MyMathLab was originally adopted to give business students an opportunity to practise their maths skills on 3 foundation courses in the Faculty of Business. It was then used to assess students via weekly homework and class tests.Read more
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MyMathLab is used to provide continuous assessment for campus students, and to provide distance learning students with a rich learning environment.Read more
MyMathLab was used on a first-year Engineering Mathematics course in Civil Engineering at the University of Greenwich to help students who were struggling with maths and guide advanced students to higher levels.Read more
Ain Shams University found MyMathLab’s automatic grading and feedback facility provided the timely support it needed to monitor the progress of over 500 students simultaneously. It also helped improve communication between lecturers and students.Read more
With the introduction of MyMathLab, AUST found it was easier to provide regular formative and summative assessments with individual student feedback.Read more
Read what students have to say
We get set homework every week. For me the benefit of MyMathLab is actually working through the examples that we've been taught in class. That's how I learn maths.
Llinos Owen, student, Engineering Maths, University of Liverpool, UK (MyMathLab)
I just wanted to let you know how helpful the Mastering Biology is! It makes me study better, almost forces me to it! And it is a perfect combination between pictures, videos and text. It's genius!
Renee Bakkemo, student, University of Essex (MasteringBiology)
It is like having a teacher by your side, you learn it a lot quicker than usual homework!
Jannick Mikkelsen, student, Copenhagen Business School, Denmark (MyEconLab)
[MyFinanceLab is] like a personal tutor laying the path toward your learning finance.
Fredrik Hannfors, student, Stockholm School of Economics, Sweden (MyFinanceLab)
Read what educators have to say
The average mark is approximately 10% higher than it was previously. Furthermore, the failure rate has decreased significantly - from 32% to 5-14% in recent years.
Marion Birch and Niels Walet, Manchester University (MasteringPhysics)
What really helped was that fact that [MasteringEngineering] was online, available 24/7. That really helped; students these days want to decide when they study. That's when we really saw our pass rates go up.
Gillian Saunders, lecturer, Delft University of Technology, Netherlands using MasteringEngineering with Hibbeler: Statics (MasteringEngineering)
Since I've been using it my pass rates have gone up - the first year I used the system it was quite striking.
Carrie Rutherford, London South Bank University, UK (MyMathLab)
The percentage of students who passed the course increased from 55% to 80%.
Halit Gonenc, University of Groningen, Netherlands (MyFinanceLab)
Results show that these students performed on average 10% better on the final exam.
Matthew Olczak, Aston University, UK (MyEconLab)
The number of low performers was lower than in the corresponding exams a year ago.
Jouko Karjalainen, Aalto University, Finland (MasteringPhysics)