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Math and Stats Workshops for First Year Students

These hour-long workshops are held prior to class for most first-year maths and stats subjects, as well as other units with substantial maths content. Three-hour final exam workshops are also available during Stuvac. Students work in groups on problem sets provided by MESH, with MESH staff facilitating. Library Roving is available at six campus libraries, providing drop-in service with MESH team members available at advertised times. Individual students or small groups can ask questions about maths or stats from any undergraduate unit (except assessment items). Consultations are available for five to 20+ minutes, depending on the problem and available time.

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Math and Stats Workshops for First Year Students

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  1. WESTERNSYDNEY UNIVERSITY

  2. Don Shearman LynArmstrong

  3. Unit SpecificWorkshops • Run for most first year maths and statssubjects, plus some other units with substantial maths content • One hour duration, run a week prior toin class • assessmentsor • Three hour final exam workshops held during Stuvac • Students work in groups on problem setssupplied • by MESH with MESH stafffacilitating

  4. LibraryRoving • Available at six campus libraries to allWestern Sydneystudents • Drop in service, MESH team members available at advertisedtimes • Individual students or smallgroups • Questions about maths or stats from any undergraduate unit (except assessmentitems) • Five to 20+ minute consultations dependingon • problem and availabletime

  5. StudentEngagement

  6. Student Marks by Support Level and Library RovingUsage 70 60 50 40 AverageMark 30 20 10 0 None Low Workshop SupportUsage High LibraryRoving: NoYes 5/07/2017 6

  7. Students Utilising Support byGrade 100.00% 90.00% 80.00% ibraryRoving: es/No upport: 70.00% None/Low/High 60.00% Yes -High Proportion Yes - Low Yes -None No - High No - Low No -None 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% F FNS P C D H Grade 5/07/2017 7

  8. Students Utilising Support by MathsBackground 100.00% 90.00% 80.00% LibraryRoving: 70.00% Yes/No Support: None/Low/High 60.00% Yes - High Yes - Low Yes -None Proportion 50.00% No -High No -Low 40.00% No -None 30.00% 20.00% 10.00% 0.00% None Elementary Intermediate Advanced MathsBackground

  9. Students Utilising Support byGender 100.00% 90.00% 80.00% 70.00% Library Roving: Yes/No Support: None/Low/High 60.00% Yes - High Yes - Low Yes -None No - High No -Low Proportion 50.00% 40.00% No -None 30.00% 20.00% 10.00% 0.00% F M Gender

  10. Average GPA by Maths Background and SupportUtilisation 7 6 Library Roving: Yes/No Support: None/Low/High 5 No - None No - Low No - High Yes -None Yes - Low Yes -High 4 AverageGPA 3 2 1 0 None Elementary Intermediate Advanced MathsBackground 5/07/2017 10

  11. Conclusions • Both support forms provide improvements to studentoutcomes • While there is an overlap of uses of each form ofsupport different forms are preferred by differentgroups • Additive effect of both forms ofsupport • Higher achieving students make more use of support thanlow achieving • Poorer background students make more use of supportthan • higher background(mathematically) • Lack of engagement with FNS students warrants further investigation • Lower achievement by General Maths students (over nosenior • HS maths) warrants furtherinvestigation.

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