An innovative approach to evaluating the University of Limerick's Mathematics Learning Centre

Carroll, Claire; Gill, Olivia

doi:10.1093/teamat/hrs008

Cited by 8 publications

(9 citation statements)

References 24 publications

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“…The widespread provision of mathematics support across HEIs in Ireland, the United Kingdom and Australia has been welldocumented in recent years (Perkin et al 2012;Gill et al 2008;MacGillivray 2008). Best practice guides are available for establishing mathematics support centres (Mac an Bhaird et al 2012) and numerous papers have explored the effectiveness of such support services for students who engage with mathematics support, using a variety of approaches such as analysis of usage data (Croft 2000;Ní Fhloinn 2009;MacGillivray 2009), internal student questionnaires and focus groups (Parsons et al 2011;Carroll and Gill 2012;Grehan et al 2016), evidence from external sources such as the UK National Student Survey (results of which are available at http://www.hefce.ac.uk/lt/nss/results/), and measures of the potential impact of mathematics support upon retention and performance (Pell and Croft 2008;Mac an Bhaird et al 2009;Gill and O'Donoghue 2006) with overwhelmingly positive results overall. For a detailed review of these and other such research, see Matthews et al (2012).…”

Section: Introductionmentioning

confidence: 99%

Gender Differences in the Level of Engagement with Mathematics Support in Higher Education in Ireland

Fhloinn

Fitzmaurice

Bhaird

et al. 2016

Int. J. Res. Undergrad. Math. Ed.

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Over the past couple of decades, mathematics support centres have become widespread in higher education, most notably in Ireland, the U.K. and Australia. These centres generally offer a range of free support services to students who feel they need additional help with their mathematics modules. A major large-scale survey of first-year higher education students was undertaken in Ireland to ascertain students' evaluation of mathematics support. There were significant differences in self-reported attendance between male and female students, with a binary logistic regression model showing that female students were almost two and a half times more likely to engage with mathematics support than male students, while controlling for other factors such as prior mathematical achievement, degree, and institution attended. In this paper, the engagement levels of 1633 students with mathematics support across nine Higher Education Institutes are analysed. The reasons given by both genders for either using or not using the services provided across a range of disciplines and higher education institutes are explored, with the aim of ensuring that the optimum support is provided to all students who may need such help.

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Section: Introductionmentioning

confidence: 99%

Gender Differences in the Level of Engagement with Mathematics Support in Higher Education in Ireland

Fhloinn

Fitzmaurice

Bhaird

et al. 2016

Int. J. Res. Undergrad. Math. Ed.

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“…Also, Awofala's ( 2016) study discloses that there was no significant difference by gender, selfconfidence, enjoyment, motivation, and value of mathematics. Carroll and Gill (2012) findings indicated that most female students of the University of Limerick in Ireland who participated in the study had considerable positive attitudes towards geometry than their male counterparts in the study. On the contrary some studies emphasized that males showed more positive attitudes towards geometry than females (Michelli, 2013;Tasdemir, 2009).…”

Section: Introductionmentioning

confidence: 80%

College of Education Pre-Service Teachers’ Attitude in Terms of Usefulness, Confidence and Enjoyment towards Geometry by Gender

Salifu

Nabie

Apawu

2021

Contemporary Mathematics and Science Education

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This study investigated gender differences in pre-service teachers' attitude towards geometry in Northern Region of Ghana. The research design was descriptive cross-sectional survey. A concurrent mixed-methods approach was adopted using both closed and open-ended questionnaire items. The population for the study was one thousand, six hundred and sixty-nine (1669) level 200 Pre-service Teachers (PSTs). The sample composed of two hundred and forty (240), comprising 120 PSTs each of female and male. The sampling procedure was convenient, stratified and simple random. The instrument used was 32 item Utley Geometry Attitude Scales (UGAS) that was developed by Utley ( 2007) and 4 opened ended questions. Statistically significant difference was detected between the male and female in their responses to usefulness of learning geometry, confidence to learning geometry and enjoyment of learning geometry which all favored the male PSTs who showed positive attitude towards geometry.

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“…Furthermore, students also value highly being able to use the centre at times which are convenient for them rather than at times which are determined for them. ' Carroll and Gill [26] report similar reasons for student engagement but also found that their mathematics learning centre was having a positive impact with students 'because it helped them to gain a greater understanding of mathematics', with a number commenting that the tutors in the centre 'helped them achieve greater understanding than the lecturers'.…”

Section: Lawson Croft and Halpinmentioning

confidence: 93%

“…Carroll and Gill [26] report that the students visiting their centre greatly value knowing when support is available and the convenience of being able to drop in at times that suit them. Respondents here reported similar benefits noting particularly the extensive and consistent availability of support:…”

Section: Convenient and Timelymentioning

confidence: 99%

Specialist and more-able mathematics students: understanding their engagement with mathematics support

Grove

Guiry

Croft

2019

International Journal of Mathematical Education in Science and

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Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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An innovative approach to evaluating the University of Limerick's Mathematics Learning Centre

Cited by 8 publications

References 24 publications

Gender Differences in the Level of Engagement with Mathematics Support in Higher Education in Ireland

Gender Differences in the Level of Engagement with Mathematics Support in Higher Education in Ireland

College of Education Pre-Service Teachers’ Attitude in Terms of Usefulness, Confidence and Enjoyment towards Geometry by Gender

Specialist and more-able mathematics students: understanding their engagement with mathematics support

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