To stream or not to stream an academic

To stream or not to stream: an academic development perspective Tracy S. Craig Tracy. Craig@uct. ac. za Kalpana Nathoo Kalpana. Ramesh. Kanjee@uct. ac. za Academic Support Programme for Engineers in Cape Town (ASPECT) Mind the Gap October 2010

ASPECT – What is it? � The Academic Support Programme for Engineering in Cape Town � Reduced load, increased contact time � Time to slow down, address “gaps”, do “enrichment” � Small class sizes (up to 90 students) � The ideal space for a bridging course?

Why consider a bridging course? � Despite support, students still fail – preparedness, work load, money, housing, etc � Bridging course for at-risk students – 1 st semester – standard course to begin in July � Content: school revision, calculus, vector geometry, problem solving � Not run in 2010: weak indicators, small class, overlap with existing ASPECT maths

In order to stream… into a standard ASPECT or into the bridging course � How can we identify those students who would benefit from a bridging program? � Quantitative Research � › Better suited to our research question › as a quick positive result would mean possible implementation › Initial phase of research and exploratory in nature � Suite of diagnostic tools

Diagnostic tools – in brief � Before entry › › � University entrance points Grade 12 Maths result Grade 12 Maths Paper 3 National Benchmark Tests Orientation week › Algebra skills test › Approaches to Study Inventory � First 3 weeks › Geometry problem solving › Continuity tests: trigonometry and curve sketching › Class Test 1 (Diagnostic testing in mathematics: Cox, 2001; Lee et al, 2008; Gillard et al, 2010)

Results – very briefly! � � University entrance points – low correlation Grade 12 maths – low correlation Presence Paper 3 – low (no? ) correlation NBT (all three) – low correlation � � Algebra skills test – low correlation ASI – no correlation � Geometry problem-solving – low (no? ) corr. (Algebra: Paul, 2005; Manning & Dix, 2007; Geometry: Lesh & Zawojewski, 2007; Laborde et al, 2006; ASI: Entwistle et al, 2002; Entwistle and Ramsden, 1983)

University entrance points END 1017 F Matric points - final result 50 48 46 Matric points 44 42 40 38 36 34 32 30 0 10 20 30 40 50 Final result 60 70 80 90

Algebra skills test END 1017 F Algebra Skills Test 100 90 80 Algebra result 70 60 50 40 30 20 10 0 0 10 20 30 40 50 Final result 60 70 80 90

Geometry problem solving END 1017 F Areas and volumes 10 Problem solving test result 8 6 4 2 0 0 10 20 30 40 50 Final result 60 70 80 90

In-course assessment � Class Test 1 – new work on permutations, combinations, Binomial Theorem – higher correlation � “Continuity” tests – trigonometry and basic curves – higher correlation

In course assessment END 1017 F Class Test 1 100 Result for Class Test 1 75 50 25 0 0 25 50 Final result 75 100

“Bridging” workshops & assessment Continuity Test - Trigonometry - Wk 3 75 50 25 0 0 25 50 Final result 75 100 Continuity Test - Basic curves - Wk 3 Cont Test - Curves result Cont Test - Trig result 100 75 50 25 0 0 25 50 Final result 75 100

ASPECT - Mainstream � ASPECT › N = 35 to 54 › A variety of data › Poor correlations � Mainstream › N = 695, data on ~half the class › Very little variety of data › Stronger correlations

Mainstream entrance points �< 38 points , >75% chance of failing MAM 1017 F Matric point - final exam MAM 1017 F success against Matric points 100 25 90 Number of students 80 70 60 50 40 30 20 15 # Pass 10 # Fail 5 0 0 20 25 30 35 40 45 50 242728303132333435363738394041424344454648 Matric point

Conclusions The purpose of ASPECT is to provide academic support to students who need it, students who would stand a good chance of failing if they entered mainstream. The lack of correlation between all diagnostic measures and lack of success at maths suggests that this support is working. � A bridging course in ASPECT is not indicated � Possibly a bridging course in mainstream is indicated? (run by AD staff? ) �

What now? � Need more and better diagnostic tools, which then need to be piloted � Further analyses of existing data � Debate bridging course versus greater support in mainstream course � Debate bridging course versus more students in ASPECT � Wider system debate: ASPECT model adopted by mainstream (5 years) with accelerated stream (4 years)