A conceptual review of a diagnostic assessment tool and early warning mechanisms for enhancing STEM student readiness among first-time entry students at a South African university
Résumé
The higher education sector continues to grapple with the complex transition of first-time entry students (FTENs) who demonstrate significant gaps in their understanding of fundamental scientific and mathematical concepts. In South Africa, most affected are institutions with many matriculants from under-resourced schools that are characterised by unqualified teaching staff in science, technology, engineering, and mathematics (STEM) disciplines, limited exposure to modern technology, laboratory equipment, and digital learning platforms during their basic education, creating an ‘invisible’ barrier to academic success. This conceptual and policy-informed review contributes to scholarship by proposing a pre-course diagnostic assessment tool to enable an early warning mechanism for enhancing science students’ success. The study asks: How can a pre-diagnostic assessment tool be designed and implemented as an early-warning mechanism to enable STEM student success in higher education?. To arrive at relevant discussions, conclusions and recommendations, the study is guided by the theoretical perspectives of 1) Maslow's Theory of Human Motivation; 2) Constructivism Learning Theory; and 3) Tinto's Longitudinal Interactionist Theory (TLIT) and Integration Framework that relate to education, learning, and student well-being within the context of educational diagnostic testing and outcomes. The findings suggest that by implementing a diagnostic assessment tool at the point of university admission, educators can gain valuable insights into the effects of curriculum modifications during the crucial transition from secondary to tertiary education at institutions such as the University of KwaZulu-Natal in South Africa. The findings support the creation of a diagnostic assessment tool as a proactive institutional strategy for evaluating various aspects of student readiness, where effective deployment demands meticulous consideration of validity, reliability, and implementation factors while maintaining the objective of improving student achievement in science education. However, the study concludes that a pre-course diagnostic assessment tool alone is insufficient; therefore, diagnostic interventions must simultaneously rebuild foundational knowledge (Constructivism Learning Theory), restore academic confidence and a sense of belonging (Maslow's Self-Actualisation Model), and strengthen connections to institutional resources and communities (Tinto's Theoretical Frameworks) to support STEM student persistence effectively.
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