Why there is a need to support individualised skill practice
Diverse skill levels in incoming cohorts
Post-lockdown, the skill levels of incoming undergraduates can vary drastically due to different experiences in secondary education. This variation creates an uneven playing field, especially in mathematical and numerical skills, making it essential to provide resources that can cater to these diverse needs.
Reducing anxiety for high-stakes assessments
High-stakes assessments can induce significant anxiety in students, negatively affecting their engagement, performance, and overall well-being. Ensuring students have ample opportunities to practise and prepare for assessments is vital in reducing this anxiety and enhancing their confidence and success.
Upskilling in honours and postgraduate years
Students may need to revisit and develop skills they covered in their foundational years but haven't practised recently. This is particularly relevant for postgraduate students, those returning from a year in industry, or postdocs who’ve had a break from academia. Providing materials to help these students upskill and re-familiarise themselves with key concepts is crucial for their academic success.
Smart Practice: How the University of Exeter enhanced students’ mathematical skills
The University of Exeter found that a significant portion (56%) of students enrolled in their first-year genetics module lacked A-level mathematics or its equivalent. This manifested as maths anxiety, causing students to shy away from engaging with statistics and numerical skills. Consequently, many struggled to apply knowledge learned in one module to another. Additionally, group work dynamics resulted in more confident students completing the majority of the work, leaving less confident students feeling disengaged and less involved.
To address this, Dr. Sally Rogers implemented a Smart Worksheet, targeting data and statistical analysis skills. The worksheet was designed to be completed by students independently, and provided real-time feedback, ensuring they learned from their experiences.
Overall, 350 students completed the worksheet with an average score of 85%, and every student completed the worksheet, rather than just one student in each group. Importantly, there were no significant differences between students without mathematics A-level, students on different programmes, or between home and international students, demonstrating that it was a resource that benefited students equally.
