How effective is the How effective is the Mathematics Support Centre in Mathematics Support Centre in

the National University of the National University of

Ireland, Maynooth?Ireland, Maynooth?

Sigma-South West Hub Event, Sigma-South West Hub Event, Cardiff University.Cardiff University.

Monday March 30Monday March 30thth..

Dr. Ciarán Mac an BhairdDr. Ciarán Mac an Bhairdciaranmacanbhaird@gmail.comciaranmacanbhaird@gmail.com

Overview of TalkOverview of Talk

►A description of the Maths Support A description of the Maths Support Centre (MSC) in NUIM.Centre (MSC) in NUIM.

►How do we evaluate effectiveness?How do we evaluate effectiveness?►Records of facts and figures.Records of facts and figures.► Impact on Grades.Impact on Grades.► Impact on Attitudes.Impact on Attitudes.►Challenges.Challenges.

The MSC in NUIM.The MSC in NUIM.► Opened October 2007 with basic funding Opened October 2007 with basic funding

received to employ a manager and one received to employ a manager and one additional tutor for 18 hours a week, 10 additional tutor for 18 hours a week, 10 weeks per semester.weeks per semester.

► Additional funding has been received on Additional funding has been received on regular intervals to increase the number of regular intervals to increase the number of tutors and now open 12 weeks per semester.tutors and now open 12 weeks per semester.

► Principal aim is to equip students with basic Principal aim is to equip students with basic mathematical skills and to encourage mathematical skills and to encourage student retention. The problem of student student retention. The problem of student weaknesses in basic Maths is well weaknesses in basic Maths is well documented.documented.

Sample PosterSample PosterStruggling with Maths?

Looking for one-to-one assistance?Call into the (free) Maths Support Centre

NUIM Mathematics Support Centre (MSC) is a free service that provides informal, friendly, additional support to our undergraduate NUIM students. Contact supportcentre@maths.nuim.ie or contact the manager Dr. Ciarán Mac an Bhaird. The ‘MSC’ will open (at specific times) in Classhall B in the Arts Block. You can receive one to one support with Mathematics, or come and work through exercises on your own and then ask a tutor for help.The opening hours during term time are (from Monday the 25th of February)

http://www.maths.nuim.ie/supportcentre

DaysDays TimesTimes

MondayMonday 2:00-6:00 pm2:00-6:00 pm

TuesdayTuesday 2:00-6:00 pm2:00-6:00 pm

WednesdayWednesday 4:00-8:00 pm4:00-8:00 pm

ThursdayThursday 2:00-6:00 pm2:00-6:00 pm

FridayFriday 10:00-12:00 noon.10:00-12:00 noon.

Suitable CartoonsSuitable Cartoons

Measures of effectiveness?Measures of effectiveness?► This is a very difficult thing to quantify, in fact we This is a very difficult thing to quantify, in fact we

hosted a conference on this very issue in December.hosted a conference on this very issue in December.► Details of the conference atDetails of the conference at http://www.maths.nuim.ie/MSCConference/ ► Presentations given at the conference http://www.ndlr.ie/mshe► A website containing relevant and up-to-date papers http://www.mathcentre.ac.uk/staff.php/all_subjects/ measuring_effectivess/resources► A paper will be available in MSOR Connections Mac

an Bhaird, C., O’Shea, A., ‘Is mathematics support worthwhile? An overview of the 3rd Irish Workshop on Mathematics Learning and Support Centres’.

NumbersNumbers► Although numbers certainly don’t give us Although numbers certainly don’t give us

convincing evidence of the level of service, it is still convincing evidence of the level of service, it is still important to keep accurate records for a number of important to keep accurate records for a number of reasons, mainly funding issues.reasons, mainly funding issues.

► In our MSC we have used the numbers to obtain a In our MSC we have used the numbers to obtain a bigger venue and additional funding for more bigger venue and additional funding for more tutors. tutors.

► The University uses the figures for promotion.The University uses the figures for promotion.► The maintenance of these records is very time-The maintenance of these records is very time-

consuming, but the University recognized their consuming, but the University recognized their importance and provided further funds so we can importance and provided further funds so we can employ people to maintain and analyse the data.employ people to maintain and analyse the data.

► Records maintained include attendance and Records maintained include attendance and registration figures, as well as records of handouts.registration figures, as well as records of handouts.

07-08 Student Numbers and details07-08 Student Numbers and details► 1063 visits (Sem 1), 1430 visits (Sem 2).1063 visits (Sem 1), 1430 visits (Sem 2).► Average of 128 (Sem 1), 155 (Sem 2).Average of 128 (Sem 1), 155 (Sem 2).► 254 students registered in Sem 1, 273 254 students registered in Sem 1, 273

students registered in Sem 1.students registered in Sem 1.► Busiest week in Sem 1 (162), Sem 2 (196).Busiest week in Sem 1 (162), Sem 2 (196).► Busiest day in Sem 1 (48), Sem 2 (59).Busiest day in Sem 1 (48), Sem 2 (59).► 5% were from non-Maths subjects including 5% were from non-Maths subjects including

Economics, Finance with venture Economics, Finance with venture Management, HDip in Remote Sensing, Management, HDip in Remote Sensing, Foundation Cert in Engineering, Engineering Foundation Cert in Engineering, Engineering and Psychology.and Psychology.

► 75% of students who registered with the 75% of students who registered with the MSC had visited more than once.MSC had visited more than once.

► Several students had more than 30 visits to Several students had more than 30 visits to the MSC with 50% visiting 5 times or more.the MSC with 50% visiting 5 times or more.

► Figures for 08-09 to-date show that the total Figures for 08-09 to-date show that the total number of students registered is 467 (455 at number of students registered is 467 (455 at the MSC) a 63% increase. The total number the MSC) a 63% increase. The total number of attendances is 3460 (3360 at the MSC).of attendances is 3460 (3360 at the MSC).

► We provide an extra one-hour workshop We provide an extra one-hour workshop which complements an online proficiency which complements an online proficiency course (12 extra students and 100 course (12 extra students and 100 attendances at the workshop). Many more attendances at the workshop). Many more students have used the online course.students have used the online course.

Impact of Maths Support on Impact of Maths Support on gradesgrades

► We have analysed the impact of the MSC on the grades We have analysed the impact of the MSC on the grades of first year students at NUIM by comparing the end of of first year students at NUIM by comparing the end of year grades of students who attended the MSC against year grades of students who attended the MSC against students who did not attend.students who did not attend.

► Interesting similar work has already been carried out by Interesting similar work has already been carried out by 1.1. Pell, G., Croft, T., (2008) Mathematics support – support Pell, G., Croft, T., (2008) Mathematics support – support

for all?, for all?, Teaching Mathematics and its ApplicationsTeaching Mathematics and its Applications, 27, , 27, 167-173.167-173.

2.2. Dowling, D., Nolan, B., (2006) Measuring the Dowling, D., Nolan, B., (2006) Measuring the effectiveness of a maths learning centre – The Dublin effectiveness of a maths learning centre – The Dublin City University experience, City University experience, Proceedings of the CETL Proceedings of the CETL MSOR Conference 2006MSOR Conference 2006. Publ. MSOR Network. 51-54.. Publ. MSOR Network. 51-54.

3.3. Patel, C., Little, J., (2006) Measuring maths study Patel, C., Little, J., (2006) Measuring maths study support, support, Teaching Mathematics and its ApplicationsTeaching Mathematics and its Applications, 25, , 25, No. 3, 131-138.No. 3, 131-138.

4.4. Lee, S., Harrison, M., Pell, P., Robinson, C., (2008) Lee, S., Harrison, M., Pell, P., Robinson, C., (2008) Predicting performance of first year engineering Predicting performance of first year engineering students and the importance of assessment tools students and the importance of assessment tools therein, therein, Engineering EducationEngineering Education, 3, 44-51., 3, 44-51.

Grades of first YearsGrades of first YearsGroup Number of

StudentsPercentage of students who visited MSC more than once

Pass rate of students who visited MSC more than once

Pass rate of students who visited MSC once or less

Mean Final Mark of students who visited MSC

more than once

Mean Final Mark of students who visited MSC once or less

First Arts 201 28% 89% 62% 565 499

First Science 254 22% 71% 65% 509 488

► The difference in pass rates for Arts students is statistically The difference in pass rates for Arts students is statistically significant (chi-squared test, p<0.001). There is also a significant significant (chi-squared test, p<0.001). There is also a significant difference between the mean mark of those who attended the MSC difference between the mean mark of those who attended the MSC more than once and those who did not, (t-test, p=0.023).more than once and those who did not, (t-test, p=0.023).

► The difference for the Science students is not statistically significant, The difference for the Science students is not statistically significant, however students who attend perform better on average.however students who attend perform better on average.

Comparison of First Arts grades based Comparison of First Arts grades based on second level resultson second level results

Group Mean Mark of students whovisited more thanonce

Number of Students

Mean Mark ofstudents whovisited once orless

Number ofStudents

HA - 0 723.20 5

HB 720.63 8 671.42 19

HC 608.33 6 565.20 35

HD 536.00 5 448.58 12

OA 540.86 21 451.25 40

OB 473.56 9 313.62 26

OC 480.00 1 342.00 1

OD - 0 157.00 1

Comparison of First Science grades Comparison of First Science grades based on second level resultsbased on second level results

Group Mean Mark of Students who visited morethan once

Number of Students

Mean Mark of students who visited once or less

Number of Students

HA - 0 761.00 5

HB 752.25 4 730.92 25

HC 719.75 4 635.64 28

HD 654.00 1 567.47 17

OA 547.56 9 511.84 37

OB 450.00 19 381.86 36

OC 320.00 5 288.87 15

OD 510.00 1 302.17 6

Grades for ordinary level Grades for ordinary level studentsstudents

Group Number ofstudents

Percentage of students whovisited MSCmore than once

Pass rate of students who visited MSC more than once

Pass rate of students who visited MSC once or less

Mean Final Mark ofstudents who visited MSC more than once

Mean Final Mark of students who visited MSC once or less

Arts 100 32% 84% 38% 525 393

Science 136 26% 64% 53% 445 403

► If we consider the Arts students there is a significant difference If we consider the Arts students there is a significant difference between the pass rate of the students who attended the MSC between the pass rate of the students who attended the MSC more than once (84%) and that of those that did not (38%), (chi-more than once (84%) and that of those that did not (38%), (chi-squared test, p<0.001). The difference in the final mean mark squared test, p<0.001). The difference in the final mean mark is also statistically significant (t-test).is also statistically significant (t-test).

► For Science students the differences are not statistically For Science students the differences are not statistically significant, but students who attend still perform better on significant, but students who attend still perform better on average. average.

Comparing performance based Comparing performance based on diagnostic tests.on diagnostic tests.

Group Numberof Students

Percentageof students who visitedMSC more than once

Pass rate of students who visited MSC morethan once

Pass rate ofstudents who visited MSC onceor less

Mean Final Mark of students who visited MSC more than once

Mean FinalMark of studentswho visitedMSC onceor less

First Arts 31 52% 81% 53% 525 483

First Science 78 33% 73% 46% 481 362

► Again, students who attend do better than students who do Again, students who attend do better than students who do not. The differences are not statistically significant for Arts not. The differences are not statistically significant for Arts students.students.

► For the Science group (chi-squared test, p=0.024) the For the Science group (chi-squared test, p=0.024) the differences in the pass rates are statistically significant. There differences in the pass rates are statistically significant. There is also a significant difference in the means of the final marks is also a significant difference in the means of the final marks for the Science students (t-test, p=0.002), a 95% confidence for the Science students (t-test, p=0.002), a 95% confidence interval for the difference in the means is (46.15, 193).interval for the difference in the means is (46.15, 193).

ConclusionsConclusions► The average grades of students who attend The average grades of students who attend

the MSC are significantly better than those the MSC are significantly better than those who do not.who do not.

► Students with weak Maths backgrounds Students with weak Maths backgrounds improve if they attend.improve if they attend.

► In the case of first year students, at risk In the case of first year students, at risk students were more likely to attend than students were more likely to attend than higher level students. The opposite is true higher level students. The opposite is true of second and third year students.of second and third year students.

► The majority of at risk students do not The majority of at risk students do not attend the MSC. attend the MSC.

Impact of Maths Support on Impact of Maths Support on behaviour and attitudesbehaviour and attitudes

► The majority of the findings are based on student The majority of the findings are based on student evaluation forms and student comments.evaluation forms and student comments.

► Similar work is contained in Similar work is contained in 1.1. Breen, S., Cleary, J. and O’Shea, A., (2008) Breen, S., Cleary, J. and O’Shea, A., (2008) A A

study of first year students’ experience of the study of first year students’ experience of the transition from second level mathematics to third transition from second level mathematics to third level mathematics in Irelandlevel mathematics in Ireland, (preprint)., (preprint).

2.2. Breen, S., Cleary, J. and O’Shea, A., (2008) Breen, S., Cleary, J. and O’Shea, A., (2008) A A study of third level students’ beliefs about study of third level students’ beliefs about mathematicsmathematics, Proceedings of the MEI Conference., Proceedings of the MEI Conference.

3.3. Lyons, M., et al (2003) Lyons, M., et al (2003) Inside Classrooms: a Study Inside Classrooms: a Study of Teaching and Learningof Teaching and Learning. Dublin: Institute of . Dublin: Institute of Public Administration.Public Administration.

4.4. Pell G. and Croft, T., (2008) Pell G. and Croft, T., (2008) Mathematics Support Mathematics Support – Support for all?– Support for all?, Teaching Maths and its , Teaching Maths and its applications, to appear.applications, to appear.

► 358 students filled out the evaluation form, 358 students filled out the evaluation form, 211 had attended the MSC, 147 had not.211 had attended the MSC, 147 had not.

► We felt that getting non-users to fill in some We felt that getting non-users to fill in some of the questions would give a fairer reflection of the questions would give a fairer reflection of attitudes towards the MSC. of attitudes towards the MSC.

► It was completed in class to enhance greater It was completed in class to enhance greater completion records.completion records.

► We were sure that feedback would be We were sure that feedback would be positive so we decided to look at the positive so we decided to look at the students’ views of their own abilities first to students’ views of their own abilities first to give us some context.give us some context.

How often do you have How often do you have difficulties with Mathematics?difficulties with Mathematics?

► 341 (204 users) answered. The vast majority (91.5 341 (204 users) answered. The vast majority (91.5 %) of the students had difficulties with %) of the students had difficulties with mathematics, with 51% saying that they often or mathematics, with 51% saying that they often or always had difficulties. always had difficulties.

► We compared the answers of the users and the We compared the answers of the users and the non-users. non-users. There is a significant difference There is a significant difference between the proportion of students in these between the proportion of students in these categories for the user and non-user groups categories for the user and non-user groups

(Fisher’s exact test, p=0.021).(Fisher’s exact test, p=0.021).

NeverRarelySometimesOftenAlways

80

60

40

20

0

Co

un

t

YesNo

Attended

Attendance at MSC based on Attendance at MSC based on difficulties reported.difficulties reported.

Attended Total

No Yes

Frequency of Difficulty with Mathematics

Always or Often 56 118 174

Sometimes 60 74 134

Rarely or Never16 12 28

Total 132 204 336

► It appears that it is the students who tend to It appears that it is the students who tend to have difficulties most often who attend the MSC. have difficulties most often who attend the MSC.

► 67.8% of the students who reported that they 67.8% of the students who reported that they always or often have difficulties with always or often have difficulties with Mathematics attended the MSC and 32.2% did Mathematics attended the MSC and 32.2% did not. not.

► 55.2% of the students who said they sometimes 55.2% of the students who said they sometimes had difficulties with Mathematics attended the had difficulties with Mathematics attended the MSC and 44.8% did not. The pattern was MSC and 44.8% did not. The pattern was reversed for the group of students who rarely or reversed for the group of students who rarely or never had difficulties, 42.9% of those students never had difficulties, 42.9% of those students attended the MSC as opposed to 57.1% who did attended the MSC as opposed to 57.1% who did not. not.

► A considerable number of students who report A considerable number of students who report difficulties do not attend.difficulties do not attend.

How do these difficulties How do these difficulties influence students’ decisions?influence students’ decisions?

► We asked students if they considered dropping We asked students if they considered dropping mathematics because of their mathematical mathematics because of their mathematical difficulties. 335 students answered and a difficulties. 335 students answered and a significant number (43%) answered yes. 45.5% significant number (43%) answered yes. 45.5% of users said yes compared with 36.6% of non-of users said yes compared with 36.6% of non-users. This difference is not statistically users. This difference is not statistically significant.significant.

► We asked students if they considered leaving We asked students if they considered leaving university because of their difficulties with university because of their difficulties with mathematics. mathematics. 338 students answered this 338 students answered this question. 52 or 15.4% said yes. 16.3% of users question. 52 or 15.4% said yes. 16.3% of users said yes compared with 13.1% of non-users. said yes compared with 13.1% of non-users. Once again, this difference is not statistically Once again, this difference is not statistically significant. significant.

Did the MSC impact on these Did the MSC impact on these students’ decisions?students’ decisions?

► 88 students had considered dropping Mathematics 88 students had considered dropping Mathematics and of these 39 (42.9%) agreed that the MSC had and of these 39 (42.9%) agreed that the MSC had influenced their decision to retain the subject. influenced their decision to retain the subject.

► 33 students had considered leaving NUIM and of 33 students had considered leaving NUIM and of these 19 or 57.6% agreed that the MSC was a these 19 or 57.6% agreed that the MSC was a factor in their decision to stay.factor in their decision to stay.

► This is evidence that the MSC is having a significant This is evidence that the MSC is having a significant impact on students who would otherwise drop impact on students who would otherwise drop mathematics or leave NUIM because of mathematics or leave NUIM because of Mathematics related issues. Mathematics related issues.

► However, 37 students with mathematical difficulties However, 37 students with mathematical difficulties who were considering dropping Maths and 13 who were considering dropping Maths and 13 students who were considering leaving University students who were considering leaving University had not attended the MSC. had not attended the MSC.

The Impact of the MSC on The Impact of the MSC on students’ learning styles.students’ learning styles.

► We asked students if they felt that the MSC We asked students if they felt that the MSC had increased their confidence in their had increased their confidence in their mathematical abilities.mathematical abilities. 204 students 204 students answered. The majority of students (71%) answered. The majority of students (71%) agreed or strongly agreed that attending the agreed or strongly agreed that attending the MSC had improved their confidence with MSC had improved their confidence with only 3% disagreeing or strongly disagreeing.only 3% disagreeing or strongly disagreeing.

► We also noticed a change in students We also noticed a change in students learning techniques in the MSC based on the learning techniques in the MSC based on the one-to-one help and working in groups. one-to-one help and working in groups.

Strongly DisagreeDisagreeNeutralAgreeStrongly Agree

Confidence

60

50

40

30

20

10

0

Per

cen

t

► We asked the students to rate one-to-one We asked the students to rate one-to-one help and group work in the MSC. help and group work in the MSC.

► 199 students answered on one-to-one help 199 students answered on one-to-one help with 93.4 % finding it useful or very useful, with 93.4 % finding it useful or very useful, 2.5% said it was not useful or not very 2.5% said it was not useful or not very useful. useful.

► 195 students answered on working in a 195 students answered on working in a group with 63.1% finding it useful or very group with 63.1% finding it useful or very useful and 10.8% saying it was not useful.useful and 10.8% saying it was not useful.

► Finally we asked the students an open Finally we asked the students an open ended question on what aspects of the MSC ended question on what aspects of the MSC they felt were most beneficial. 201 answers.they felt were most beneficial. 201 answers.

Atmosphere Timetable Tutors One to One Support

0

20

40

60

80

100

120

140

160

ConclusionsConclusions► Students with Mathematical difficulties are Students with Mathematical difficulties are

using the Support. They are reporting an using the Support. They are reporting an increased confidence in their ability and are increased confidence in their ability and are more likely to study independently, to think more likely to study independently, to think about Maths and to work in groups. about Maths and to work in groups.

► Students who attend the MSC are changing Students who attend the MSC are changing

their studying habits and their attitudes their studying habits and their attitudes towards the subject.towards the subject.

► A significant number of students with A significant number of students with difficulties are not attending the MSC.difficulties are not attending the MSC.

Challenges for the operation of the MSCChallenges for the operation of the MSC

► Inappropriate venue and equipment.Inappropriate venue and equipment.► Inappropriate Funding.Inappropriate Funding.►Attracting appropriate Tutors.Attracting appropriate Tutors.►Students attending the MSC are Students attending the MSC are

coming from over 30 different coming from over 30 different modules (per semester!).modules (per semester!).

►Opening hours not suitable for many Opening hours not suitable for many students and not open enough hours.students and not open enough hours.

Challenges for the impact of the Challenges for the impact of the MSCMSC

► A significant number of weaker students or A significant number of weaker students or those who report mathematical difficulties those who report mathematical difficulties did not attend the MSC in year 1. We want did not attend the MSC in year 1. We want to pursue this issue.to pursue this issue.

► A study on students who don’t avail of the A study on students who don’t avail of the service has been conducted by Duncan service has been conducted by Duncan Lawson and Ria Symonds. We want to Lawson and Ria Symonds. We want to pursue a similar investigation.pursue a similar investigation.

► We have provided an online proficiency We have provided an online proficiency course and a workshop. Uptake is low but course and a workshop. Uptake is low but the people who attend really benefit.the people who attend really benefit.

► Students who want to use the service will Students who want to use the service will use it and reap the benefits.use it and reap the benefits.

Final RemarksFinal Remarks► Thank you to all the people who actually followed Thank you to all the people who actually followed

up on their promises of support. A particular up on their promises of support. A particular thank you to my colleagues Dr. Ann O’Shea and thank you to my colleagues Dr. Ann O’Shea and Professor Stephen Buckley for their support. Of Professor Stephen Buckley for their support. Of course, to SIGMA (Duncan, Tony, Moira et al) course, to SIGMA (Duncan, Tony, Moira et al) whose enthusiasm and support is infectious.whose enthusiasm and support is infectious.

► The MSC is not a replacement for The MSC is not a replacement for tutorials/lectures, it is not a threat, but rather tutorials/lectures, it is not a threat, but rather should be seen as an essential supplement to the should be seen as an essential supplement to the services already provided by the University.services already provided by the University.

► Students are weaker, so it is our duty to do all we Students are weaker, so it is our duty to do all we can to raise them up without lowering our can to raise them up without lowering our standards. There is no alternative, otherwise they standards. There is no alternative, otherwise they will have negative feedback about both the will have negative feedback about both the University and Maths, and numbers will continue University and Maths, and numbers will continue to drop.to drop.

Final Student CommentsFinal Student Comments

►The MSC has made a huge difference The MSC has made a huge difference for me. If the MSC wasn’t there I for me. If the MSC wasn’t there I would have failed most of my would have failed most of my assignments in Maths. I come in here assignments in Maths. I come in here everyday of the week and I get help everyday of the week and I get help with Maths. I don’t get it done for with Maths. I don’t get it done for me, but I get most of my lecture me, but I get most of my lecture notes explained to me. And also it notes explained to me. And also it would be great to get a bigger room would be great to get a bigger room and more tutors.and more tutors.

► The MSC has been a lifeline to me, I feel it is The MSC has been a lifeline to me, I feel it is the reason I can now be at the level to cope the reason I can now be at the level to cope on my own. It is very useful when you have a on my own. It is very useful when you have a problem that is just answered simply. I love problem that is just answered simply. I love Maths and would love to continue it in 2Maths and would love to continue it in 2ndnd year. I feel this is now an option, but without year. I feel this is now an option, but without the MSC I don’t think I would still be in the MSC I don’t think I would still be in Maynooth. It has definitely given me the help Maynooth. It has definitely given me the help and confidence I needed. The room is not big and confidence I needed. The room is not big enough and more help would mean not enough and more help would mean not having to wait around for a long time. I feel it having to wait around for a long time. I feel it is important to have the people who help is important to have the people who help there sympathetic to the needs of students there sympathetic to the needs of students because if you are in the centre it’s because because if you are in the centre it’s because you need help. Most of the tutors are you need help. Most of the tutors are excellent. I hope it continues into the future excellent. I hope it continues into the future so more students can have the opportunities I so more students can have the opportunities I have had.have had.

►Go raibh maith agaibh uilig.Go raibh maith agaibh uilig.►Thank you.Thank you.►Diolch.Diolch.