SAMS Subject Classification Number: 16

Prior to 2018, the Natural Sciences Faculty at the University of the Western Cape had experienced an extended time to degree amongst their students doing mainstream mathematics. The cohorts that are enrolled for at least up to second year mathematics (MAT211) include students who are studying towards a BSc degree in either Mathematics and Statistical Science, Physics, Computer Science or Chemistry. In order to assist these students and understand why most students are not graduating in time, the Faculty introduced an intervention directed towards second year mathematics. The reason why this project was directed to second years is that the Faculty identified a problem with the transition from first year mathematics to second year mathematics. The intervention, later named the ‘turnaround project’, commenced in 2018 with a weeklong bootcamp for MAT211 students at the beginning of the year before the official academic year began. The methods used in the turnaround project to improve students’ academic performances included “interactive engagement in lectures, additional seminars, workshops, tutor consultations, and additional training sessions”.

In this research the main objective is to determine whether this intervention had an impact on the students’ performance and whether it increased the number of in time graduates. Other factors influencing academic performance will be shown. Secondary data extracted from the university system is used to enrich the analysis. Data collected in 2018 is compared to data collected prior to the intervention. Summary statistics and visualisation is used to profile student performance before and after the intervention. Preliminary results indicate that the intervention was successful. Statistical modelling will be used to understand the factors involved in the improved success.