Purpose
A significant proportion of students enrolling in mathematical subjects designed for non- STEM majors in university courses have minimal mathematical skills and poor motivation. This combination of starting attributes often leads to failure in the subject. We have been implementing simple, alternative pedagogies in an attempt to improve student performance in one such first-year subject.
Method
The failure rate in a first-year algebra-based mathematics compulsory service subject in a non-STEM discipline has been consistently high, despite many supportive resources being available. Anecdotal evidence suggested that it was students' lack of engagement with all aspects of the subject that accounted for the lack of use of these support mechanisms. Last year, a major change to teaching practice was introduced. Workshops have replaced tutorials with the tutor becoming a facilitator. Problems given are graded in difficulty, allowing students to work at their level. Students' expectations were also discussed and compared to the results of previous cohorts. Different strategies were then put in place with the aim of motivating students engage with the subject. In this study, results indicating an improvement in student engagement was based on comparing tutorial attendance rates , performance in assessment items and attendance rates in optional support sessions over several years.
Results
The first of three semester tests examines basic mathematics which has been briefly revised in the first two weeks of semester. There was no significant difference in marks for this test before and after the implementation of any of the changes mentioned above. This suggests that the cohort did not change much from year to year, something that staff suspected because entry requirements had remained stable. A second test held at the mid semester point, however, shows a statistically significant improvement in marks after the implementation of workshop style tutorials. A year later, when students were told that over 50% failed in the past, there was a significant increase in support workshop attendance. Test 2 performance increased that semester, however, it was not significant increase, perhaps because the number of students attending the optional support sessions was too small to have an impact.
Conclusion
The changes in teaching practice that produced significant results by the middle of semester are cost effective and simple to implement. The improvements may be due to increased student involvement with subject content through the tutorial workshops and/or improved student motivation.