Developing students’ self-efficacy through mathematical study skills resources

1. Introduction

Many academics in higher education (HE) are faced with the challenge of providing students with supplementary support beyond the learning and teaching material associated with a module or course. There are various reasons why students benefit from learning development that is connected with, but provided outside of their modular studies. For example: 1. Some students appreciate the stimulation of extra learning material, particularly if they aspire to achieve high grades at university; 2. Some students benefit from material that takes a different approach or gives more detailed guidance, particularly when they are struggling with particular aspects of a course; and, 3. Many students whose first language is not English value additional resources to guide them in adopting the discourse and conventions associated with their chosen discipline.

This article describes a case study of the development of mathematics support study skills resources by sigma and The Open University which has resulted in the provision of twelve single-page leaflets now freely available from the sigma website (see section 5.5 for details).

The article begins by exploring the concepts of self-efficacy and study skills in mathematics. It then examines the key characteristics of contemporary tertiary level learners and explores the provision of learning resources in the UK HE sector. The resources produced by sigma and The Open University and their production methodology are then examined. Finally, key issues and future directions for resource development are identified.

2. Mathematics self-efficacy and study skills

The availability of resources to support students in HE has increased significantly in recent years [1]. This arguably reflects a growing demand, particularly in relation to the range of academic literacies tertiary level students are expected to acquire [2]. In particular, adaption to contemporary learners’ preferences has led to a shift from textbooks to more accessible resources such as web pages, downloadable leaflets and video clips [3]. It has been recognised that developing learners’ literacies can help to reduce dependence on learning support tutors, and that instruction in critical thinking is most effective when grounded in the relevant contexts [4]…