Abstract
Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.
Highlights
According to the 2010–2015 Strategic Plan of the Biotechnology and Biological Sciences Research Council (BBSRC), which funds bioscience research in the UK, there is an urgent need to raise the mathematical and computational skills of biologists at all levels due to the increasingly quantitative nature of the bioscience disciplines (BBSRC, 2012) and the trend in the workforce towards positions requiring higher levels of management expertise and problem-solving skills, many of which are mathematical in nature (ACME, 2011)
In contrast to these developments, Hodgen et al (2010) reported that the UK has the lowest participation of students in post-16 maths out of 24 OECD countries, the Royal Society reports that only 40% of students taking A level Biology take A level Mathematics and reports published by the Engineering Council (2000) and by Ramjan (2011) confirm that this trend is not limited to the biosciences
This paper describes the efficacy of use of such small-group mathematics tutorials and it investigates the possibilities of this type of mathematics support and the effect it has on the numeracy of a specific cohort of students
Summary
According to the 2010–2015 Strategic Plan of the Biotechnology and Biological Sciences Research Council (BBSRC), which funds bioscience research in the UK, there is an urgent need to raise the mathematical and computational skills of biologists at all levels due to the increasingly quantitative nature of the bioscience disciplines (BBSRC, 2012) and the trend in the workforce towards positions requiring higher levels of management expertise and problem-solving skills, many of which are mathematical in nature (ACME, 2011). A-levels (formally known as General Certificate of Education, Advanced level, contains no compulsory maths component) are subjects taught to 16–18 year old learners who have completed their General Certificate of Secondary Education (GCSE, ages 14–16 years old, contains a compulsory maths component) This leaves a gap between the knowledge and skills that are required for undergraduate bioscience degrees and the knowledge and skills with which new entrants to these degrees present.
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