id: 06430628
dt: j
an: 2015c.00093
au: Ní Fhloinn, E.; Fitzmaurice, O.; Mac an Bhaird, C.; O’Sullivan, C.
ti: Student perception of the impact of mathematics support in higher
education.
so: Int. J. Math. Educ. Sci. Technol. 45, No. 7, 953-967 (2014).
py: 2014
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: C25 D35 D45 B40
ut: mathematics support; impact; retention; confidence; students
ci:
li: doi:10.1080/0020739X.2014.892161
ab: Summary: Mathematics support in higher education has become increasingly
widespread over the past two decades, particularly in the UK, Ireland
and Australia. Despite this, reliable evaluation of mathematics support
continues to present challenges for those working in this area. One
reason is because ideally, properly structured support should function
as an integral part of the overall educational experience of the
student, in tandem with lectures and tutorials. When this occurs, it
makes it difficult to isolate the impact of mathematics support from
these other entities. In this paper, the results of a large-scale
nationwide survey conducted with first-year service mathematics
students in nine higher education institutes in Ireland are considered,
exploring students’ perceptions of the impact of mathematics support
upon their retention, mathematical confidence, examination performance
and overall ability to cope with the mathematical demands they face.
Students were extremely positive about the effectiveness of mathematics
support in all of these areas, providing valuable insights into the
value of learning support in mathematics.
rv: