Implementing Baseline Mathematics Testing and In-Curriculum Peer Mentoring Scheme to Improve Attainment and Continuation of 1st Year Engineering and Computer Science Students Post COVID-19

In 2022-23, the College of Engineering and Physical Sciences (EPS) at Aston University, implemented a college-wide Peer Assisted Learning (PAL) scheme in all first year Mathematics modules in response to attainment gaps observed
between 2019-2022 in first year mathematics modules across EPS programmes. This work describes some of the reasons behind the attainment gaps observed, the approach taken, and some of the initial data collected to explore whether participation in these timetabled in-curriculum PAL Mathematics sessions for first year EPS Engineering and Computing students improves students’ attainment in their respective Mathematics modules and enables them to
continue to the next stage. This in turn allows us to explore whether participation in the PAL scheme improves the chances of successful transition into the first year and engagement with Learning Development Centre support.
Analysis conducted on first year Mathematics modules demonstrated the significant impact of attending PAL sessions on students’ academic performance.