Martin C. Harrison

Predicting performance of first year engineering students and the importance of assessment tools therein

Abstract In recent years, the increase in the number of people entering university has contributed to a greater variability in the background of those beginning programmes. Consequently, it has become even more important to understand a student’s prior knowledge of a given subject. Two main reasons for this are to produce a suitable first year curriculum and to ascertain whether a student would benefit from additional support. Therefore, in order that any necessary steps can be taken to improve a student’s performance, the ultimate goal would be the ability to predict future performance. A continuing change in students’ prior mathematics (and mechanics) knowledge is being seen in engineering, a subject that requires a significant amount of mathematics knowledge. This paper describes statistical regression models used for predicting students’ first year performance. Results from these models highlight that a mathematics diagnostic test is not only useful for gaining information on a student’s prior knowledge but is also one of the best predictors of future performance. In the models, it was also found that students’ marks could be improved by seeking help in the university’s mathematics learning support centre. Tools and methodologies (e.g. surveys and diagnostic tests) suitable for obtaining data used in the regression models are also discussed.

Recruitment and retention of students–an integrated and holistic vision of mathematics support

Students’ lack of preparedness for the mathematical demands of higher education is affecting a wide range of programmes in universities worldwide. In the UK this has been recognized at the highest levels and provoked several inquiries. The ability to use mathematics in courses as varied as nursing, biosciences, and business is an essential skill for success. Any factors that diminish students’ ability to perform competently will impact upon large groups. Consequences include failure, loss of self-esteem and financial losses. Conversely, strategies that improve performance lead to improvements in retention, progression and cost-effectiveness. This article details the way a research-led university has faced the challenges and brought mathematics support high up its strategic agenda, leading to a university-wide support strategy. It describes the implementation of this strategy and shares experiences gained for the benefit of policymakers and practitioners who are interested in enhancing their own institution-wide support provision.

The MIME project at Loughborough — a first report†

† Presented at the Conference on ‘Micros in Education’ held at Loughborough University, 4‐6 April 1984. This paper describes the experiences of the first months of the MIME Project (Micros In Mathematics Education) at Loughborough. The early difficulties and setbacks are mentioned as well as the initial successes. The first part of the paper examines the educational philosophy behind the establishment of the project and details its aims, objectives and scope. Consideration is given to how these aims were put into practice and what revisions to them were necessitated by experience. The second part traces the story of the production of a unit from the authors early ideas, through the program development, to the finished product. Emphasis is given to the way the educational objectives are achieved by careful design of the program. The testing and evaluation of a unit is outlined. The third part reviews the practical programming difficulties that have been encountered; the strengths and weaknesses of the BBC...

Engineering students’ self-confidence in mathematics mapped onto Bandura’s self-efficacy

Abstract In the UK since the early 1990s, there has been widespread concern and extensive reporting about the difficulties encountered by engineering students with the mathematical elements of their university courses. Students’ lack of previously expected mathematical skills is of particular concern and has prompted the provision of mathematics support in many UK institutions. A related problem is students’ lack of self-confidence (or self-efficacy) in their mathematical capability, and this paper seeks to explore how this has arisen and how it affects students’ learning, and proposes suggestions for improvement. Interviews were conducted with final year engineering students at Harper Adams University College in 2009. These explored students’ experiences of and self-confidence in learning and using mathematics before and during university and what they anticipate in the future. The seven students interviewed exhibited a range of self-confidence and achievement and their responses about self-confidence and mathematics support were analysed. Despite their wide ranging backgrounds, all of the students achieved well in their first year university engineering mathematics modules, which naturally increased their self-confidence. Several students described how using the mathematics support provision had helped them with mathematics and improved their confidence. In addition to analysing the interview scripts thematically, Bandura’s model of self-efficacy (Bandura, 1997) was used as a conceptual framework with which the students’ accounts were cross-matched. Bandura’s model proposes four sources of self-efficacy (past achievement; comparison with others; what others tell you; feelings or physical states) and four mediating processes (cognitive; motivational; affective; selective processes). Additional sources of self-confidence outside of Bandura’s model were also described by the students, in particular working with peers, appropriate speed of teaching and small group sizes. The most important source of self-efficacy was found to be students’ past experience of success or failure, and all four of Bandura’s mediating processes were referred to by the students. There was no mention, however, of verbal persuasion, and it is argued that lecturers and support tutors might do more to develop students’ confidence through this means. Most importantly, students’ opportunities for success should be maximised, including careful provision of challenging tasks at the right level, in order to build students’ self-confidence in mathematics.

Engineering students' knowledge of mechanics upon arrival: Expectation and reality

Abstract In recent years there has been an increasing awareness of a lack of knowledge of mechanics amongst engineering students entering English universities. In this paper, the authors investigate the level of knowledge of mechanics which lecturers commonly expect from students entering university. They also review students’ actual knowledge upon arrival. This research was carried out by implementing several research methods, including a survey of 497 schools in England; a survey of over 1,000 engineering students; results from a mechanics diagnostic test sat by 451 engineering students and a survey and follow-up interviews of academic staff. Findings from these indicate that there is a considerable difference between academic expectation and the reality of students’ prior knowledge of mechanics.

Implantation of silicon using the boron cluster BF2

Abstract Molecular dynamics simulations have been carried out to model the implantation of boron into silicon at low energies using boron difluoride. It is shown that at a molecular impact energy of 460 eV the implantation profiles have an orientation dependence with penetration of the boron furthest when the F atoms are aligned perpendicular to the surface. The simulations also predict maximum damage in the surface layer where a peak in the fluorine atoms also occurs. The boron distribution is flatter with a peak which is deeper at 10–15 A.

The MIME† Project at Loughborough—a second report

This paper gives an update of the state of the MIME Project and describes the experience, difficulties and successes of the Project team in producing a series of units on Mechanics for use on the BBC microcomputer. The first report was published in 1984 in this Journal. The current and future work of the Project is outlined in this paper. † Micros In Mathematics Education.

Identifying What Makes a Good Question in a Mechanics Diagnostic Test

Many students entering engineering degrees encounter problems with the mathematics involved. More recently, research has shown that freshers may have insufficient knowledge of mechanics. In order to assess this, the authors created and administered a multiple-choice mechanics diagnostic test. This paper gives details of the test, and evaluates, using item analysis, how students performed on the questions and on the topics assessed by it. It also makes recommendations for devising questions which allow a diagnostic test to discriminate between students.