Mathematics learning support and engagement in first year engineering

ABSTRACT

This paper considers the effects of both free optional mathematics learning support and engagement on the mathematics performance in a foundation mathematics subject of a cohort of engineering students entering university with poor mathematical skills. New engineering students were directed to either a foundation or standard mathematics subject based on the results of a placement test. For students in the foundation subject, it was found that high levels of learning support were associated with greater improvement over the semester. Some form of learning support was used by 57.9% of the students, a reasonably high proportion of the cohort. Some factors for this high level of use of learning support are considered. One possible factor, the placement test, appears to have had a positive effect. Engagement in the subject activities as measured by tutorial attendance and learning management system use was found to have a positive association with final mark. Students who utilized a high level of learning support were more likely to be more engaged with the subject, making it impossible to draw conclusions about improvements being solely due to the use of learning support.

KEYWORDS:

• First-year
• mathematics
• learning support
• engagement
• placement test

Acknowledgments

The authors would like to thank Glenn Stone and Russell Thomson for advice on statistical analyses, and the referees for suggestions and comments that greatly improved the paper.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Advanced, Intermediate and Elementary Mathematics are described in [7].