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Nemeth, Amanda; Wheatley, Christopher; Stewart, John – Physical Review Physics Education Research, 2023
This study examines high school preparation measures [ACT/SAT scores, high school grade point average (HSGPA), and conceptual physics pretest scores], in-class behavior measures (homework submission rates and lecture attendance rates), and in-class achievement measures (homework and test averages) for the last two fully face-to-face prepandemic…
Descriptors: Comparative Analysis, Undergraduate Students, COVID-19, Pandemics
Wheatley, Christopher; Wells, James; Pritchard, David E.; Stewart, John – Physical Review Physics Education Research, 2022
The Force Concept Inventory (FCI) is a popular multiple-choice instrument used to measure a student's conceptual understanding of Newtonian mechanics. Recently, a network analytic technique called module analysis has been used to identify responses to the FCI and other conceptual instruments that are preferentially selected together by students;…
Descriptors: Physics, Science Instruction, Concept Formation, Scientific Concepts
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
Henderson, Rachel; Hewagallage, Dona; Follmer, Jake; Michaluk, Lynnette; Deshler, Jessica; Fuller, Edgar; Stewart, John – Physical Review Physics Education Research, 2022
Self-efficacy has emerged as one of the most important noncognitive variables explaining academic behavior. It has been shown to influence students' academic and career decisions as well as their academic performance. Multiple studies have reported differences in self-efficacy between men and women in science, technology, engineering, and…
Descriptors: Personality Traits, Gender Differences, Self Efficacy, Physics
Stewart, John; Drury, Byron; Wells, James; Adair, Aaron; Henderson, Rachel; Ma, Yunfei; Perez-Lemonche, Ángel; Pritchard, David – Physical Review Physics Education Research, 2021
This study reports an analysis of the Force Concept Inventory (FCI) using item response curves (IRC)--the fraction of students selecting each response to an item as a function of their total score. Three large samples (N = 9606, 4360, and 1439) of calculus-based physics students were analyzed. These were drawn from three land-grant institutions…
Descriptors: Physics, Science Instruction, Scientific Concepts, Item Response Theory
Hansen, John; Stewart, John – Physical Review Physics Education Research, 2021
This work is the fourth of a series of papers applying multidimensional item response theory (MIRT) to widely used physics conceptual assessments. This study applies MIRT analysis using both exploratory and confirmatory methods to the Brief Electricity and Magnetism Assessment (BEMA) to explore the assessment's structure and to determine a…
Descriptors: Item Response Theory, Science Tests, Energy, Magnets
Wheatley, Christopher; Wells, James; Henderson, Rachel; Stewart, John – Physical Review Physics Education Research, 2021
The Conceptual Survey of Electricity and Magnetism (CSEM) is a widely used multiple-choice instrument measuring a student's conceptual understanding of electricity and magnetism. This study applied modified module analysis (MMA) and modified module analysis-partial (MMA-P), network analytic methods that identify groups of correlated responses, to…
Descriptors: Physics, Science Instruction, Energy, Multiple Choice Tests
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 ¼ 4490) of course grades, SAT and ACT mathematics scores (ACTM), and matched…
Descriptors: Performance Factors, Academic Achievement, College Preparation, College Entrance Examinations
Yang, Jie; DeVore, Seth; Hewagallage, Dona; Miller, Paul; Ryan, Qing X.; Stewart, John – Physical Review Physics Education Research, 2020
Machine learning algorithms have recently been used to predict students' performance in an introductory physics class. The prediction model classified students as those likely to receive an A or B or students likely to receive a grade of C, D, F or withdraw from the class. Early prediction could better allow the direction of educational…
Descriptors: Artificial Intelligence, Man Machine Systems, Identification, At Risk Students
Yang, Jie; Wells, James; Henderson, Rachel; Christman, Elaine; Stewart, Gay; Stewart, John – Physical Review Physics Education Research, 2020
Brewe, Bruun, and Bearden first applied network analysis to understand patterns of incorrect conceptual physics reasoning in multiple-choice instruments introducing the module analysis for multiple-choice responses (MAMCR) algorithm. Wells et al. proposed an extension to the algorithm which allowed the analysis of large datasets called modified…
Descriptors: Physics, Scientific Concepts, Multiple Choice Tests, Statistical Analysis
Wells, James; Henderson, Rachel; Traxler, Adrienne; Miller, Paul; Stewart, John – Physical Review Physics Education Research, 2020
Investigating student learning and understanding of conceptual physics is a primary research area within physics education research. Multiple quantitative methods have been employed to analyze commonly used mechanics conceptual inventories: the Force Concept Inventory (FCI) and the Force and Motion Conceptual Evaluation (FMCE). Recently,…
Descriptors: Physics, Science Education, Educational Research, Scientific Concepts
Zabriskie, Cabot; Stewart, John – Physical Review Physics Education Research, 2019
While many studies have examined the structure, validity, and reliability of the Force Concept Inventory, far less research has been performed on other conceptual instruments in widespread use in physics education research. This study performs a confirmatory analysis of the Conceptual Survey of Electricity and Magnetism (CSEM) guided by a…
Descriptors: Item Response Theory, Physics, Science Tests, Scientific Concepts
Wells, James; Henderson, Rachel; Stewart, John; Stewart, Gay; Yang, Jie; Traxler, Adrienne – Physical Review Physics Education Research, 2019
Module analysis for multiple-choice responses (MAMCR) was applied to a large sample of Force Concept Inventory (FCI) pretest and post-test responses (N[subscript pre] = 4509 and N[subscript post] = 4716) to replicate the results of the original MAMCR study and to understand the origins of the gender differences reported in a previous study of this…
Descriptors: Physics, Misconceptions, Science Tests, Scientific Concepts
Yang, Jie; Zabriskie, Cabot; Stewart, John – Physical Review Physics Education Research, 2019
Many studies have examined the structure and properties of the Force Concept Inventory (FCI); however, far less research has investigated the Force and Motion Conceptual Evaluation (FMCE). This study applied Multidimensional Item Response Theory (MIRT) to a sample of N = 4528 FMCE post-test responses. Exploratory factor analysis showed that 5, 9,…
Descriptors: Item Response Theory, Kinetics, Motion, Physics
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