Preparedness for tertiary chemistry: issues of placement and performance

Abstract

The introduction of an outcomes-based curriculum in South Africa together with a new syllabus for physical sciences for grades 10–12, prompted the development of an
instrument to monitor conceptual understanding in chemistry at the secondary-tertiary
interface. This instrument was used to evaluate placement within different programmes
at tertiary institutions as well as improvement in the conceptual understanding of
chemistry during the first year of instruction. Comparison of preparedness revealed
distinct profiles for proficiencies of mainstream and academic development cohorts,
respectively, at the Universities of Cape Town, UCT, and Pretoria, UP, but not at the
University of Limpopo, UL, which raises doubts about the placement of students at that
institution. Unnecessary duplication of offerings for under-prepared students was found
at UP. The academic development programmes at UCT and UP were effective in raising
the level of conceptual understanding of students while students in the UL programme
showed very little improvement.

South African Journal of Higher Education Vol. 22 (4) 2008: pp. 861-876