Abstract This paper investigates demographic predictors of engagement with mathematics and statistics drop-in support at Coventry University, which has an extensive and well-used mathematics and statistics support (MSS) provision. The analysis focuses on students from a set of 12 disciplines where there is clear mathematics and/or statistics content. It explores the effect of gender, entry requirements, course stage, ethnicity, age, nationality and disability. Two dimensions of engagement with MSS are examined: the binary dimension of engaged (at least once) or not and, for those who did engage, the number of times they did. These two dimensions are modelled through a two-stage hurdle model using a binomial logistic regression model to predict engagement and a negative binomial distribution model to predict the number of visits made by a student who does engage. These results provide valuable insights into how higher education institutions can tailor their support depending on the demographic population and engagement at their universities.
Gokhool et al. (Wed,) studied this question.