Abstract:

The persistent problem of low pass rates and students' lack of preparedness in academic settings is alarming, particularly evident in South Africa where mathematics performance is a topic of great concern amongst educators and other stakeholders. This study investigates an intervention planned and implemented by a South African university to influence the level of mathematical proficiency of conditionally accepted final school year learners interested in enrolling in mathematics-intensive degrees. The fully online preparatory mathematics course is designed to counteract detrimental learning approaches such as rote learning, concentrating on past exam papers and memorising answers to possible exam questions without grasping the underlying concepts. The "cram, pass, and forget" method of learning is replaced by fostering a deeper understanding of mathematical concepts and enhanced retention of course material.

This initiative highlights the need for reimagining new ways to support mathematics students in the 21st century. It serves as an example of the efforts of educators to improve student performance in mathematics without compromising the discipline or the quality of instruction by creating reusable online resources for students. The intervention is designed to take the six dimensions of the LearnCube, namely design, course content, technology, teacher, student, and support into account. In this study, the learning experience of students is scrutinised by considering the influence of each of the dimensions and adapting the content delivery and learning experiences accordingly after every iteration of the intervention.

Preliminary results indicate that students welcomed the opportunity to not only refresh their knowledge before university commences, but also deepen their understanding of mathematical concepts, suggesting that this approach may contribute to breaking the cycle of superficial learning. By encouraging students to explore and apply concepts, educators aim to cultivate a culture of learning for understanding rather than mere compliance, ultimately enhancing academic performance and equipping students with essential skills for lifelong success.

Keywords:

Mathematics readiness, academic achievement, intervention, short course.