Exploring boot camps for ‘gatekeeper’ service courses in mathematics

Anita Campbell

doi:10.4102/pythagoras.v36i2.298

Abstract

Pressure to increase the throughput of university students in ethical ways has been a catalyst for innovations to improve learning and student success. Student dropout occurs mostly in the first year of study and poor performance is a major contributor to dropout even if the underlying reason for the poor performance is not academic under-preparedness. This article discusses the design and implementation of a mathematics tutored reassessment programme (TRP or ‘boot camp’) to improve the pass rate of students writing supplementary examinations for first year engineering mathematics. Interviews with students and tutors suggest that the TRP cultivated positive affective changes in students. A notable result from this case study was that students who qualified for a reassessment with marks in the range 40%–44% (and who would not normally have been granted a supplementary examination) outperformed students qualifying with marks of 45%–49%, for whom attendance at the TRP was optional. Theoretical motivations for five principles guiding the design of the TRP are discussed.

Highlights

The knowledge economy strategy used in many countries has put pressure on universities to produce more graduates as a way to stimulate economic growth (Deiaco, Hughes & McKelvey, 2012)
The placement of service courses in the early stages of a degree programme means that student achievement in these courses is likely to be impacted by factors such as how well and quickly students ‘acculturalise’ to a higher education institution (Race, 2014) and their capacity to succeed in higher education
Students were asked to rate the different components of the programme and the resources and to answer ‘yes’, ‘no’ or ‘unsure’ to the following questions: ‘Do you feel the tutored reassessment programme (TRP) helped you gain confidence? Did you make new friends at the TRP? Did you consider changing out of Engineering when you got your results? Do you think that explaining work to others helps you understand? Would you have attended if you had to pay R500 for tuition?’ Students could add free response comments to these questions, as well as to the question ‘What would you change about your TRP experience?’

Summary

Introduction

The knowledge economy strategy used in many countries has put pressure on universities to produce more graduates as a way to stimulate economic growth (Deiaco, Hughes & McKelvey, 2012). Strategies to help students pass their service courses timeously are an important part of the goal to improve student throughput at university. The first year mathematics courses for engineering students considered in this case study are examples of service courses. Compulsory service courses perform a ‘gatekeeper’ role: students cannot graduate without passing the service courses. These courses are not the focus of the degree, students who cannot meet the demands of the service course are assumed to be less likely to meet the demands of further courses. The placement of service courses in the early stages of a degree programme means that student achievement in these courses is likely to be impacted by factors such as how well and quickly students ‘acculturalise’ to a higher education institution (Race, 2014) and their capacity to succeed in higher education

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Conclusion