Supporting student success: A multiple methods approach to mathematics support engagement and evaluation

Mathematics and statistics support (MSS)—an established part of academic support in most English-speaking universities—is shown to increase students grades, retention, and confidence, yet often students engage too late or not at all, an issue exacerbated by the COVID-19 pandemic. This research aims to increase student engagement in MSS in University College Dublin (UCD) and evaluate the impact of that engagement in the context of the changing nature of MSS. Firstly, the operation of the UCD Maths Support Centre and its impact on students’ grades is studied. Moderation analysis of over 12,000 students’ mathematics grades and Maths Support Centre visits identified how MSS use positively impacted students’ mathematics achievement. Secondly, the first systematic scoping literature review of MSS evaluation literature explores the impact of MSS on students internationally. A range of MSS formats, study designs, and results but also limitations were found. Thirdly, thematically analysed interviews of Irish and Australian students and tutors and a later survey of students capture the key issues around online MSS and combining online and in-person support. Themes include reduced MSS use online, mathematics being different, and pedagogical changes, as well as preferences for in-person support but an acknowledgement of online MSS benefits. Finally, a reflective, student-centred cycle of design was used to design MathsFit, an online suite of mathematics supports for UCD first-year non-specialist mathematics students. MathsFit seeks to identify and aid those who would most benefit from MSS during their transition to university mathematics. Analysis of over 3000 student participants from three iterations of MathsFit is presented focusing on the identification of “at-risk” students, the areas of mathematics they struggle with, and their engagement with MathsFit and the UCD Maths Support Centre. Also, differences in students’ engagement and attainment due to demographic factors are identified, and comparisons between MSS engagement during MathsFit iterations (2020-2022), and in previous years (2015-2019) are made. The results reveal low failure rates, struggles with algebra and calculus, previous mathematics education impacting engagement and attainment, and mixed uptake of support. Overall, this research provides conclusions about MSS impact from the year 2000 onwards with a particular focus on 2020-2023 establishing how MSS supports student success.