Exploring Teaching Strategies to Bridge the Educational Equity Gap in Higher Education Mathematics for Minoritised Ethnic Students
Year: 2024
Type: article
Study designs: Systematic Review, Meta-Analysis
Abstract: This study investigates seven teaching methods designed to mitigate academic disparities in mathematics among undergraduate students from minoritised ethnic backgrounds in higher education through meta-analysis. This aims to determine the overall impact of different teaching approaches on student engagement and academic performance. The various methods of teaching analysed include Culturally Responsive Teaching, blended learning, Inquiry-Based Learning, Flipped Classroom, Project-Based Learning, Differentiated Instruction, and Mathematical Modelling. The analysis also examines two strategies, mathematical modelling and inquiry-based learning, which are particularly beneficial in promoting equal learning environments and assisting under-represented students in achieving their academic goals. The results correspond with previous research highlighting the importance of inclusive teaching strategies and validating the essential role these methods play in reducing educational inequalities. The research findings indicate that the p values and effect size demonstrate that all teaching methods and strategies improved students' academic performance and involvement. The study continues with recommendations for Higher Educational Institutions to incorporate these strategies into the curriculum to enhance the academic performance of minority ethnic students in mathematics.
Institution: University of West London
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4405560059