Combining Diagnostic Testing and Student Mentorship to Increase Engagement and Progression of First-Year Computer Science Students

Autor/inn/en	Knight, G.; Powell, N.; Woods, G.
Titel	Combining Diagnostic Testing and Student Mentorship to Increase Engagement and Progression of First-Year Computer Science Students
Quelle	In: European Journal of Engineering Education, 47 (2022) 5, S.712-724 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knight, G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2063109
Schlagwörter	Undergraduate Students; Computer Science Education; Learner Engagement; Attendance; Mathematics Skills; Gender Differences; Diversity; Academic Persistence; Intervention; At Risk Students; Academic Failure; Mentors; Workshops; Screening Tests; College Preparation; Correlation; Mathematics Education; Peer Teaching; Student Characteristics; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Anwesenheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geschlechterkonflikt; Lernwerkstatt; Schulung; Screening-Verfahren; Korrelation; Mathematische Bildung; Peer group teaching; Peer Group Teaching; Ausland; Großbritannien
Abstract	Computer Science (CS) degrees have some of the poorest continuation rates across HE. This study describes an intervention within a diverse CS student cohort to identify students who may be at risk of mathematical academic failure and the success of student mentor-led workshops in enhancing these students' mathematical ability. Diagnostic screening identified 46% (N = 92) of the cohort with low mathematical knowledge, with prior entry qualification being the only significant (p < 0.0001) reason for this gap. These identified students were invited to attend weekly mathematical workshops, with a positive correlation between attendance and attainment and females more likely to attend. The CS students were satisfied with having the mathematical workshops delivered by student mentors. In summary, this combined intervention of screening and mentor-led academic support successfully identified gaps within first-year students' mathematical knowledge, with the workshops addressing the diversity in mathematical understanding and helping reduce a prior qualification awarding gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01