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

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.