Improvement of first year mathematics modules with a success rate of less than 50%
Khoathane, Moshibudi Caroline (2021)
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2021110919558
https://urn.fi/URN:NBN:fi:amk-2021110919558
Tiivistelmä
The success rate of Technical Mathematics (TMA105C) for Higher Certificate and Engineering Mathematics I (EMA105B) for Bachelor of Engineering in Technology programmes was declining in the last three years. In 2020 the sharp decline was observed due to the impact of COVID-19 pandemic. The modules were then classified as high-risks due to a success rate of less than 50%. The study reports on the development progress of first-time entering students who attend additional Mathematics Saturday online classes for Technical Mathematics and Engineering Mathematics I. The aim of the Mathematics Saturday online classes is to improve basic mathematical skills for students and to assist students to adjust to university level. TMA105C and EMA105B are year modules hence the additional Saturday online classes are continuing till end of 2021 academic year.
The outcomes of the study showed that students who attended majority of Saturday online classes performed better than those who occasionally or do not attend completely. The results showed that the first summative assessment was poorly performed but an improvement was evident with second summative assessment. The data generated also showed that students struggling with socio-economic challenges made use of the services provided by the Academic Excellence Office to cope with their studies. It is evident that most first entering students have little knowledge of mathematical skills needed in most engineering disciplines. The study showed that students’ class and tutorial sessions’ attendance are a challenge and such additional support should be well structured and made compulsory for all first year students.
The outcomes of the study showed that students who attended majority of Saturday online classes performed better than those who occasionally or do not attend completely. The results showed that the first summative assessment was poorly performed but an improvement was evident with second summative assessment. The data generated also showed that students struggling with socio-economic challenges made use of the services provided by the Academic Excellence Office to cope with their studies. It is evident that most first entering students have little knowledge of mathematical skills needed in most engineering disciplines. The study showed that students’ class and tutorial sessions’ attendance are a challenge and such additional support should be well structured and made compulsory for all first year students.