The effect of a pre-university mathematics bridging course on adult learners' self-efficacy and retention rates in STEM subjects

In August 2008, the Mathematics Learning Centre at the University of Limerick initiated a mathematics bridging course, entitled 'Head Start Maths', to provide mathematics revision for adult learners about to embark on science or technology degree programmes. The aim of Head Start Maths was...

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Bibliographic Details
Published in:Irish educational studies Vol. 35; no. 3; pp. 233 - 248
Main Authors: Johnson, Patrick, O'Keeffe, Lisa
Format: Journal Article
Language:English
Published: Routledge 02.07.2016
Subjects:
adult learners
Adult Students
College Students
Diagnostic Tests
Dropout Rate
Foreign Countries
Mathematics Anxiety
mathematics bridging programme
Mathematics Education
Program Effectiveness
Questionnaires
retention
School Holding Power
Self Efficacy
STEM
STEM Education
Transitional Programs
Ireland
ISSN:0332-3315, 1747-4965
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Summary:In August 2008, the Mathematics Learning Centre at the University of Limerick initiated a mathematics bridging course, entitled 'Head Start Maths', to provide mathematics revision for adult learners about to embark on science or technology degree programmes. The aim of Head Start Maths was to revise mathematics fundamentals before the commencement of third-level education so as to lessen the anxiety levels of adult learners towards mathematics. Negative preconceptions have been noted as being of major concern with adult learners, both preconceptions of mathematics in general and also of their own abilities. In addition to this, it was hoped that Head Start Maths might lead to increased retention rates among adult learners and lead to less dropouts within the first semester. Results found that there were statistically significant increases in self-efficacy scores across some, but not all, of the mathematical topic areas and that there was an increase in the retention rates of adult learners who participated in Head Start Maths compared to those who did not.
ISSN:0332-3315
1747-4965
DOI:10.1080/03323315.2016.1192481