ORIGINAL RESEARCH article

Front. Educ.

Sec. STEM Education

Volume 10 - 2025 | doi: 10.3389/feduc.2025.1544647

This article is part of the Research TopicExploring Sources and Mitigation Strategies for Science Anxiety in Educational ContextsView all 4 articles

From single to multiple assessments in a foundational mathematics course for engineering students: What do we gain?

Provisionally accepted
Yusuf F. ZakariyaYusuf F. Zakariya1*Morten Tellenes BergMorten Tellenes Berg2Thomas GjestelandThomas Gjesteland3Ramatu Ematum UmahabaRamatu Ematum Umahaba4Mukhtar Oluwafemi AbanikanndaMukhtar Oluwafemi Abanikannda5
  • 1Department of Mathematical Sciences, University of Agder, Kristiansand, Vest-Agder, Norway
  • 2Tangen Videregående Skole, Agder fylkeskommune, Norway
  • 3Department of Engineering Science, University of Agder, Grimstad, Norway
  • 4Department of Science Education, Ahmadu Bello University, Zaria, Nigeria
  • 5Department of Science, Technology and Mathematics Education, Osun State University, Oshogbo, Osun, Nigeria

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In response to high failure rates in foundational mathematics courses, the traditional single high-stakes final examination was replaced with four digital tests, with multiple attempts, and a hand-in project.Objectives: This study evaluates the impact of this reformed assessment strategy on a first-year calculus course for engineering students at a Norwegian university. We explored students' perceptions of the reformed assessment regarding their learning approaches, motivation, and the overall experience.We generated the data using semi-structured interviews of purposively selected engineering students and analysed the data using thematic analysis.The results showed that the multiple attempts on the examinations promoted consistent studying and reduced test anxiety. Additionally, students reported positive experience with collaborative learning, enhanced by peer learning and diverse perspectives during group work. Although students appreciated the flexibility of digital examinations, they noted limitations in feedback on minor errors.This research highlights the effectiveness of multiple low-stakes assessments in enhancing a supportive learning environment and suggests that digital tools can improve engagement and understanding in mathematics. The findings have implications for rethinking assessment practices in STEM education and offer insights into how digital assessments can mitigate the challenges students face in foundational courses.

Keywords: approaches to learning, calculus, Digital assessments, low-stakes examinations, Stack

Received: 25 Feb 2025; Accepted: 12 May 2025.

Copyright: © 2025 Zakariya, Berg, Gjesteland, Umahaba and Abanikannda. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Yusuf F. Zakariya, Department of Mathematical Sciences, University of Agder, Kristiansand, 4604, Vest-Agder, Norway

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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