The Academic Support Programme for Engineering in Cape Town Reduced load, increased contact time ...

To stream or not to stream: an academic development perspective

Tracy S. Craig Tracy.Craig@uct.ac.za

Kalpana Nathoo Kalpana.RameshKanjee@uct.ac.za

Academic Support Programme for Engineers in Cape Town (ASPECT)

Mind the Gap October 2010

ASPECT – What is it?

The Academic Support Programme for Engineering in Cape Town

Reduced load, increased contact time Time to slow down, address “gaps”, do

“enrichment” Small class sizes (up to 90 students) The ideal space for a bridging course?

Why consider a bridging course?

Despite support, students still fail – preparedness, work load, money, housing, etc

Bridging course for at-risk students – 1st semester – standard course to begin in July

Content: school revision, calculus, vector geometry, problem solving

Not run in 2010: weak indicators, small class, overlap with existing ASPECT maths

In order to stream…

into a standard ASPECT or into the bridging course

How can we identify those students who would benefit from a bridging program?

Quantitative Research › Better suited to our research question› as a quick positive result would mean possible

implementation› Initial phase of research and exploratory in

nature Suite of diagnostic tools

Diagnostic tools – in brief

Before entry› University entrance points› Grade 12 Maths result › Grade 12 Maths Paper 3› National Benchmark Tests

Orientation week› Algebra skills test› Approaches to Study Inventory

First 3 weeks› Geometry problem solving› Continuity tests: trigonometry and curve sketching› Class Test 1

(Diagnostic testing in mathematics: Cox, 2001; Lee et al, 2008; Gillard et al, 2010)

Results – very briefly!

University entrance points – low correlation Grade 12 maths – low correlation Presence Paper 3 – low (no?) correlation NBT (all three) – low correlation

Algebra skills test – low correlation ASI – no correlation

Geometry problem-solving – low (no?) corr.

(Algebra: Paul, 2005; Manning & Dix, 2007; Geometry: Lesh & Zawojewski, 2007; Laborde et al, 2006;

ASI: Entwistle et al, 2002; Entwistle and Ramsden, 1983)

University entrance points

10 20 30 40 50 60 70 80 9030

32

34

36

38

40

42

44

46

48

50

END1017F Matric points - final result

Final result

Matr

ic p

oin

ts

Algebra skills test

10 20 30 40 50 60 70 80 900

10

20

30

40

50

60

70

80

90

100

END1017F Algebra Skills Test

Final result

Alg

ebra

result

Geometry problem solving

10 20 30 40 50 60 70 80 900

2

4

6

8

10

END1017F Areas and volumes

Final result

Pro

ble

m s

olv

ing t

est

result

In-course assessment

Class Test 1 – new work on permutations, combinations, Binomial Theorem – higher correlation

“Continuity” tests – trigonometry and basic curves – higher correlation

In course assessment

0 25 50 75 1000

25

50

75

100

END1017F Class Test 1

Final result

Result

for

Cla

ss T

est

1

“Bridging” workshops & assessment

0 25 50 75 1000

25

50

75

100

Continuity Test - Trigonometry - Wk 3

Final result

Cont

Test

- Tri

g r

esult

0 25 50 75 1000

25

50

75

100

Continuity Test - Basic curves - Wk 3

Final resultCont

Test

- C

urv

es r

esult

ASPECT - Mainstream

ASPECT› N = 35 to 54› A variety of data› Poor correlations

Mainstream› N = 695, data on ~half the class› Very little variety of data › Stronger correlations

Mainstream entrance points

< 38 points , >75% chance of failing

20 25 30 35 40 45 500

10

20

30

40

50

60

70

80

90

100

MAM1017F Matric point - final exam

24 28 31 33 35 37 39 41 43 45 480

5

10

15

20

25

MAM1017F success against Matric points

# Pass# Fail

Matric point

Num

ber

of

stu

dents

Conclusions

The purpose of ASPECT is to provide academic support to students who need it, students who would stand a good chance of failing if they entered mainstream. The lack of correlation between all diagnostic measures and lack of success at maths suggests that this support is working.

A bridging course in ASPECT is not indicated Possibly a bridging course in mainstream is

indicated? (run by AD staff?)

What now? Need more and better diagnostic tools,

which then need to be piloted Further analyses of existing data Debate bridging course versus greater

support in mainstream course Debate bridging course versus more

students in ASPECT Wider system debate: ASPECT model

adopted by mainstream (5 years) with accelerated stream (4 years)