Why Students Use or Avoid Mathematics Support: A 12-Year Comparison of Support Engagement

What is it about?

This study compares mathematics support use in 2011 vs 2023. While reasons for seeking help are similar, more students now avoid it due to fear or embarrassment, showing that emotional hurdles are a major barrier to learning post-pandemic

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Photo by Aaron Lefler on Unsplash

Photo by Aaron Lefler on Unsplash

Why is it important?

This paper is important because it provides a longitudinal analysis of how university students engage with mathematics learning support (MLS), comparing data from a 2011 national survey to a 2023 study at Dublin City University. By examining these two points in time, the authors identify critical shifts in student behaviour and attitudes, particularly in the wake of the COVID-19 pandemic. The study’s significance lies in several key findings: Rise of Emotional Barriers: The most striking discovery is a significant increase in students reporting fear or embarrassment as a reason for avoiding help . This figure jumped from roughly 12% in 2011 to nearly 29% in 2023 . The paper suggests that these emotional hurdles are now a more substantial barrier than structural issues like opening hours. Post-Pandemic Learning Shifts: The research explores how COVID-19 lockdowns disrupted traditional engagement. It suggests that students may have become more reliant on online resources or virtual peer groups (like Discord or WhatsApp), making them less likely to use in-person support services. Persistence of "At-Risk" Students: Despite the Mathematics Learning Centre (MLC) nearly doubling its opening hours since 2011 (from 20 to 35 hours per week), one-third of students who need help still do not seek it. This suggests that simply increasing the "quantity" of support is not enough to reach the most vulnerable learners. Identification of Deflection: The authors highlight that students often cite structural problems (like "times not suiting") as surface-level deflections to avoid admitting deeper feelings of incompetence or anxiety. Gender and Discipline Insights: The paper provides detailed data on how engagement varies by gender—noting that female students are significantly more likely to report being afraid or embarrassed—and by discipline, such as the high engagement of Actuary and Finance students versus the lower engagement of Business students. Ultimately, the paper is vital for educators and policymakers because it indicates that mathematics support must evolve beyond just providing "extra help" to address the psychological and emotional needs of modern, post-pandemic students.