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What factors impact student performance in introductory physics?

ABSTRACT: In a previous study, we found that students' incoming preparation in physics-crudely measured by concept inventory prescores and math SAT or ACT scores-explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students' successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course. We unexpectedly found a set of common practices and attitudes. We found that students' use of instructional resources had relatively little impact on course performance, while student characteristics, student attitudes, and students' interactions outside the classroom all had a more substantial impact on course performance. These results offer some guidance as to how instructors might help all students succeed in introductory physics courses.

SUBMITTER: Burkholder E

PROVIDER: S-EPMC7746181 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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What factors impact student performance in introductory physics?

Burkholder Eric E Blackmon Lena L Wieman Carl C

PloS one 20201217 12

In a previous study, we found that students' incoming preparation in physics-crudely measured by concept inventory prescores and math SAT or ACT scores-explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students' successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students ...[more]

PMID: 33332432

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Project description:Institutions have developed diverse approaches that vary in effectiveness and cost to improve student performance in introductory science, technology, engineering, and mathematics courses. We developed a low-cost, graduate student-led, metacognition-based study skills course taught in conjunction with the introductory biology series at Miami University. Our approach aimed to improve performance for underachieving students by combining an existing framework for the process of learning (the study cycle) with concrete tools (outlines and concept maps) that have been shown to encourage deep understanding. To assess the effectiveness of our efforts, we asked 1) how effective our voluntary recruitment model was at enrolling the target cohort, 2) how the course impacted performance on lecture exams, 3) how the course impacted study habits and techniques, and 4) whether there are particular study habits or techniques that are associated with large improvements on exam scores. Voluntary recruitment attracted only 11-17% of our target cohort. While focal students improved on lecture exams relative to their peers who did not enroll, gains were relatively modest, and not all students improved. Further, although students across both semesters of our study reported improved study habits (based on pre and post surveys) and on outlines and concept maps (based on retrospectively scored assignments), gains were more dramatic in the Fall semester. Multivariate models revealed that, while changes in study habits and in the quality of outlines and concept maps were weakly associated with change in performance on lecture exams, relationships were only significant in the Fall semester and were sometimes counterintuitive. Although benefits of the course were offset somewhat by the inefficiency of voluntary recruitment, we demonstrate the effectiveness our course, which is inexpensive to implement and has advantage of providing pedagogical experience to future educators.

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What factors impact student performance in introductory physics?

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What factors impact student performance in introductory physics?

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