Improving student engagement in mathematics using simple but effective methods

A significant proportion of students enrolling in mathematical subjects designed for non-STEM majors in university courses have minimal mathematical skills and poor motivation. This combination of starting attributes often leads to failure in the first mathematical subject encountered. We have been implementing simple, alternative pedagogies in an attempt to improve student performance in one such first-year subject. The failure rate in this first-year algebra-based mathematics compulsory service subject in a non-STEM discipline has been consistently high, despite many supportive resources being available. Anecdotal evidence suggested that it was students' lack of engagement with all aspects of the subject that accounted for the lack of use of these support mechanisms. Last year, a major change to teaching practice was introduced. Workshops have replaced tutorials with the tutor becoming a facilitator. Problems given are graded in difficulty, allowing students to work at their level. Students' expectations were also discussed and compared to the results of previous cohorts. Different strategies were then put in place with the aim of motivating students to engage with the subject. In this study, results indicating an improvement in student engagement were based on comparing tutorial attendance rates, performance in assessment items and attendance rates in optional support sessions over several years.