Computer-aided Self-assessment and Independent Learning in Higher Education

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 feedback 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. 1 PROJECT OUTLINE AND AIMS In a diverse student cohort, there is a mixed level of competency in fundamental subject areas such as in mathematics. The level of mathematical competency expected by the lecturer is not always met by the students. Lecturers must maintain standards and meet the learning outcomes for the modules they teach leaving little time to raise students’ competencies in these fundamentals. The majority of students entering 1 year of the computing degree programmes in this study have come directly from secondary school. Mixed with these are mature students (many of whom have not studied mathematics for many years), international students (many of whom have language difficulties) and students entering from further education. Pajares (1996a) lists many variables that contribute to achievement in mathematics including mathematics self-efficacy and mathematics anxiety. Self-efficacy refers to the student’s self-belief in their ability to solve mathematical problems. One investigation “revealed that there is a strong positive relationship between mathematics self-efficacy and achievement in mathematics” (Ayotola and Adedeji, 2009, p. 956), a finding supported by Lent and Hackett (1987), Hackett (1985) and Pajares (1996b). Negative past experiences in mathematics can lead to emotional responses to mathematical problems, known as mathematical anxiety, which can reduce the student’s future mathematical achievement. According to Hoffman (2010) mathematics anxiety “may impede mathematics performance irrespective of true ability”. This is supported by Aiken (1970) and Ashcraft (2002, 2005). The central question for this inquiry was whether we could improve the knowledge of mathematical fundamentals, for a diverse 1 year student cohort, through the introduction of software that incorporates self-directed online tutorials and assessments for learning. To achieve this aim, the following objectives were outlined: a. Inform the incoming students of their own understanding of mathematical fundamentals b. Enable students who have already achieved a 139 Morris P. and Dowdall S. COMPUTER-AIDED SELF-ASSESSMENT AND INDEPENDENT LEARNING IN HIGHER EDUCATION . DOI: 10.5220/0003332801390142 In Proceedings of the 3rd International Conference on Computer Supported Education (CSEDU-2011), pages 139-142 ISBN: 978-989-8425-50-8 Copyright c 2011 SCITEPRESS (Science and Technology Publications, Lda.) proficiency to be assessed quickly c. Build students’ confidence in maths, improve self-efficacy and reduce mathematical anxiety d. Improve engagement in mathematics e. Promote independent learning f. Offer flexible timing of assessments to students, enabling students to dedicate more time to the topics they find most difficult g. Analyse the effect of initiative on students