Implications of Separate Marks for Physics and Chemistry in Grade 12 Results
Keywords:
Physics; Chemistry; Higher Education; Extended Curriculum ProgramAbstract
The South African Grade 12 with a bachelor’s endorsement is the most common route for admission into university degree programmes. However, many learners do not meet the required Physical sciences and Mathematics marks for admission into mainstream degrees and instead enter Extended Curriculum Programmes (ECPs) that aim to develop their academic capacity. This study assesses whether reporting separate Grade 12 Physics and Chemistry grades, rather than a Physical sciences grade, would better reflect the students' abilities and strengthen admissions and placement decisions in South African higher education. Using a longitudinal analysis of historical performance data from first-year ECP students over a 10-year period, together with stakeholder perspectives, the study examines the likely consequences of separating the subjects on the Grade 12 certificate. The main findings are that (1) learners who know their strengths are better informed when making subject and career choices, and (2) teaching and learning can improve when curriculum changes respond to clearer performance indicators. Based on these findings, the study recommends a pilot project to test the feasibility of awarding separate grades for Physics and Chemistry in South African schools, alongside careful implementation and the ongoing assessment of fairness and practical constraints. If workable, separate reporting could support more accurate admissions decisions and the better placement of students into appropriate programmes, including ECP pathways.
https://doi.org/10.26803/ijlter.25.2.35
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