Students academic performance of the bridging mathematics modules at a rural university

Abstract

Many degrees at the university require a pass in Grade 12 Mathematics as part of their entry requirements. Due to low achievement in Grade 12 Mathematics, students are compelled to start by bridging Mathematics at the university level, which provides a pathway to qualify for specific study programmes and work toward their ideal careers. The study aimed to explore factors that influence students’ academic performance in Mathematics bridging modules. This research utilized a qualitative design and was guided by interpretivist ideology. The study's population consisted of all students, lecturers, and heads of departments involved in the two bridging Mathematics modules. A purposive sampling technique was employed to select participants for the study. A purposive sample of six students (three from each bridging module), two lecturers (one from each bridging module), two heads of departments (one from each bridging module), and two focus groups (one from each group) was used in this study. Data were collected through individual face-to-face and focus group interviews, as well as classroom observations, and were analysed thematically. Time management, attitudes, overcrowding, group work, workload, timetable clashes, and unstable venues were found to influence students’ academic performance. The study recommended strategies that can be used to improve bridging mathematics modules academic performance, such as bridging the modules that students have failed only, dividing large groups into two or three groups, and a change of module contents.