A Mathematics Support Programme for First-Year Engineering Students

Autor/inn/en	Hillock, Poh Wah; Jennings, Michael; Roberts, Anthony; Scharaschkin, Victor
Titel	A Mathematics Support Programme for First-Year Engineering Students
Quelle	In: International Journal of Mathematical Education in Science and Technology, 44 (2013) 7, S.1030-1044 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2013.823251
Schlagwörter	Engineering Education; College Freshmen; Calculus; Algebra; Feedback (Response); Comparative Analysis; Program Descriptions; At Risk Students; Diagnostic Tests; Cohort Analysis; Performance Based Assessment; Achievement Gains; Mathematics Achievement; Remedial Programs; Control Groups; Matched Groups; Task Analysis; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Studienanfänger; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Diagnostic test; Diagnostischer Test; Kohortenanalyse; Leistungsermittlung; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Förderprogramm; Aufgabenanalyse; Ausland; Australien
Abstract	This article describes a mathematics support programme at the University of Queensland, targeted at first-year engineering students identified as having a high risk of failing a first-year mathematics course in calculus and linear algebra. It describes how students were identified for the programme and the main features of the programme. The success of the programme was evaluated using student feedback as well as a comparison of the performance of students who participated in the support programme with those of a similar background who briefly attended or did not attend the programme. The pass rate in the supported group of regular attendees was 79% compared with 43% and 46% in the briefly supported and unsupported groups, respectively. Both student feedback and statistical data indicate that the programme was highly successful in improving the performance of those who regularly engaged with it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10