Embed Size (px)
Citation preview
To stream or not to stream: an academic development perspective
Tracy S. Craig [email protected]
Kalpana Nathoo [email protected]
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)
