1. WESTERN SYDNEY
UNIVERSITY

2. Don Shearman Lyn Armstrong

3. Unit Specific Workshops
Run for most first year maths and stats subjects, plus some other units with substantial maths content
One hour duration, run a week prior to in class
assessments or
Three hour final exam workshops held during Stuvac
Students work in groups on problem sets supplied
by MESH with MESH staff facilitating

4. Library Roving
Available at six campus libraries to all Western Sydney students
Drop in service, MESH team members available at advertised times
Individual students or small groups
Questions about maths or stats from any undergraduate unit (except assessment items)
Five to 20+ minute consultations depending on
problem and available time

5. Student Engagement Workshop Engagement Library Roving None Low High
Total No
3369
742
297
4408
Yes
159
161
120
440
3528
903
417
4848

6. Workshop Support Usage
Student Marks by Support Level and Library Roving Usage 70 60 50
Average Mark 40 30 20 10
None
Low
Workshop Support Usage
High
Library Roving:
No Yes
5/07/2017 6

7. Students Utilising Support by Grade
100.00%
L Y S
90.00%
80.00%
ibrary Roving:
70.00%
es/No upport:
None/Low/High
60.00%
Yes - High
Proportion
Yes - Low Yes - None No - High No - Low No - None
50.00%
40.00%
30.00%
20.00%
10.00%
0.00% F
FNS P C D H
Grade
5/07/2017 7

8. Students Utilising Support by Maths Background
100.00%
90.00%
80.00%
70.00%
Library Roving:
Yes/No Support: None/Low/High
60.00%
Yes - High Yes - Low Yes - None
Proportion
50.00%
No - High
40.00%
No - Low
No - None
30.00%
20.00%
10.00%
0.00%
None
Elementary
Intermediate
Advanced
Maths Background

9. Students Utilising Support by Gender
100.00%
90.00%
80.00%
70.00%
Library Roving: Yes/No Support: None/Low/High
60.00%
Yes - High Yes - Low Yes - None No - High No - Low
Proportion
50.00%
40.00%
No - None
30.00%
20.00%
10.00%
0.00% F M
Gender

10. Average GPA by Maths Background and Support Utilisation7 6
Library Roving: Yes/No Support: None/Low/High 5 4
No - None No - Low No - High Yes - None Yes - Low Yes - High
Average GPA 3 2 1
None
Elementary
Intermediate
Advanced
Maths Background
5/07/2017 10

11. Conclusions
Both support forms provide improvements to student outcomes
While there is an overlap of uses of each form of support different forms are preferred by different groups
Additive effect of both forms of support
Higher achieving students make more use of support than low achieving
Poorer background students make more use of support than
higher background (mathematically)
Lack of engagement with FNS students warrants further investigation
Lower achievement by General Maths students (over no senior
HS maths) warrants further investigation.