Exploring the impact of peer assisted study sessions on first-year mathematics outcomes

Fu Ken Ly & Jaslene Lin

Peer Assisted Study Sessions (PASS) are a widely adopted form of peer learning that aim to strengthen students’ conceptual understanding and confidence in undergraduate mathematics. This project investigates the longitudinal impact of PASS participation on student outcomes and progression in the University of Sydney’s first-year mathematics program. We focus on two core units, MATH1A and MATH1B, to examine whether attendance at PASS in Semester 1 (MATH1A) improves performance in the follow-on Semester 2 unit (MATH1B) and supports retention in mathematics pathways. Building on the statistical modelling approach of Allen et al. (2021) and Dancer et al. (2014), we plan an exploratory data analysis of 2024 cohort data to quantify relationships between PASS attendance and key outcomes: final grades, progression to second-year units, and continued enrolment in mathematics. Explanatory variables will include prior mathematics preparation, bridging-course participation, early diagnostic tasks, and demographic factors. In a second phase, following the release of 2025 MATH1B results, we will extend the analysis to multiple cohorts and incorporate qualitative measures of motivation, confidence, and sense of belonging through established psychological survey instruments. This mixed-methods design will allow us to capture both academic and affective dimensions of PASS impact. By presenting preliminary findings and outlining our methodology, we aim to stimulate discussion on how peer learning programs can help students navigate the often challenging transition into undergraduate mathematics and statistics, and to gather feedback that will guide a more comprehensive longitudinal study. Moreover, the modelling framework applied by Allen et al. (2021) and Dancer et al. (2015) provides a transferable way to evaluate the effectiveness of other opt-in learning support initiatives, offering insights of broader relevance across mathematics and statistics education.

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