Mathematics and Statistics Support in the New Normal

Abstract

The global COVID-19 pandemic saw the unprecedented physical closure of all levels of educational institutions, requiring teaching to adapt to a fully online setting so that it could continue. As an established part of the infrastructure of many higher education institutions in the UK and across the world, Mathematics and Statistics Support (MSS) was no exception. As institutions had offered limited online support prior to the pandemic, the transition was mostly unprepared for. The additional help outside of regular degree structure that MSS provides can be a lifeline for some students. Yet student engagement has been an ongoing issue for many institutions, even before the pandemic caused a drastic decrease. Therefore, it is important to explore online provision and its effectiveness in comparison to before the pandemic.This research study is a mixed methods three-phase investigation which aimed to contribute valuable insights into the influence of the global COVID-19 pandemic on MSS and its effectiveness at institutions both in and outside of the UK. Phase one was a longitudinal exploration into how provision, and the opinion of those who provide it, had changed since the pandemic began. Phase two looked at those for whom MSS is provided, both users and non-users, with a focus on barriers to engagement. Finally, a comparison of the pedagogy of online support to that of in-person was the focus of Phase three. Methodology included questionnaires, interviews, focus groups and observations, with both quantitative and qualitative data collected. Ultimately, findings from each phase informed a framework of recommendations for good practice of MSS in our new normal, suggesting potential solutions to discovered barriers. MSS practitioners’ pre-existing biases and general disbelief of the possibility of online support decreased after supplying online provision, to the point where the majority wished to keep providing some form of online support. However, a clear preference for in-person support remains amongst both practitioners and students, although the benefits online support has to offer are now more recognised and valued, with some students even preferring online provision. Accessibility and flexibility were constantly held in the highest regard by both practitioners and students, but technological issues are still being faced which is impacting the success and therefore opinion of online support. Evidence was found suggesting practitioners slightly adapt their pedagogical practice tutoring in an online setting, however this may not be as substantial as what was thought prior to the pandemic.Key findings highlight the necessity of maintaining some form of online support alongside in-person provision, particularly for certain student groups. However, there is a needed shift in the frequency and focus of advertising, broadcasted in a way that challenges common misconceptions, emphasizing that it is okay to need help. A significant change could promote more engagement from students or highlight that there are other more affective reasons for non-engagement

Date of Award	Apr 2024
Original language	English
Awarding Institution	Coventry University
Supervisor	Duncan Lawson (Supervisor) & Mark Hodds (Supervisor)