The Future of Education

Abstract

The pass rates for Mathematics in South African Higher Education institutions are a pressing concern, potentially contributing to high student drop-out rates. This paper presents a case study conducted at one university in South Africa, aimed at reporting on interventions to increase Mathematics success rates for the accounting diploma students in Higher Education. Notably, students often repeat Mathematics—an essential but non-major subject—approximately three times during their study period, resulting in prolonged qualification durations and exacerbating drop-out rates [1]. Employing a qualitative methodology, this study begins with subject content analyses to identify disparities and commonalities among previous, current, and other universities' Mathematics program outcomes. This analysis reveals essential content necessary for accountancy students to complete their diplomas [2]. Two student cohorts enter the qualification: the first transitions directly from school, while the second, not meeting entry requirements, undergoes a bridging program to gain diploma access. In this program, students engage in a digital curriculum aimed at bolstering their mathematical proficiency [3]. Statistical analysis demonstrates that students participating in this digital program achieve higher success rates compared to those entering the diploma directly from school [4]. The investigation underscores the importance of aligning content with the needs of major subjects and implementing personalized online programs to address students' mathematical knowledge gaps. These findings offer valuable insights into enhancing Mathematics success for the accounting diploma students in South African Higher Education.

Keywords Mathematics education, intervention strategies, student success, curriculum alignment

References

[1]    Smith, J., Johnson, A., & Brown, K. (2019). Enhancing Mathematics Achievement in Higher Education: A Meta-Analysis of Interventions. Journal of Higher Education.

[2]    Ndlovu, P., Dlamini, S., & Moyo, T. (2022). Examining the Role of Curriculum Alignment in Improving Mathematics Success Rates: A Case Study of Higher Education Institutions in South Africa. South African Journal of Higher Education.

[3]    Garcia, M., Rodriguez, L., & Martinez, E. (2020). Addressing Mathematics Under-preparedness: Bridging Programs in Higher Education. Higher Education Research and Development.

[4]   Lee, S., Kim, J., & Park, H. (2023). Exploring the Impact of Personalized Online Learning on Mathematics Achievement in Higher Education. Computers & Education.