Post-16 mathematics qualifications as preparation for quantitative study in higher education

This research aims to provide evidence of the quantitative performance of students when starting at university in relation to their previous mathematics education experience. The UK has a low uptake of mathematics after it ceases to become compulsory at the age of 16 which has led to a widespread shortage of mathematics-based skills in Higher Education when compared to other countries. This is problematic for students starting at university since we estimate that approximately over half of university departments will teach some quantitative elements, yet it is thought that up to 80% of students will not have studied a mathematics-based subject for at least two years. These factors, in combination with recent major reforms to the UK education system and the introduction of more accessible post-16 mathematics qualifications, make this an opportune time to gather evidence at a Higher Education level in the wake of these major changes to the UK education landscape. This research consists of four studies: (1) a lab-based survey that took place prior to the COVID-19 pandemic and investigated predictors of quantitative performance; (2) an online-based survey that took place during the COVID-19 pandemic and focused on quantitative performance in relation to confidence and mathematics anxiety as well as the perceived effects of the pandemic on participants’ education; a hybrid of (3) a lab-based and (4) an online-based survey which took place after the COVID-19 pandemic and was conducted at multiple institutions. The four studies each consisted of a pre-test which offered to provide an insight into a participant’s quantitative performance when starting at university and a post-test which collected evidence again after one term of university study. The findings showed that studying mathematics between the ages of 16-18 was beneficial for university study with individuals who had studied a post-16 mathematics qualification exhibiting better quantitative performance, lower levels of mathematics anxiety and higher levels of confidence than individuals who had not. We also found evidence that certain personality traits were beneficial for mathematics performance. We believe that the findings of this research provides the foundation for universities to consider the messaging given to students regarding post-16 mathematics qualifications, and it is hoped that more positive support from Higher Education institutions will lead to a higher uptake of mathematics studied between the ages of 16-18.