BRIDGING MATHEMATICAL DIVIDES: DESIGNING INCLUSIVE LEARNING ENVIRONMENTS FOR ENGINEERING STUDENT SUCCESS

Abstract

Level 4 engineering students arrive with vastly different mathematical backgrounds, yet traditional teaching assumes a uniform level of preparedness in developing problem-solving abilities and quantitative knowledge. This research examines how thoughtful design can reduce achievement gaps and help all learners achieve Level 4 learning outcomes through the SADRAS+ (Student Academic Development Research Associate Scheme) intervention. A three-pronged approach diagnostic testing, structured peer collaboration, and digital (Canvas & AI) tools provides individualized assistance for those with varying abilities. Diagnostic assessment identifies each student's starting point, enabling targeted interventions that build their knowledge base and problem-solving skills. Randomly formed peer groups foster teamwork while maintaining confidentiality. The study investigates which strategies are most effective and examines staff views on inclusive practice and their professional development needs. Findings from 180 participants in the Engineering Mathematics module (EG4017) from the Mechanical and Robotics departments, including those with disclosed special educational needs, demonstrate how personalized pathways within group learning help diverse learners achieve Level 4 outcomes. The findings show that when instruction anticipates different starting points, all can develop the mathematical knowledge, analytical skills, and autonomy required at this level. This presentation offers actionable strategies for STEM educators to design environments in which success is an intentional outcome of inclusive, differentiated guidance.