Developing confidence in mathematics through log books, peer review and reflection

Assessment in the core mathematics module for first-year engineering students (155+ students) was redesigned for academic year 2016/17 with the aim of building confidence through use of peer review, self-assessment and reflection. Students keep a log book in which they attempt a worksheet each week before the feedback session. They review peers’ work in the feedback sessions following a demonstrated solution. After each feedback session, they write some reflective bullet points in their log book. The log books form 40% of the assessment with the rest through an exam.<br/><br/>Impact has been evaluated continually over the subsequent nine years and small adjustments made. A questionnaire to measure responses under various aspects, including confidence and self-efficacy, was issued at the beginning of the first lecture of the module in 2018/19, when the students had little knowledge of what third-level maths would entail, and also in the penultimate lecture (week 23). This was repeated in 2023/24, allowing comparison of students’ attitudes pre- and post-pandemic. Further data to evidence impact has come through students’ reflections and focus groups.<br/><br/>In general, students expressed confidence in their ability to handle difficulties with maths, and enjoyment with trying to solve new problems. They disagreed that they found maths frightening. Significant differences occurred in responses to the statement about finding maths confusing; while students generally disagreed with this statement, the disagreement was less strong for the 2023/24 class. Responses in the above themes from males and females did not differ significantly.<br/><br/>Self-efficacy relates to confidence to perform a specific task. There were notable differences between the 2018/19 and 2023/24 classes. At the end of the module in 2023/24, the proportions who rated their capabilities to perform specific tasks as certain / highly certain had increased greatly but remained up to ten percentage points lower than the corresponding values for the 2018/19 class.<br/><br/>To investigate longer-term impact, focus groups were held in 2020 with third- and fourth-year students who had taken the module in 2016/17 and 2017/18. Students believed that the log books were successful in terms of putting them in the right frame of mind to work regularly and keep up to date. The log book was considered a particularly useful reference source given that maths is core to many other modules. There was some evidence of a positive impact on confidence. This included the feeling of progressing at the same speed as everyone else and building a foundation from the repeated practice.