Speakers
Description
Extended Curriculum Programmes (ECPs) are designed to enhance student access to higher education in South Africa. Even though there is growing research on extended curriculum programmes, major gaps remain in explaining how students transition into mainstream physics curricula. The aim of this research paper is to examine the relationship between performance in foundation Physics modules and subsequent performance in mainstream Physics modules among students who progressed from the Extended Curriculum Programme (ECP), and (ii) differences in mainstream Physics performance between ECP-transition students. This study used a quantitative retrospective cohort design based on student academic records. The statistical analysis was conducted in Python and comprised descriptive, correlational, comparative, and predictive components. The descriptive statistics show a decline in examination marks after transitions. Students who obtained a distinction in foundation Physics tended to achieve the strongest marks in mainstream Physics, whereas students who entered mainstream Physics with a conditional pass frequently performed below average. Foundation Physics plays an important role, but does not fully equalize readiness for mainstream study. Foundation Physics is a useful but incomplete predictor of mainstream Physics performance among ECP-transition students. Foundation Physics should function not only as an access mechanism but also as a stronger diagnostic and preparatory space for mainstream progression.
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