Within the context of the present study a total system has been developed,
implemented and evaluated which helps to improve and equalise the
mathematical competences of stu-dents before the beginning of their
university education. The overall goal was to develop and verify a
transferable concept, which helps to prevent performance problems and to
decrease the dropout quote.The overall concept basically follows the
approach that a high learning outcome can be achieved by perfectly
adjusting the support measures to the individual mathematical competences
of each student. In order to do so, the mathematical skills of students
have been recorded in a database which then was used for individually
adapting the attendance courses as well as the e-learning courses.Regarding
chronology, there has been a conceptual and implementation phase first
which was completed with the system development. Then there were two
practical phases with a subsequent evaluation each. This system was used
with all first-year students of an University of Applied Sciences.The
formative evaluation of the system showed a high individual fitting
accuracy ofthe requirements in the prepartory courses. Moreover, a positive
assessment of the adaptive measures on the personal learning success was
found. With the help of a summative evaluation, a great learning progress
due to the application of this system could be determined. A strong effect
(d=1.83) was proven in a t-test for dependent samples. The mean score
achieved in the mathematical final test has more than doubled compared to
the mathematical entrance test (entrance test: M=13.70; SD=8.82; n=132,
final test: M=28.48; S=7.31; n=132). The differences in performance between
the students have been homogenized.Thus, the recent thesis is a valuable
gain of insight for research, development and the practical implementation
of qualification measures in the shape of integrated blended learning
systems during the orientation phase of students. These measures have a
high individual learning success due to the individual adaption according
to the inhomogeneity of the mathematical entrance competences of first-year
students.