Authors:
Peter Morris
and
Shane Dowdall
Affiliation:
Dundalk Institute of Technology, Ireland
Keyword(s):
Mathematics software, Computer-aided assessment, Self-assessment for learning, Independent learning, Mathematics fundamentals.
Related
Ontology
Subjects/Areas/Topics:
Assessment Software Tools
;
Computer-Aided Assessment
;
Computer-Supported Education
;
e-Learning
;
Learning/Teaching Methodologies and Assessment
;
Pedagogy Enhancement with e-Learning
Abstract:
This paper outlines the process and evaluates the effectiveness of introducing software for self-assessment and independent learning in a Mathematics module. Many students identify mathematics as a problem area, and lecturers must maintain standards and meet learning outcomes for their modules. With limited resources, difficulties arise from increasing student numbers and a more diverse cohort. The aim of this study was to enable students to learn independently, reduce mathematical anxiety, and improve self-efficacy and competencies in mathematics, through the use of technology. Software, consisting of visual tutorials and online assessments, was introduced to a Mathematics module on a first year undergraduate degree programme. Students could take and retake online assessments given within supervised technology-led sessions, with their best result recorded. The advantages of this include improved accessibility, alternative teaching styles, self-paced tutorials, timely automated fee
dback and self-assessment for learning. The problems encountered are highlighted and solutions suggested which may have relevance to mathematics lecturers and learning support units. Our research findings show that the aims of the initiative were broadly met. Notably, the initiative enabled most students to bridge the gap between their expected and actual level of mathematical competency, and improved mathematical self-efficacy for identified groups of students.
(More)