**4.3 The variation of the prerequisite matriculation scores allowing admittance into physiotherapy, occupational therapy and biokinetics**

The minimum matriculation prerequisite admission scores allowing entry to the aforementioned South African HEIs for the study of Physiotherapy, Occupational Therapy, and Biokinetics vary (**Table 1**). While some South African HEIs have adopted a policy of lowering academic prerequisite scores in order to provide equitable access to tertiary education, this has not been favourably accepted by all HEIs [7, 9]. Varying prerequisite academic scores for admission have raised concerns regarding the integrity and the quality of the programmes offered at tertiary institutions who propose lower admission scores. This is especially relevant in so far as the various programmes share common prerequisite secondary school subjects, as well as common tertiary subjects (Human Anatomy, Physiology,

Kinesiology, Biomechanics, Clinical and Orthopaedic Pathology, and Principles of Rehabilitation). Unequal prerequisite admission scores for Physiotherapy, Occupational Therapy and Biokinetics among HEIs who ostensibly offer the same academic content, all of which is regulated and endorsed by the Health Professions of Council (HPCSA), show 9, 11, and 13 point variances [28]. The post millennium HEI policy of accessibility and equality has universally lowered prerequisite admission scores and is aimed at increasing overall student intake from socioeconomically disadvantaged communities. Further discrepancies among the already lowered prerequisite scores is therefore concerning. Rather than lowering their admissions criteria, South African HEIs should standardise their entry requirements, aligning the requirements to the mean score required for entry into the aforementioned vocations across the board, thereby accommodating previously disadvantaged students. This will serve to provide equity and liberal access to all eligible prospective students. However, not all HEIs are pleased to lower their prerequisite admission scores, in so far as they feel that it raises questions regarding the quality of the education provided by the university and consequently of the degree that is conferred upon the student [9]. Standardising entry requirements using mean scores effectively represents a compromise between the imperative to offer greater access and opportunities to students, and the maintenance of degree integrity and quality.

Another variation is the national benchmark test (NBT) that most HEIs offering Physiotherapy and Occupational Therapy require, and which is not required for entry into the study of Biokinetics. The NBT is a uniform South African test that all Grade 12 learners or any other prospective candidate intending to secure university admission have to complete, assessing Mathematical and Language Literacy together with overall readiness for tertiary-level education. This test measures the acumen of the candidate [29]. Given that Mathematics and English literacy are already prerequisites for admission to the aforementioned courses of study, the compulsory inclusion of the NBT will consolidate and standardise the prospective candidate's HEI application.

#### **4.4 Other factors influencing academic tertiary performance**

Academic success is further influenced by psychosocial factors including student self-efficacy and strong supportive social infrastructure (family and friends) [13]. Student self-efficacy is an intrinsic psychological motivation driving students to succeed academically with strong repercussions on tertiary academic accomplishment, lowering HEI drop-out rates. Strong academic success in the final year of schooling augments the confidence of prospective students thereby reinforcing their self-efficacy, engendering stronger tertiary academic success. Elements of selfefficacy include wisdom, intelligence and creative synthesis [13]. Additional factors influencing academic success include self-responsibility, regular class attendance, and attentive listening in class. Poor academic achievement is accomplished by students who attend class but rarely focus on what is said in class due to attentive listening challenges during lectures including students' preoccupation with their mobile phones [14–16]. Attentive listening is an essential soft skill imperative to problem solving, and which enables a person to become a strong leader and solid team member in so far as it improves their interpersonal communication skills. In the aforementioned professions, being able to attentively listen to a patient is imperative for successful rehabilitation. Kuznekoff *et al* and Gordon reported that the use of mobile phones to surf the internet, and to send and receive messages

unconnected to the lecture at hand negatively impacted learning and note-taking [14, 16]. This is a worrisome concern.

#### **4.5 Pedagogic strategies to augment academic success**

The authors agree with concept of creating HEI equity and liberal access to all eligible prospective students. However, strategies aimed at overcoming the generally poor academic performances in South African HEIs need to be employed. South African HEIs should therefore enact strategies designed to augment their students' academic success. The following strategies have found success at other global HEIs, and these can serve as models for future pedagogic strategies adapted to specific institutional contexts:

