Evaluation of mathematics support centres: a literature review

Matthews, Janette; Croft, Tony; Lawson, Duncan; Waller, Dagmar

doi:10.1093/teamat/hrt013

Cited by 42 publications

(41 citation statements)

References 22 publications

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“…Student's overall academic performance and general educational progress across the curriculum could perhaps be hampered by a fear of numbers and the presence of statistical anxiety with the result that they may not fulfil their true potential despite their and their quantitative method tutor's best intentions (Payne and Williams, 2012). Such a state of affairs is far from satisfactory and serves to reinforce that students may benefit from the targeted provision of additional mathematical support before they complete an introductory statistics course as well as during it (Matthews et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…This would also serve to decrease their anxiety and increase their confidence in their ability to complete numeric study tasks, including conducting a statistical analysis (Murtonen et al, 2008). Finally, existing work recommends that universities provide additional mathematical and statistical skills support services for students who struggle to grasp key statistical concepts and procedures relevant to undertaking quantitative research (Matthews et al, 2012).…”

Section: Counting Better? An Examination Of the Impact Of Quantitativmentioning

confidence: 99%

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Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence

Chamberlain

Hillier

Signoretta

2014

Active Learning in Higher Education

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Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence John Martyn ChamberlainLoughborough University, UK John HillierLoughborough University, UK Paola SignorettaLoughborough University, UK AbstractThis article reports the results of research concerned with students' statistical anxiety and confidence to both complete and learn to complete statistical tasks. Data were collected at the beginning and end of a quantitative method statistics module. Students recognised the value of numeracy skills but felt they were not necessarily relevant for graduate employability and preferred to study with words rather than numbers. A significant reduction in anxiety and increase in confidence to complete statistical tasks were found. Students seemed to feel more confident about doing and learning less complex procedures. Results reinforce the need to provide students with additional mathematical and statistical support outside of quantitative method courses as well as that numeric learning materials and study tasks need to be embedded across the curriculum within substantive disciplinary modules. The design of numeric study tasks needs to be carefully considered to ease the transition for students from simple to more complex statistical procedures while simultaneously reinforcing the importance of numeracy skills for examining substantive disciplinary topics and promoting graduate employability.

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Section: Discussionmentioning

confidence: 99%

Section: Counting Better? An Examination Of the Impact Of Quantitativmentioning

confidence: 99%

Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence

Chamberlain

Hillier

Signoretta

2014

Active Learning in Higher Education

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“…Evaluation of these is difficult due to the many factors which impact upon a student's ability to succeed (Matthews et al, 2013). Therefore, anecdotal evidence aside, how one could accurately measure the effectiveness of these delivery modes remains to be seen.…”

Section: Summary Of Findingsmentioning

confidence: 99%

The Provision of Mathematics and Statistics Support in Scottish Higher Education Institutions (2017) – A Comparative Study by the Scottish Mathematics Support Network

Ahmed

Davidson

Durkacz

et al. 2018

MSOR

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The Scottish Mathematics Support Network (SMSN) was formed in July 2008 with the aim of creating a support network for people working in Scottish universities who were involved with, or wished to be involved with, providing mathematical and/or statistical support for their students. The consensus of the SMSN is that increasingly more students need assistance with their basic mathematical and statistical skills than was the case in the past, and that consequently mathematics support is an area on which universities will need to focus on in future years. Through networking and professional development opportunities with other practitioners in the field of mathematics and statistics support, the SMSN have developed and maintained strong links with individual practitioners, and more broadly with like-minded groups such as the sigma Network and the Irish Mathematics Learning Support Network. With the provision of mathematics and statistics support becoming more prevalent in UK Higher Education institutions, it seemed timely to assess the current state of this provision in Scotland, and to compare with the rest of the British Isles. At the 2016 SMSN AGM, it was unanimously agreed that such a study should be carried out with the SMSN committee taking responsibility for conducting the research.

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“…There are a number of papers available on the type of suitable evaluation depending on the MLS provided. The 2012 sigma report (Matthews et al, 2012) gives a thorough review of the literature relating to the evaluation of MLS while MacGillivray & Croft (2010) contains a comprehensive overview and analysis of the issues at hand.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A crucial aspect in the successful provision of MLS is that it be comprehensively evaluated on a regular basis to establish best practice (Matthews et al, 2012). Systems of qualitative and or quantitative evaluation are now commonplace in the wider MLS community.…”

Section: Introductionmentioning

confidence: 99%