A Case Study on the Effectiveness of 1-1 Maths Support for Engineering  Students Making Transitions into Higher Education and  Widening Participation

Khalid Khan; Hamid Nasriani; Tony L. Graham; Shephard Ndlovu

doi:10.33423/jhetp.v20i2.2842

A Case Study on the Effectiveness of 1-1 Maths Support for Engineering Students Making Transitions into Higher Education and Widening Participation

Authors

Khalid Khan University of Central Lancashire
Hamid Nasriani University of Central Lancashire
Tony L. Graham University of Central Lancashire
Shephard Ndlovu University of Central Lancashire

DOI:

https://doi.org/10.33423/jhetp.v20i2.2842

Keywords:

Higher Education Theory and Practice, 1-1 support, key skills, Diagnostic Assessment, engineering mathematics, widening participation

Abstract

This study first looks in depth into a model of support addressing low key maths skills in engineering courses. This new innovative 1-1 mathematics support system has been designed to provide essential key mathematics skills needed in a range of different subject areas across the different disciplines within the university. A robust 1-1 maths support system is put in place which can help weaker students first build their basic maths skills and then also help with the mathematics course material throughout the year thus leading to less students failing at the end of the year.

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Published

2020-07-28

How to Cite

Khan, K., Nasriani, H., Graham, T. L., & Ndlovu, S. (2020). A Case Study on the Effectiveness of 1-1 Maths Support for Engineering Students Making Transitions into Higher Education and Widening Participation. Journal of Higher Education Theory and Practice, 20(2). https://doi.org/10.33423/jhetp.v20i2.2842

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Issue

Vol. 20 No. 2 (2020)

Section

Articles