Gaps in Mathematical Knowledge and Skills of STEM Students

Aim of the study The primary aim of this study is to identify, analyze, and assess gaps in the mathematical preparation of first-year undergraduate students enrolled in STEM programs. The study focuses on: • Determining the overall level of students’ mathematical preparation from the perspective of educators. • Assessing trends in knowledge levels (deterioration or improvement) compared to previous years. • Detailing specific problem areas and topics in mathematical knowledge and skills (e.g., working with formulas, functions, mathematical analysis, logical reasoning, etc.). • Identifying the causes of these gaps (internal factors related to the educational process, external social and economic factors, impact of martial law). • Collecting suggestions from instructors on ways to address these gaps and improve the educational process. Study Sample (Respondents) The sample is purposive and representative of the group of experts who work directly with first-year STEM students. Respondent category: University educators in Ukraine. Selection criteria: Educators who teach in STEM programs and deliver both professionally-oriented and mathematical courses. Research Methodology and Instruments Type of study: Quantitative, descriptive-analytical. Data collection method: Electronic online survey using a structured questionnaire. Instrument: A questionnaire that includes various types of questions: Closed questions: “Yes/No” responses. Closed questions with multiple alternatives (nominal scale): Selecting one or more answers from a provided list. Likert-scale questions: Statements rated on a 5-point scale (from 1 – “Strongly Disagree” to 5 – “Strongly Agree”). This allows measuring the intensity of the instructor’s opinion and attitude toward the issue. Semi-closed questions: Including an “Other” option with the possibility to provide a custom response. Open-ended questions: Questions without predefined answers, allowing respondents to freely express their opinion. This study represents a systematic attempt to obtain an objective, quantitative assessment of the mathematical preparation of STEM students from the perspective of key participants in the educational process (university educators) with the aim of developing specific recommendations for its improvement at the national level.