Unlocking Academic Success: Bridging Programs in Engineering Education
This academic article explores the effectiveness of bridging courses in preparing at-risk students for standard engineering programs. The Academic Support Programme for Engineering in Cape Town (ASPECT) provides reduced loads, increased contact time, and opportunities for enrichment to address gaps in students' preparation. The study delves into identifying students who would benefit from such programs through quantitative research and diagnostic tools. Results show varying correlations between different assessment methods and students' success in the program.
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To stream or not to stream: an academic development perspective Tracy S. Craig Tracy.Craig@uct.ac.za Kalpana Nathoo Kalpana.RameshKanjee@uct.ac.za Academic Support Programme for Engineers in Cape Town (ASPECT) Mind the GapOctober 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 1st 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 END1017F Matric points - final result 50 48 46 44 42 Matric points 40 38 36 34 32 30 0 10 20 30 40 50 60 70 80 90 Final result
Algebra skills test END1017F Algebra Skills Test 100 90 80 70 60 Algebra result 50 40 30 20 10 0 0 10 20 30 40 50 60 70 80 90 Final result
Geometry problem solving END1017F Areas and volumes 10 8 Problem solving test result 6 4 2 0 0 10 20 30 40 50 60 70 80 90 Final result
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 END1017F Class Test 1 100 75 Result for Class Test 1 50 25 0 0 25 50 75 100 Final result
Bridging workshops & assessment Continuity Test - Trigonometry - Wk 3 100 Cont Test - Trig result 75 50 25 0 0 25 50 75 100 Final result Continuity Test - Basic curves - Wk 3 100 Cont Test - Curves result 75 50 25 0 0 25 50 75 100 Final result
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 MAM1017F Matric point - final exam MAM1017F success against Matric points 100 25 90 20 80 Number of students 70 15 60 50 # Pass 10 40 # Fail 30 5 20 10 0 0 24 28 31 33 35 Matric point 37 39 41 43 45 48 20 25 30 35 40 45 50
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)
