Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom?
At large institutions of higher education, students frequently have a choice whether to attend the introductory physics sequence asynchronously online, on-site in a traditional lecture setting, or in a reformed studio setting. In this study, we investigate how these different settings are correlated...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2023-10-01
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| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.19.020148 |
| _version_ | 1827786677740896256 |
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| author | Gerd Kortemeyer Christine Kortemeyer Wolfgang Bauer |
| author_facet | Gerd Kortemeyer Christine Kortemeyer Wolfgang Bauer |
| author_sort | Gerd Kortemeyer |
| collection | DOAJ |
| description | At large institutions of higher education, students frequently have a choice whether to attend the introductory physics sequence asynchronously online, on-site in a traditional lecture setting, or in a reformed studio setting. In this study, we investigate how these different settings are correlated with measures of self-efficacy, interest in physics, and success in subsequent physics and engineering courses, which have the introductory physics sequence as prerequisites. As previous research indicates, some of these measures may depend on gender. We found that the course setting had no significant correlation with the grade in subsequent courses, but that studio settings gave students the feeling of being better prepared, particularly for subsequent courses that included laboratory or recitation components. We also found that gender was correlated with measures of interest in physics, where female students expressed significantly less interest in the subject, regardless of course setting. |
| first_indexed | 2024-03-11T16:38:40Z |
| format | Article |
| id | doaj.art-e4e9da5c5d6845e5ad9b961550a9e5a3 |
| institution | Directory Open Access Journal |
| issn | 2469-9896 |
| language | English |
| last_indexed | 2024-03-11T16:38:40Z |
| publishDate | 2023-10-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Physics Education Research |
| spelling | doaj.art-e4e9da5c5d6845e5ad9b961550a9e5a32023-10-23T14:06:58ZengAmerican Physical SocietyPhysical Review Physics Education Research2469-98962023-10-0119202014810.1103/PhysRevPhysEducRes.19.020148Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom?Gerd KortemeyerChristine KortemeyerWolfgang BauerAt large institutions of higher education, students frequently have a choice whether to attend the introductory physics sequence asynchronously online, on-site in a traditional lecture setting, or in a reformed studio setting. In this study, we investigate how these different settings are correlated with measures of self-efficacy, interest in physics, and success in subsequent physics and engineering courses, which have the introductory physics sequence as prerequisites. As previous research indicates, some of these measures may depend on gender. We found that the course setting had no significant correlation with the grade in subsequent courses, but that studio settings gave students the feeling of being better prepared, particularly for subsequent courses that included laboratory or recitation components. We also found that gender was correlated with measures of interest in physics, where female students expressed significantly less interest in the subject, regardless of course setting.http://doi.org/10.1103/PhysRevPhysEducRes.19.020148 |
| spellingShingle | Gerd Kortemeyer Christine Kortemeyer Wolfgang Bauer Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom? Physical Review Physics Education Research |
| title | Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom? |
| title_full | Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom? |
| title_fullStr | Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom? |
| title_full_unstemmed | Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom? |
| title_short | Taking introductory physics in studio, lecture, or online format: What difference does it make in subsequent courses, and for whom? |
| title_sort | taking introductory physics in studio lecture or online format what difference does it make in subsequent courses and for whom |
| url | http://doi.org/10.1103/PhysRevPhysEducRes.19.020148 |
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