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ERIC Number: EJ1112505
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: EISSN-2469-9896
Student Satisfaction in Interactive Engagement-Based Physics Classes
Gaffney, Jon D. H.; Gaffney, Amy L. Housley
Physical Review Physics Education Research, v12 n2 p020125-1-020125-17 Jul-Dec 2016
Interactive engagement-based (IE) physics classes have the potential to invigorate and motivate students, but students may resist or oppose the pedagogy. Understanding the major influences on student satisfaction is a key to successful implementation of such courses. In this study, we note that one of the major differences between IE and traditional physics classes lies in the interpersonal relationships between the instructor and students. Therefore, we introduce the interpersonal communication constructs of instructor credibility and facework as possible frameworks for understanding how instructors and students navigate the new space of interactions. By interpreting survey data (N = 161 respondents in eight sections of an IE introductory algebra-based physics course), we found both frameworks to be useful in explaining variance in student ratings of their satisfaction in the course, although we are unable to distinguish at this point whether instructor credibility acts as a mediating variable between facework and course satisfaction.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A