First year mathematics at a regional university: Does it cater to student diversity?

Abstract

This study examines the academic performance of students in a first year undergraduate mathematics course at a regional university. A custom designed questionnaire which assessed study behaviours, staff support and peer and family relationships and the levels of mathematics efficacy and anxiety was completed by 162 students. The study established a wide range of mathematical efficacy based upon the number and type of mathematics courses completed at the secondary level of education and identifies this as the primary factor in student failure in the course. The need for institutions to acknowledge the diversity of student preparedness in mathematics at the first year undergraduate level and respond through the use of academic staff with appropriate educational training and a caring and supportive teaching pedagogy is described. The capacity of a single one-size-fits-all mathematics course in the first semester of undergraduate study to meet the needs of all students is discussed.