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Abstract
Research with first year engineering students on an extended programme at the University of Pretoria indicates that competence in mathematics can be enhanced through academic support that combines the development of mathematical and non-mathematical skills. This paper investigates the effect of this approach on students' performance in mathematics and their tertiary academic success. Longitudinal data based on student feedback and the performance of the 2000 and 2001 group of first entrant students who enrolled for the extended programme is presented. The achievement in mathematics and the graduation of students are compared. Results indicate that the achievement in mathematics of at-risk students who received developmental support compares favourably with that of students on the standard study programme in engineering. Analysis of student feedback indicates that support given at first year level can be regarded as an important contributor to both competence in mathematics as well as the successful completion of engineering study.