Student progression and eventual graduation are directly bound to the successful completion of a series of mandatory courses. These courses not only form the backbone of degree programs but also serve as critical gatekeepers in a student’s academic journey. This exploration seeks to investigate Course Repeat Rate (CRR) as a potential indicator of a course’s significance in determining academic progression and graduation outcomes. Given that students must repeat and pass required courses to advance through their programs, the frequency with which these courses are repeated by students enrolled in the same degree programmes provides valuable insights into their role as pivotal checkpoints within degree pathways.
From time to time I am tasked with examining data trends that influence our academic environment. Recently, a request from one of our faculty prompted a closer investigation into the role of compulsory service courses within our university. These courses sometimes appear to be barriers, preventing students from advancing efficiently through their degree programs.
In addressing this Issue, I proposed focusing on the course repeat rate as a tool for understanding these academic obstacles. At UCT, like many institutions worldwide, students’ progression and graduation depend on completing a series of mandatory courses. When students fail these required courses, they must retake and pass them to progress or graduate. This situation provides an opportunity to analyze how often these courses are repeated across various degree programs. By doing so, we can identify which courses function as significant gatekeepers in academic progression.
The importance of identifying high repeat rate courses lies in their dual role: facilitating student advancement or hindering it. By concentrating on these ‘gatekeeper’ courses, we can explore opportunities for intervention through curriculum modifications or additional support mechanisms. The goal is to ensure these courses act more as facilitators rather than barriers. My proposal suggests using course repeat rates not just as data points but as indicators of importance within our academic structure. This approach aims to enhance educational efficacy at UCT by improving individual student outcomes and refining institutional practices.