Prior decisions and experiences about mathematics of students in bridging courses

1. Prior decisions and experiences about mathematics of students in bridging courses Sue Gordon and Jackie Nicholas Mathematics Learning Centre

2. Levels of mathematics in NSW: senior secondary • HSC Mathematics Extension 2 — Advanced • HSC Mathematics Extension 1 — Advanced • HSC Mathematics — Intermediate • HSC General Mathematics — Elementary General Mathematics was not designed to prepare students for tertiary study: Dr Mary Coupland, Director: Mathematics Study Support Centre, School of Mathematical Sciences, UTS HSC = Higher School Certificate — year 12 leaving qualification

3. The issue ATAR — Australian Tertiary Admission Rank • In NSW* Percentage of students studying Intermediate or Advanced mathematics for their HSC: 35% in 2012 46% in 2001 61% in 1992 out of the year 12 students eligible for an ATAR *Information supplied by the NSW Vice-Chancellors’ Committee – Technical Committee on Scaling

4. Our study • In 2012, 380 students enrolled for our maths bridging courses and were invited to take part in an anonymous online survey. • 109 students responded to the anonymous survey • 51 students are the focus of our paper • Left school in 2009, 2010 or 2011 • Did not study maths at an appropriate level for the HSC • Completed the online survey Limitations Sample is small Students chose whether or not to participate Almost all students from University of Sydney

5. Research questions • For the students who completed some unit of maths for their HSC, what were the influences on their decisions about the level studied? • For the students who did not study maths for the HSC, what were the factors that impacted on their decision not to study maths? In IJMEST • Whose advice was influential and when was it sought?

6. Background information • Demographic information — n = 51 63% (32) enrolled in the 2 unit maths bridging course 63% (32) female 94% (48) were enrolled or were enrolling in a degree at university • 38 students completed a unit of maths for the HSC 26 students completed the level of maths they began 12 students dropped to a lower level of maths • 13 students did not do maths for the HSC 8 students started studying maths in Year 11 but dropped it 5 students did not study maths at all

7. Students who completed the maths they begann = 26 • 54% (14 out of 26) completed Elementary maths for their HSC • Question: What influenced your decision to study the level of mathematics that you did for the HSC or equivalent? Please tick all the relevant influences. (26 responses)

8. Qualitative responses to open-ended question • Casey studied Intermediate maths which for him: “ … was a choice that brought the personal requirements I set myself for mathematics as it was challenging but doable. I had large amounts of doubt establishing the same balance with Extension 1 [Advanced] ….” • Kate completed Intermediate mathsbut some of the important influences on her for not studying Advanced maths were that: “maths was a pretty time consuming subject … [with] a lot of homework … I also thought I’d do better in other subjects if I put in as much effort”. • John studied Elementary maths as he did not see himself: “getting a high mark in 2 unit mathematics [Intermediate]. … Furthermore, I had been told from math teachers that generally speaking those who do general mathematics [Elementary] tend to get a higher ATAR than those who do 2 Unit mathematics, and the scaling for General Mathematics is decent. My main priority was to get into the degree I wanted, and to deal with the assumed knowledge later.” “maths was a pretty time consuming subject … [with] a lot of homework … I also thought I’d do better in other subjects if I put in as much effort”.

9. Students who dropped from a higher level of maths n = 12 • 50% (6 out of 12) were enrolled in the Extension 1 bridging course • Question: What influenced your decision to drop the higher level of maths when you did? (12 responses)

10. Qualitative responses to open ended question • Harry, an Elementary maths student said: “HSC Mathematics [Intermediate] was the only subject I was struggling in and it was taking a lot of my time. … I wanted to spend equal time on my other subjects to maximise my ATAR.” • Kadin, an Intermediate maths student reported: “I dropped the higher level maths [Advanced] solely in order to maximise my ATAR. I found the amount of time that I was required to put into the course was not reflective of my marks and … I also felt it was important to diversify my subjects as I was unsure of my results and future opportunities after school.”

11. Students who did not study maths for the HSCn = 13 • 8 students (out of 13) started studying maths for the HSC 6 out of 8 started studying Intermediate maths • Question: What influenced your decision to drop mathematics when you did? What influenced your decision not to study mathematics? (13 responses)

12. Qualitative responses to open-ended question • For the students who dropped maths, the qualitative responses mirrored those of the students who dropped to a lower level of maths. • Drew, an Intermediate maths student (who dropped it), summed it up: “The amount of time I spent studying maths, for only modest results in my tests, was limiting the amount of time I spent on other subjects which I performed well in. As such, I thought it advisable to drop maths and devote more time to the subjects which were likely to improve my ATAR.” • For the 5 students who did not study maths at all, Sharon exemplifies the path take: “I chose only subjects that interested me – despite being quite good at maths I did not enjoy the subject at all. At the time I had no idea what I wanted to do at university but I was leaning towards a language-based degree and I assumed I wouldn’t need maths. I did know that, if needed, I could take a bridging course.”

13. Conclusions • Students’ accounts portray an array of complex issues that influence their decisions. • Students find the higher levels of mathematics hard and time consuming relative to their other subjects. • Students focus on short-term goals — act strategically to maximise chances of getting into their degree of choice by dropping (or not attempting) those higher levels. John’s priority “to get into the degree I wanted, and to deal with the assumed knowledge later” rings true for many students. • Maths teachers may, with the best of intentions, be giving advice that encourages students to focus on short-term goals rather than long-term goals. • University entry procedures may not reward the effort of studying higher levels of maths.