Does students’ confidence in their ability in mathematics matter?
Engineering Department, Harper Adams University College, Newport, Shropshire TF10 8NB, UK
Mathematics Education Centre and Sigma CETL, Loughborough University, Leicestershire, LE11 3TU, UK
Faculty of Science, Loughborough University, Leicestershire LE11 3TU, UK
Email: sjparsons{at}harper-adams.ac.uk
Submitted October 2008; accepted April 2009
Research was conducted into first year engineering students’ learning of mathematics in a university college during 2005–2007. The aims were to understand better students’ confidences and explore which factors affected performance and how these were inter-related. Questionnaires were administered which posed questions regarding previous mathematics qualifications, student confidences, attitude, liking of the subject and motivation. The responses were analysed and compared with marks achieved by the students in their first year engineering mathematics examinations. The majority of students were fairly confident, reported improved confidence acquired during their first year of university study and had positive attitudes. Better mathematically qualified students were generally more confident and successful in mathematics. A regression model was produced which predicted a 12% increase in mathematics marks per increase in GCSE mathematics grade, and 5% increase in marks for each increase in confidence level. Thus, better qualifications (and the skills represented) were shown to be associated with better university marks and student confidence also produced a notable association with the marks achieved. The findings suggest that having attended to the mathematics syllabi, lecturers could seek to boost student confidence in their ability in mathematics as a further means to improve student performance at university.
Sarah J. Parsons is a Senior Lecturer in Engineering Mathematics and also the Mathematics Support Tutor at Harper Adams University College. She is a part-time research student with the Mathematics Education Centre at Loughborough University, which is part of the Sigma CETL. Her research interest is mathematics and statistics learning by non-specialist students.
Tony Croft is Director of the Mathematics Education Centre at Loughborough University, a HEFCE designated Centre for Excellence in Teaching and Learning. His particular research interest is mathematics support at university level. He is the author of several books aimed at this audience. Tony is a director of mathcentre, the online UK-wide mathematics learning support centre.
Martin Harrison is Associate Dean (Teaching) for the Faculty of Science at Loughborough University. His research interests include policy and practice of mechanics education in the UK, mathematical confidence and curriculum development. Martin has been Editor of iJMEST (International Journal of Mathematical Education in Science and Technology) since 1997.