Supporting Students In The Transition From A-Levels To Higher Education
An Interview with Dr Mark Hodds, Assistant Professor (Research and Teaching) in Mathematics and Statistics Support, Coventry University.
Tell us a bit about your role and how you work to support students
I’m an Assistant Professor in Mathematics and Statistics Support at Coventry University, where my role is split 60:40 between Research and Teaching. My research is focused on Maths Anxiety, and as part of this I have been working with teachers and Maths Hubs to deliver a programme of CPD focused on our findings.
In the teaching side of my role I work in the Mathematics and Statistics Support Centre at Coventry University. Students (and even staff) from any department can drop in for maths and statistics support from our team of experienced tutors. I also work specifically with nursing students where I run maths intervention sessions.
Earlier this year I became the chair of the sigma Network for England and Wales. This is a group of professionals who work in Mathematics and Statistics Support, and we run CPD sessions, and share ideas and knowledge nationally and internationally.
How important are maths skills in degrees which don’t specifically require a Maths A Level?
To some extent, Maths Skills are important in all degree subjects which can surprise many students when they start studying at university. Statistics and data skills are often needed for third year dissertations and if a student has previously studied Maths or Core Maths at A Level, then they are much better equipped to face these challenges. Many Psychology students are particularly surprised at how much maths and data analysis there is in their course and in nursing lots of career changers find that they haven’t studied maths for a long time which can be daunting.
If a student is nervous about the maths content of a University Course, what can they do?
The first thing to say is that these feelings are completely normal, even students studying the Mathematical Sciences can feel nervous. There are lots of resources out there to help, so I would recommend seeking support straight away. A good university will have a Maths Support Service with a team of non-judgemental tutors who are trained to work with students who are anxious. I would also recommend seeking family support if possible as this is an important source of external support which can be overlooked.
A lot of your research is specifically to do with Maths Anxiety, tell us more about that.
Maths Anxiety is a psychological and educational issue which affects all ages globally, and which for some people can be debilitating. The symptoms are similar to standard anxiety and can include nausea, avoidance and flight or fight responses. Studies have shown that in the UK, 36% of 15–24-year-olds suffer from Maths Anxiety, whereas 80% of adults have never heard of it. Raising awareness is important, as well as developing techniques and strategies which can make a difference. The type of anxiety also depends on the subject studied. If they study a STEM subject, then it is more performance-based maths anxiety (I used to be able to do it but now it’s harder and I’m struggling). We have found that building mathematical resilience and developing mathematically resilient learning environments helps to control the effects of maths anxiety, improving attainment and increasing the likelihood of students asking for support.
Do you have useful advice for those students who have been accepted onto a Mathematical Sciences Degree?
I would recommend revising A Level content before starting the course as there is a lot of assumed prior knowledge. Some universities offer refresher courses in subjects such as algebra and calculus, so make sure you sign up for those. You should also be able to access help from your Mathematics and Statistics Support Service, don’t be afraid to get help, even if you’ve not needed much support previously in your A Levels.
I also can’t stress enough how important it is to attend lectures in person. There might be a temptation to learn online, but it won’t usually be as effective. I’d also caution against leaving assignments to the last minute, which can make it harder to get help. University is not just about working flat out all the time; it is important to have some down time too – make sure rest and recuperation are part of your routine as you don’t want to burn out.
How can neurodivergent students receive support at university, and do you have any specific advice on the transition to Higher Education?
Maths Support Services are specially trained to help neurodivergent students and there is a lot of research around now on how to provide effective support. I would also recommend asking for any necessary reasonable adjustments as early on as possible, as this will make the process smoother and reduce any uncertainty. It’s also great to get involved in university clubs and to meet like-minded students as there are so many opportunities on offer.
Here are some useful links and resources around neurodiversity and Higher Education (aimed at HE practitioners):
The Neurodivergence Resource Bank
Neurodiversity Hub
University of Warwick Neurodiversity Toolkit
How do students work and study in Higher Education? Is it mainly lectures and exams or are there different course structures?
One of the biggest differences is that students are independent learners, and it is up to them how they study and manage their time. There are a variety of course structures, but most degrees are still taught through lectures and tutorials with online recordings offered. Many universities are moving to open book or online exams, but each course is different. Unlike A Levels which are broadly the same nationwide, universities and courses differ a lot which is why it is worth students asking all these questions before they apply. For example, what is the percentage of coursework and which exams in which years count towards the final degree classification.
Have there been any recent changes in how students study and learn?
We have seen a trend towards less social learning, with more students working on their own. More students are using online resources rather than attending in person which can be problematic as it may lead to more superficial understanding. Good lecturers will include interactivity in their lectures and so there is so much to be gained by attending in person.
What are some of the main challenges facing students as they transition from A-Levels to Higher Education?
The main challenge is that students are leaving home and learning to work independently, which can be a difficult period of transition for some. The Pandemic is also still making an impact, and we are still seeing gaps in foundational knowledge from some students. Technology and phones continue to be a huge distraction, with many students spending too much time on social media platforms such as TikTok. There are also issues in the Higher Education Sector more broadly, with financial difficulties in some institutions leading to a higher turnover of staff and the closure of some courses. Having said that, the support structures which are in place for students are generally better than they ever have been which is great.
Developments in AI are often in the news, how are these rapid changes in technology affecting students currently?
Rapid developments in AI have affected essay-based subjects more significantly so far, but it is only a matter of time before AI substantially affects all disciplines. AI can often provide an answer to a maths problem but not the clear reason why. There is a risk that student understanding becomes more superficial. Most universities are currently writing policies on AI and at Coventry University we currently have a traffic light system. Different pieces of work will have different requirements. It is Red if a student can’t use AI at all, Amber if a student is allowed to use AI for researching or gathering ideas and Green if a student can use AI to any extent, as long as they cite its use. This brings clarity for students and it is really important to that they check out the AI policy before beginning any piece of work.
Do you have any further advice for A Level students who are about to make the transition to University?
I would say don’t be afraid to struggle. Starting university is a big jump and it is completely normal to find some things hard. University staff have been trained to help and will be able to give you the support which you need if you reach out. Get involved in both the academic and non-academic life of your university, there are some amazing opportunities on offer and so try and make the most of them if you can.
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credit: Coventry University
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