Does Higher Education Entrance Assessment in Academic Literacy Predict Success in Engineering Study?

Abstract Internationally, graduation rates in engineering programs are low. In America, fewer than 40% of students who enter an engineering qualification graduate in the minimum time. In South Africa, completion rates in minimum time are as low as 23% and continue to reflect historically racialized patterns. This paper investigates the predictive value of an Academic Literacy assessment that forms part of the South African National Benchmark Tests (NBT) for success in engineering study. The National Benchmark Tests attempt to assess the readiness of school leavers to cope with the demands of higher education. Performance on the academic literacy assessment was correlated with student success in engineering study. This was measured categorically: students’ performance was classified as either having graduated, continuing study or having dropped out. It is found that there is a correlation between performance on the Academic Literacy assessment scores and proficient bands and success in engineering study. This can inform the ways in which curriculum development and teaching and learning should be responsive to students admitted into engineering programs of study, both within South Africa and internationally.