
06430628
j
2015c.00093
N\'{\i} Fhloinn, E.
Fitzmaurice, O.
Mac an Bhaird, C.
O'Sullivan, C.
Student perception of the impact of mathematics support in higher education.
Int. J. Math. Educ. Sci. Technol. 45, No. 7, 953967 (2014).
2014
Taylor \& Francis, Abingdon, Oxfordshire
EN
C25
D35
D45
B40
mathematics support
impact
retention
confidence
students
doi:10.1080/0020739X.2014.892161
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 largescale nationwide survey conducted with firstyear 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.