Reducing Early Failure through a Six-Week Integrated Approach in Foundational Engineering Mathematics

Abdulkareem Sh. Mahdi Al-Obaidi

Abstract


Foundational Engineering Mathematics often shows uneven engagement and high early failure in diverse cohorts. This study evaluated a six-week integrated framework combining a placement diagnostic, weekly pre- and post-lecture online quizzes, peer-learning tutorials, and one invigilated written quiz. Data from eight online quizzes, one written quiz, and the placement test were analysed for participation, performance, and progression. Results showed sustained engagement (mean participation 89%) and average quiz performance of 6.9/10; failure peaked at 33% in an early pre-quiz but declined to 15-18% in later weeks. Placement was predictive: 79% who passed the diagnostic later passed quizzes, whereas failing or absent groups were less consistent. The approach worked because frequent low-stakes assessments provided retrieval practice and timely feedback, heterogeneous peer groups offered scaffolding, and the early diagnostic identified at-risk students who needed support. This framework offers a scalable path to enhance engagement, reduce early failure, and strengthen accountability in foundational engineering mathematics.

Keywords


Active learning; Engineering mathematics; Formative assessment; Peer learning; Placement diagnostic; Student success

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DOI: https://doi.org/10.17509/ijost.v11i2.89683

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