As South African university students settle back in for their second semester, some are facing the bleak reality that they have fallen short of their potential during the first semester, and that urgent and substantial corrective steps are required. While this realisation can be unsettling in the extreme, this experience is widespread and does not define the academic year, or even serve as a predictor of future success, an education expert says.
“Second semesters frequently serve as opportunities for significant improvement. Students who underperformed initially have repeatedly demonstrated that focused adjustments can lead to stronger results, sometimes even distinctions,” says Adrian Garden, Executive Dean at Rosebank International.
“Reviewing your first-semester performance objectively can help identify specific issues, whether related to attendance, time management, note-taking, or external factors. Recognising these without self-blame creates space for change. If students now adopt a growth-oriented approach, by viewing abilities as improvable through effort, better second semester outcomes are almost always certain,” he says.
FACING THE FACTS
First-year and even returning students often hit a wall in the first half of the year, as the transition to university-level work is steep, says Garden. Lectures move fast, the volume of reading can be overwhelming, and independence brings distractions and responsibilities most students did not face before.
South Africa’s throughput and module completion rates at many public and private universities – especially those which aren’t in a position to provide additional support – underscore that the struggle is real for many students. However, it is also true that the right mindset combined with determination and backing from the institution will bring about positive change and ultimate success.
“It’s no surprise that plenty of talented students start slower than they intended. But by taking ownership now, academic success becomes a real possibility once more,” says Garden.
PRACTICAL STRATEGIES FOR COURSE CORRECTION IN THE SECOND SEMESTER
Establish a Structured Routine
A realistic and sustainable weekly routine can provide the structure needed to regain academic momentum in the second semester. Rather than creating an overly ambitious timetable, students should first map out their fixed commitments, including lectures, assessments, commuting time, work responsibilities, extracurricular activities, and personal obligations. The remaining time can then be allocated to specific study periods for each module, with priority given to subjects in which performance has been weaker or coursework has begun to accumulate.
Study blocks should have a clear purpose. For example, reviewing lecture material, completing assigned readings, preparing for a test, or working on an assessment – rather than simply being labelled as “study time.
”At the end of each week, the routine should be reviewed against what was actually completed. This makes it possible to identify unrealistic expectations, address missed work early, and adjust the following week before small disruptions compound into larger academic problems.
Strengthen Core Academic Practices
Consistent lecture and tutorial attendance provides valuable context and insights often absent from self-study. Effective note-taking techniques, followed by prompt review, reinforce learning. Breaking assignments into smaller tasks with early deadlines improves quality and reduces stress. Small, focused study groups with motivated peers can also enhance understanding through discussion and mutual explanation.
Leverage Available Support
A good University will have effective and efficient resources to assist students in trouble.
Support is most useful when accessed early, before missed assessments, poor results, or personal challenges become more difficult to manage. Depending on the challenge facing the student, they can contact Academic and Student Services for assistance with registration, finance-related matters, assessment enquiries, and other administrative issues that may affect their ability to continue with their studies. They can also arrange individual consultations with Information Specialists, Programme Coordinators, or lecturers for guidance on coursework, assignments, academic expectations, and strategies for improving performance.
Rosebank International, for instance, provides access to learning resources, recommended materials, study spaces, and academic videos through its Academic TV channel – in a number of SA’s official languages, including isiZulu – which can reinforce concepts covered in class.
“The second semester represents a fresh opportunity for South African students to realign their efforts. Many who have faced similar setbacks have achieved notable turnarounds through deliberate, consistent action. With structured changes and use of available resources, stronger academic performance is well within reach,” says Garden.
“The past semester may explain where a student stands today, but it does not determine where they will finish. The next result will be shaped by the choices they make from this point forward, and success is definitely within reach even for those who had a slow start.”
Gwen Bosman
Soweto Sunrise News
