Mathematics and dumping lectures?: another perspective on the shift towards learner pragmatism

Abstract

A provocative report by Dolnicar [1] proposes that a shift towards learner pragmatism “defines the reality” of the current tertiary learning environment. It identified a group of so-called “pragmatics” (17% of the students investigated, and mainly Commerce and IT students) who claimed that they attended lectures almost solely to gain essential course information, as against enjoyment or to learn. This group is reported to have claimed the lowest levels of lecture attendance, yet delivered “the highest grade point average of the students in the study”. Are Mathematics students pragmatic in the sense that they only come to lectures to obtain essential course information, not to learn or enjoy? Are Mathematics lectures valuable in that they have an effect on performance? I present data from 85 Mathematics and Engineering students in an Algebra & Calculus course in Australia, in which all resources were readily accessible outside of lectures. Students attending class two thirds of the way through the course achieved statistically higher levels of performance on all but one of the course assessment items (significant at the .05 level) than those not in class at that point. “Strategic” learning styles, which may characterise the “pragmatics” described in [1], yielded only small non-significant correlations with performance. Lecture attendance has diminished very little in this Mathematics course, despite full and easy access to all course information and materials, online and in hardcopy. Hence there was little evidence of the pragmatism reported in [1] for Commerce and IT students. A follow-up study indicated that mathematics attendees regarded lectures as an efficient and companionable way to meet new material and build understanding and confidence. Lectures were motivating, enjoyable, kept students on track, provided a sense of community and common purpose, and clearly suited those who prefer learning by hearing, seeing and asking, rather than reading. The strong relationship between attendance and mathematics performance indicates the value of explicit teaching. Clearly ICT alternatives need quality resourcing and careful support.