Preprint
Transformative learning in a six-week immersive block model: Exploring the student experience of mathematics in a preparatory program
SSRN, Vol.Series Paper No. 64
Southern Cross University Scholarship of Learning and Teaching, Elsevier
07/10/2026
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Abstract
Mathematics anxiety and low confidence can often be experienced among students in university environments. While existing research highlights the role of pedagogy in supporting mathematics learning, little is known about whether transformative learning is achievable within compressed delivery formats. This study investigates student experiences of learning mathematics in an Australian preparatory program delivered in a six-week immersive block model, examined through the lens of Mezirow's (1978, 1987) transformative learning theory. A mixed-methods design was employed, incorporating online survey data (N = 156) and focus groups (N = 14) conducted over five teaching periods. Quantitative results reveal significant reductions in self-reported anxiety and significant increases in confidence and competence after completion of the preparatory mathematics unit. Qualitative analysis demonstrates students' progression through four stages of transformative learning as identified by Henderson (2002). Transformative outcomes were facilitated by a strengths-based pedagogical approach, development of growth-mindset, scaffolded assessment design, flexible online learning resources, and the structural features of the block model. These findings suggest that meaningful transformative learning in preparatory mathematics is achievable within a six-week immersive block model.
Details
- Title
- Transformative learning in a six-week immersive block model: Exploring the student experience of mathematics in a preparatory program
- Creators
- Kerrie Stimpson - Southern Cross UniversitySuzi C Syme - Southern Cross UniversityElizabeth Goode - Southern Cross University
- Publication Details
- SSRN, Vol.Series Paper No. 64
- Series
- Southern Cross University Scholarship of Learning and Teaching
- Publisher
- Elsevier
- Identifiers
- 991013406694302368
- Copyright
- Copyright © 2026 Elsevier Inc., its licensors, and contributors. All rights are reserved, including those for text and data mining, AI training, and similar technologies. For all open access content, the relevant licensing terms apply.
- Academic Unit
- SCU College; Office of the PVC (Academic Quality)
- Language
- English
- Resource Type
- Preprint
- Local Fields
- Original Research - SoLT