Predictors of academic success and failure in STEM higher education in Angola: evidence from first-year students using descriptive statistics and exploratory factor analysis

STEM programmes in higher education are characterised by high academic failure rates, particularly during the first year. In Angola, however, there is a notable lack of empirical research addressing this issue. This study represents one of the first empirical investigations into STEM student outcomes in Angola, providing data-driven insights previously unavailable in this context. Using survey responses from 491 first-year STEM students, descriptive statistics and exploratory factor analysis identified key positive predictors–such as academic competence, pedagogical support, and motivation–and negative predictors, including personal, institutional, and curricular barriers. Findings inform targeted recommendations such as enhanced mentoring programmes and curriculum reforms to strengthen success factors, mitigate obstacles, and guide policies for more inclusive and effective STEM higher education.