Measuring the impact of early mathematics support for student enrolled in an introductory calculus unit of study

Abstract

In this study we report data relating to a cohort of students who participated in support programs at our Mathematics Learning Centre or took part in mathematics bridging courses. The students were enrolled in an introductory calculus unit of study at our university, most of them starting Science degrees. Demographic data, performance data and attendance figures are presented with the aim of gauging the effect of the support. While the study is observational and so conclusions are tentative, the results are encouraging and support the efficacy of the assistance received with over three quarters of the Centre’s attendees completing and passing the unit.