An analysis of at-risk students’ lack of engagement with mathematics support A case study of first year students at the National University of Ireland.

Slides:



Advertisements
Similar presentations
Welcome Back to School!!! Mr. Sortina.
Advertisements

EN Focus Group Economics Network hosted March students Self-selected (response to advert) Mainly year 4 (with some 2nd and 3rd years) Mainly.
Peer Mentoring Works : In the students own words…
Reduce Test Anxiety Green River Community College Counseling Services.
THE UPS AND DOWNS OF COLLEGE ALGEBRA. Straight from the veterans of College Algebra... in their own words.
HARPER ADAMS UNIVERSITY COLLEGE 15th September 2005 Sarah Parsons Self-Confidence In Mathematics Helping Everyone Learn Mathematics.
DIT CAREER DEVELOPEENT CENTRE Building employability through positive transitions TRANSITION INTO FIRST YEAR.
Having a Good Attitude About Math But WHY Should We? Presentation prepared by former SSS Math Specialist Mrs. Brooks SSS Math Specialist Mrs. Brooks.
The Good Class and the Not So Good One: What Makes the Difference for Students Michelle Firnstein and Tom Moran Center for Multidisciplinary Studies.
Mathematics Support Centres: Who uses them & who doesn’t? Why and why not? 1.
Writing a website article to give advice
E28: Design Notebooks Role Playing Exercise in Gender Equity and Inclusion in Team-based Design Classes.
Stress management & Time management Year 11 assembly Mrs Davies - Learning Coach.
Julia Dawson and Carolyn Gentle PLYMOUTH’S PEER ASSISTED LEARNING SCHEME FEEDING FORWARD FROM RESEARCH.
Perceptions of the Role of Feedback in Supporting 1 st Yr Learning Jon Scott, Ruth Bevan, Jo Badge & Alan Cann School of Biological Sciences.
1 Student Perceptions of Assessment Placement: Results and Implications Gregory Anderson ESL Dept (faculty) De Anza College 14 April 2011.
Investigating the views of Year 6 students at Oxley Park Primary School – school subjects and important qualities in teachers. By Mitchell Schofield.
Discussion examples Andrea Zhok.
1 Learning Statistics Your goals and beliefs about learning statistics are directly related to your grade in STT 215.
Hosted By: Sydney M. Perate, M.S. Bridges. Career Planning & Discovery – Phase 1: Person Planning (Discovering Who) – Phase 2: Job Exploration (Discovering.
Empowering Undergraduate Students through Mathematical Thinking and Learning Marja-Liisa Hassi University of Colorado Boulder, CO Marja-Liisa Hassi University.
What you need to know about this class A powerpoint syllabus.
YOU HAVE TO SELL YOUR CHICKEN TO VEGETARIANS! Unless the student believes he can do something ( self-efficacy ), the student will not engage in that something.
Term 2 – Contemporary Relationships with Outdoor Environments.
LILAC 2008 Perceptions of information: The Net Generation Marian Smith and Dr. Mark Hepworth.
Service Learning By: Markevis G. Timothy P. Josh S.
This is what BC Students told us…
By Edward Lim 8.7.  What?  Today we started the Cornerstone Piece and we were given a few tasks to complete. The tasks were to watch the Kurt Fearnly.
End of Semester Survey Mrs. Frask End of 1 st semester.
Spring Learning Statement #1 I am learning that the use of technology is not always engaging for students and does not always support student learning.
Lack of Learning or Lack of Studying? An Inquiry into Low Exam Scores Katherine M. Sauer Metropolitan State College of Denver February.
‘If you don't get feedback in online learning you start feeling like you're in the dark’: The potential for technology to enhance affective practice in.
Assessment for Learning: supporting post graduate students’ Margo McKeever.
PET for Schools. Paper 3: Speaking What’s in the Speaking Test? Part 1: You answer the examiner’s questions about yourself and give your opinions. Part.
By: Leo Chu Hamza Suhail.  The class is all about is learning how to look at things in ways that you never have before and to apply critical thinking.
.. HFM Distance Learning Project Student Survey 2003 – 2004 School Year BOCES Distance Learning Program Quality Access Support.
Week 3 Outline Post-Mortem By: Jamaral Johnson. 2 After Actions Review In this presentation I will do my best to highlight what went wrong. This is just.
12 Ways to Insure Failure in Mathematics Courses..or “I can’t balance a checkbook how am I going to solve differential equations?”
Catch Them While You Can! Learning College Summit 2010.
T HE LEARNING ZONE WITH J ULIAN. Marina A. Alvarez Feb 8 th – April 22 nd.
What is ALEKS? Who uses ALEKS? How is ALEKS being used? Teacher Feedback Recommendations.
Expectations in a College Math Class How does taking math in college differ from taking math in high school? What is your instructor thinking?
Chapters 5 & 6 Thought distortions & Interventions.
New Media and Teaching: A “Comfortable Distance” for Controversy? J. Lynn McBrien, University of South Florida New Agendas for Media Literacy Conference.
Achieving the Dream Board of Trustees Institute 2010 Students Speak – We Listen!
Karen Martinez.  The first time I went to The Learning Zone, I didn’t have a child and read to Laura’s daughter. She was a good student and then we played.
From Successful Strategies to Strategies that are DOOMED TO FAIL.
Thank you for the kind feedback. I truly do hope you have enjoyed the course and have had a good learning experience. Most people said they found the course.
Student Perceptions of Hybrid Courses. Like about Hybrid Format Course 1 For a few weeks, can take things at your own pace Can cover more topics in less.
Teacher By Jordan Polak. Big Problem One of the biggest problems I had in High School was staying awake in class.
By Edward Lim 8.7. What? Today, we continued our research on our chosen Cornerstone Piece, we got our learning journals up to date, we made sure all our.
Getting to Know Your Students Through Reflective Writing Assignments Dr. Dana Olanoff Widener University
Student Feedback--Dale Carnegie in the College Classroom Dr. David Urban June 25, 2015.
Study Groups!! Study groups are meant to HELP you learn and perform better on the tests. If you met a lot during 1 st semester and didn’t see many results,
Listen and learn!. * “READ THE BOOKS. I don't understand why some kids think they can take a test on a book they have never read. That is actually crazy,
Learning Mathematics Sarah Stover Literature and Society Dr. Sherry 10/03/11.
Leadership Project There is high percentage of students dropping out of high school because they don’t want to study or struggle with a lack of money,
Idiom of the Day IN THE LOOP To keep someone informed and up-to-date about what’s happening – usually in the workplace.
An Interview Dialogue Name: Period:. Step Five Interview- An Interview Dialogue You are going to read the question and pick the best response. The person.
Pupils’ Perceptions as they end KS3 Mathematics Sheila Smyth.
Evan Jones. A Quick Background First year economics has a historically high failure rate of approximately 50%. Unlike accounting, statistics, mathematics.
How Might Classroom Climate Support Mathematical Discourse? Productive Struggle? Reasoning? Physical Space?
DSMA 0399 Comments of Past Students. DSMA 0399 Student Comments “Before this class as you probably remember I would not even accept that x or y could.
Noel-Ann Bradshaw and Steve Lakin University of Greenwich University of Greenwich Maths Café.
By: Antonio Vazquez.  As far as this year goes, there were a lot of struggles that I had this year, I can’t really explain why, they just occurred. 
TUTOR PROGRAMME, SELECTION AND TRAINING
Damned if you do and Damned if you don’t
ALMS Autonomous Learning Modules
Overcoming obstacles in order to reach your goal
Year 11 & 12 Maths from a students’ viewpoint
Presentation transcript:

An analysis of at-risk students’ lack of engagement with mathematics support A case study of first year students at the National University of Ireland Maynooth. Martin Grehan

Motivation for this study  A previous statistical analysis showed that students who engaged with support were more likely to succeed than those who did not. A large proportion of 'at-risk' students did not avail of mathematics support.  Aimed to discover real reasons for students not engaging.  Contacted all 39 repeating 1 st year students.  13 responses, 10 completed questionnaires and 7 interviewed.

Supports Offered  Lectures  Weekly tutorials  Weekly assignments  Maths Support Centre (MSC) Drop in centre:  07-08: 273 registered, 2493 visits  08-09: 509 registered, 4647 visits  09-10: 570 registered, 5475 visits so far  Note: c.5800 undergrads (08/09) of which 950 studied maths.

Interviews  Semi-Structured  Sections: Experience of maths, pre-university and 1 st year of college. Lectures Tutorials Assignments MSC General/Summary

Grounded Theory  Developed by Glaser & Strauss, both sociologists.  Data collection ahead of a hypothesis.  Method: Codes/Notes Concepts Categories Theory

Preliminary Findings  Completed codes/notes and concepts phase.  Several themes beginning to emerge including: Fear Lack of understanding/awareness Lack of motivation/discipline

Example of constructing a “Category” Fear of failure Fear of showing lack of knowledge/ability Fear of being singled out Fear of the unknown “FEAR”

Breakdown of “Fear” category: Fear of failure  This manifests itself mainly as a fear of facing your own shortcomings and a fear of your own emotional reactions to failure. “Cause if it’s handed back and I see an F beside it and I didn’t wanna see that F” (student FFF1 discussing assignments) “I think I was kind of hoping for some miracle, I dunno, em, I just kind of pushed it to the side, and I kinda enjoyed the other subjects. I just did them” (student FFF2 discussing maths in general) Found them difficult and they'd just kind of run you down about the subject as well cause you were feeling, you were (not) getting marks from them, you were just doing poorly. Em, and coming up to exams and stuff like that it didn't feel great. (student MSF2 discussing assignments)

Fear of showing lack of knowledge or ability  This shows up as embarrassment and a reluctance to ask questions or fear of being wrong (see Ryan, Pintrich and Midgley 2001). When asked by the interviewer would they ask a question in lectures, student FFF1 responded: “Never! I did in one, in accounting, but that’s because I was comfortable with it and I knew what I was talking about and I corrected the lecturer and I asked a question. So, I was comfortable with that.” “I was actually really embarrassed and intimidated about going and saying listen guys I struggle horribly with maths.” (student MSF1 discussing the MSC) Cause I wasn't going to lectures, when I was doing my homework I didn't have a clue so I was just like “I cant go to a tutorial cause I wont know how to do....”, you know that sort of way? (student FFF2)

Fear of being singled out  Many of the students seemed to want to stay out of the limelight at all costs. You know that they ask you questions and you’re like “I haven’t a clue” and everyone is looking at you and like “Why don’t you know?”. (student FFF1 commenting on tutorials “If you hand in a bad homework the lecturer (tutor) can focus a lot more on you and you know it will make you feel, not stupid but if you hand in a bad homework, this is me personally, I'd be less inclined to go to the tutorial.” (student MSF3 commenting on tutorials) “I mean in such large groups it's hard to ask questions cause there's just so many people around. … It's just, it can be, I mean you don’t want to say something stupid in front of 200, 250 people.” (student MSF2 commenting on lectures)

Fear of the unknown  Students are unsure and unaware of many of the supports available to them. Then second semester I went to the door, looked in and it was really, really busy and I just thought “hmmm, no!”. And I turned around. (student FFF1 on the MSC) “You know, kinda nervous to go off somewhere you didn't understand…And you just kind of felt embarrassed about not knowing how everything was working.” (student MSF2 on the MSC) “I think it’s the initial, once you go the first time its gra(nd) …it’s going the first time I’d say.” (student FFF2 on the MSC)

The Future  Already intervening as a result of preliminary findings.  Finish developing theory/theories from interviews already done.  Currently interviewing students who did avail of maths support.  Compare and contrast.

Questions?  