Do Online Maths tools improve undergraduate mathematics outcomes within the block teaching model?

Abstract

A notable decline in secondary mathematics enrolment has raised concerns over numerical capacity and readiness for STEM learning in tertiary education over recent years. This has prompted some university academics to shift from traditional pedagogical delivery methods to a constructivist teaching approach such as incorporating online teaching tools within a more interactive learning environment. While some online tools have been purpose build, none to the best of our knowledge have been contextualised for biomedical sciences, or supported by research into their effectiveness when taught within the block teaching model. The aim of this study was to investigate the use of freely available online mathematics learning tools when applied to the biomedical sciences taught in a time compressed block teaching format. One hundred and seventy-six first year students completed a survey reflecting on their level of comfort, competence, and enjoyment of mathematics, including their highest level of previous study in the discipline. Students were also surveyed about their tertiary entrance rank and completed a short quiz to establish their pre-learning numeracy skill baseline. Students completed a post-unit assessment at the end of each unit, together with a survey about the extent of their online tool usage. Our results show that there is significant improvement (p<0.001) when students supplemented their learning using online maths tools, by a clear pre versus post increase in tests results. This improvement was statistically significant and remained consistent across all identified ability groups. However, this improvement was not linked to the students’ university entrance rank score and interestingly nor was the result skewed by differential group usage of the online resources provided.