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Black, W. K.; Matz, Rebecca L.; Mills, Mark; Evrard, A. E. – Physical Review Physics Education Research, 2023
Problem Roulette (PR), an online study service at the University of Michigan, offers points-free formative practice to students preparing for examinations in introductory science, technology, engineering, and mathematics courses. Using four years of PR data involving millions of problem attempts by thousands of students, we quantify the benefits…
Descriptors: Physics, Science Instruction, Teaching Methods, Introductory Courses
Alysa Malespina; Christian D. Schunn; Chandralekha Singh – Physical Review Physics Education Research, 2023
Students' motivational beliefs, such as disciplinary intelligence mindsets, can influence their physics performance and persistence. Intelligence mindset beliefs have long been argued to fall along of continuum between fixed and growth mindsets. Those with fixed physics mindsets believe that ability in physics is innate and unchangable, while…
Descriptors: Physics, Predictor Variables, Grades (Scholastic), Gender Differences
Visualizing and Predicting the Path to an Undergraduate Physics Degree at Two Different Institutions
Stewart, John; Hansen, John; Burkholder, Eric – Physical Review Physics Education Research, 2022
This study examined physics major retention to degree at two institutions with substantially different admissions selectivity. Two modes of leaving the physics major were examined: leaving college and changing to another major while staying in college. The risk of leaving college while still enrolled as a physics major was highest in the spring…
Descriptors: Physics, Science Instruction, College Science, Undergraduate Students
Hewagallage, Dona; Christman, Elaine; Stewart, John – Physical Review Physics Education Research, 2022
This study investigated factors influencing Force and Motion Conceptual Evaluation (FMCE) pretest and post-test scores for a sample (N=1116 students) collected in the introductory calculus-based mechanics class at a large eastern land-grant university. Several academic and noncognitive factors were examined using correlation analysis and linear…
Descriptors: Secondary Education, Academic Achievement, College Students, Concept Formation
Burkholder, Eric W. – Physical Review Physics Education Research, 2021
Previously, we had reported on the relationship between AP physics experience and exam scores, and student scores on the Force and Motion Conceptual Evaluation and in an introductory calculus-based mechanics course [E. W. Burkholder and C. E. Wieman, Phys. Rev. Phys. Educ. Res. 15, 020117 (2019)]. Two limitations to our previous work were that we…
Descriptors: Physics, Advanced Placement, Introductory Courses, Science Instruction
Nieberding, Megan; Heckler, Andrew F. – Physical Review Physics Education Research, 2021
In this study we characterize student procrastination habits and investigate associations between these habits and student performance on graded course components, student beliefs about their own procrastination behavior, and gender. The procrastination habits of calculus-based introductory physics students are measured via the amount of time…
Descriptors: Assignments, Time Management, Gender Differences, Student Attitudes
Stewart, John; Cochran, Geraldine L.; Henderson, Rachel; Zabriskie, Cabot; DeVore, Seth; Miller, Paul; Stewart, Gay; Michaluk, Lynnette – Physical Review Physics Education Research, 2021
This study examined the mediation and moderation of membership in a demographic group underrepresented in physics classes on course outcomes measured by course grades and Force and Motion Conceptual Evaluation (FMCE) post-test scores. The study used a large dataset (N ΒΌ 4490) of course grades, SAT and ACT mathematics scores (ACTM), and matched…
Descriptors: Performance Factors, Academic Achievement, College Preparation, College Entrance Examinations
Simmons, Amber B.; Heckler, Andrew F. – Physical Review Physics Education Research, 2020
Two set of studies were conducted to better understand grades and grading practices in physics courses, and how these might influence demographic representational disparities in physics. The first study investigates the relationships between grades and the student-level factors of standardized test scores, (binary) gender, underrepresented…
Descriptors: Grades (Scholastic), Grading, Disproportionate Representation, Introductory Courses
Salehi, Shima; Burkholder, Eric; Lepage, G. Peter; Pollock, Steven; Wieman, Carl – Physical Review Physics Education Research, 2019
We have studied the impact of incoming preparation and demographic variables on student performance on the final exam in the standard introductory calculus-based mechanics course at three different institutions. Multivariable regression analysis was used to examine the extent to which exam scores can be predicted by a variety of variables that are…
Descriptors: Physics, Science Instruction, Introductory Courses, Calculus
LeGresley, Sarah E.; Delgado, Jennifer A.; Bruner, Christopher R.; Murray, Michael J.; Fischer, Christopher J. – Physical Review Physics Education Research, 2019
Here we demonstrate the benefits of a new curriculum for introductory calculus-based physics that motivates classical mechanics using a modified version of Hamiltonian mechanics. This curriculum shifts the initial focus of instruction away from forces and the associated vector mathematics, which are known to be problematic for students, to the…
Descriptors: Undergraduate Students, College Science, Science Instruction, Introductory Courses
Henderson, Rachel; Stewart, John; Traxler, Adrienne – Physical Review Physics Education Research, 2019
Over the last decade, the "gender gap" in physics conceptual inventory scores has been extensively studied by the physics education research community. Researchers have identified many factors that influence the overall differences in post-test scores between men and women. More recently, it has been shown that the Force Concept…
Descriptors: Gender Differences, Scientific Concepts, Physics, Science Instruction