eSTEeM Conference, 25 April 2018 Improving retention amongst marginal students Dr Carlton Wood, Dr Anactoria Clarke, Dr John Butcher, Dr Elaine McPherson

Y033 Science, technology and maths Access module 550 students per presentation, two presentations per year since October 2013 Access students are disproportionately represented by ‘Widening Participation’ characteristics – they are more likely to have low income, low prior qualifications, be from low participation neighbourhoods, declare disabilities 60%+ receive a full fee waiver. 25% + declare a disability. The subjects included are science, engineering and design, environment, mathematics, and computing and IT. Recap on the modules we were focusing upon in our previous and this research Last bullet point - Each subject is introduced and explained, and the pace is comfortable even with little or no prior knowledge of the subjects explored within the module.

60 credit Level 1 interdisciplinary Science S111 Questions in Science 60 credit Level 1 interdisciplinary Science Some low PEQ students start with S111 but some study Y033 first and then progress to S111 Y033 students are more likely to be female, to be disabled, to be from low occupational status and from a low SES background than direct entrants to S111 – and are twice as likely to have low PEQs The module is delivered wholly online and requires engagement with forums, the electronic TMA submission system, and has optional online group tutorials with some proactive tutor contact at key points This was in our original presentation and we’re building on this final point as we wanted to see if this engagement pattern was borne out over the course of the module, and what this meant in terms of results

Conclusions from our previous eSTEeM presentation Sympathetic and supportive tutoring crucial Access tutors know their students well, can be flexible (supporting study at Level 0) and this preparatory learning lifts students with low PEQs and other WP characteristics to UG level by ‘levelling the playing field’ Maths skills crucial Maths is a predictor of achievement in STEM: confidence and competence in maths skills supports academic preparation and addresses low academic confidence. Integrate maths with science learning, little and often Applying everyday science crucial: Interdisciplinary study in STEM builds scientific confidence – this feeds off 1-1 tutor support and low-risk assessment including online interactive quizzes. Say something about low PEQ students Say something about journal article submission and OFFA brochure/project

Mixed method case study Approaches to data collection Analysis of existing student experience evaluative survey data (SEaM) Analysis of responses to Y033 16B forum questions Semi-structured ‘phone & email interviews with sample of 16 Y033 students (15J and 16B) at the end of the module Follow-up semi-structured ‘phone & email interviews with nine of these students during their study of S111 16J Semi-structured ‘phone interviews with 14 S111 tutors, one of whom also tutored Y033 at two points in the module Analysis and statistical analysis of submissions and scores across TMAs, iCMAs and module results Say which data collected in first phase (top 5 bullet points) – last point refers to this phase Update with what the second paper was using/doing Followed by figures and key findings

Impetus for the next stage Continuing our research to discover: How students who had studied Access fared in terms of engagement compared with low PEQ students new to the university What this meant in terms of submissions and scores for the TMAs Having picked up maths confidence as an important development during Y033, if this was borne out in iCMA scores and submissions What this might mean both for the Open University and for recommendations for the sector Update

Findings – TMA scores It is clear that the Access module does not give students higher scores in their TMAs – there is no statistical significance between the two sets of students

Findings – iCMA scores The iCMAs, which test maths skills, do not demonstrate that Access students do better – in fact, on all but 2 occasions, they do worse

So what benefit does Access bring? Findings – submission rates on TMAs Can talk here about statistical significance? A clear indication that students who complete Access submit their TMAs more regularly and consistently

Findings – submission rates for iCMAs Students who complete Access may not score better on iCMAs but they submit all their assessment tasks more regularly, and benefit from the feedback and practice

Findings - pass rates This graph shows that the percentage number of distinctions on S111 are the same but the pass rate is much higher for students who have completed Access

What students told us … About their general confidence: “But I think that the most important thing that I have got from this module is that I have significantly gained in confidence as I have found that I am better prepared for studying and working in the sciences…”  About their confidence in maths “Improved maths skills: despite my initial feeling that I would struggle with this subject, I found that by going over the problems given and the solutions provided, it slowly started to make sense.”  About their persistence “Thirdly, I learned that everyone makes mistakes.  Not being upset about failure or rejection is the key success, and that most important thing is not where I am now with my studies but where I am heading to.  Therefore, I am willing to put all of my effort into my academic success.” Need to say the right things around this – needs to be contextualised in terms of S111 performance (scores and submissions)

Conclusions Students who do Access can score lower than other students but know that they can stick with the module and gradually improve Low PEQ students who have completed Access are much more likely to complete and pass S111 than direct entry low PEQ students Access students know the value of submitting assessments and getting feedback; they know that this is an important part of the learning process Need to highlight what might be recommendations for the sector Second bull

Recommendations Build in ongoing personalised support to entry level courses – students with low PEQs and low confidence will benefit at the next stage Interweave maths skills with science content – allow students to see how the maths fits and why it is relevant Giving low PEQ students time and support to adapt to institutional culture is important to their confidence and resilience

How does a STEM Access module improve retention for marginal students? Students have the confidence to keep submitting assessment tasks and learning from the feedback – they know a scientist is not made on a single assessment or module They keep going on the module, stay engaged and stay in contact with their tutor – they are not blown off course by lower marks, difficult assignments or personal circumstances Say something about paper ready for submission to xxxxx journal (check) Say something about what doing next if we asked? – follow up Access students to see if effect lasts, TM111