, Self-Efficacy and Experiences in a Modified Process-Oriented Guided Inquiry Learning Undergraduate Chemistry Classroom.” Chemistry Education Research and Practice 18, no. 2 (2017): 340–52. https://doi.org/10.1039/C6RP00233A.

Vuolo, Mike, Jeylan T. Mortimer, and Jeremy Staff. “The Value of Educational Degrees in Turbulent Economic Times: Evidence from the Youth Development Study.” Social Science Research 57 (May 2016): 233–52. https://doi.org/10.1016/j.ssresearch.2015.12.014.

Wigfield, Allan, and Jacquelynne S. Eccles. “35 Years of Research on Students’ Subjective Task Values and Motivation: A Look Back and a Look Forward.” In Advances in Motivation Science, edited by Andrew J. Elliot, 7:161–98, 2020. https://doi.org/10.1016/bs.adms.2019.05.002.

———. “Expectancy–Value Theory of Achievement Motivation.” Contemporary Educational Psychology 25, no. 1 (January 2000): 68–81. https://doi.org/10.1006/ceps.1999.1015.

Zhu, Zheng. “Learning Content, Physics Self-Efficacy, and Female Students’ Physics Course Taking.” International Education Journal 8 (November 1, 2007): 204–12.

AUTHOR(S)

Dr. Nekhubvi oversees the curriculum review processes, quality assurance, and effective interventions to support at-risk students, including developing comprehensive early warning systems at the University of Venda. These proactive efforts improve student support and overall academic outcomes and facilitate the seamless integration of the Extended Curriculum Program into mainstream academic programmes. Dr Nekhubvi’s focused work on ECPs in STEM education addresses pressing global challenges related to educational inequities and overall student success. The research conducted by Dr Nekhubvi herein addresses critical knowledge gaps, promotes student self-awareness and accurate self-assessment, and refines ECP frameworks to support underprivileged students more effectively. Dr Nekhubvi has published several peer-reviewed papers in the DHET-accredited list.

Miss Randela manages the review of courses, ensures quality, and creates support programs for struggling students at the University of Venda. This includes setting up methods to identify students who might need help early on. These actions help students get better support and improve their academic results, making it easier to include ECP in regular academic programs. Miss Randela’s work on ECPs in STEM education tackles important world issues like educational inequality and helping students succeed. Miss Randela’s study focuses on important knowledge gaps, helps students understand themselves better, improves how they assess their own skills, and enhances ECP frameworks to better support underprivileged students.

TO CITE ARTICLE

Nekhubvi, Vhutshilo, and Ronel Ronella Randela. “Analyzing the Patterns of Enrollment, Self-Assessment of Skills, and Academic Achievement for University Science Students.” Journal of Education and Learning Technology 6, no. 12 (2025): 1450 – 1465. https://doi.org/10.38159/jelt.202561217.