Comparing introductory undergraduate physics learning and behavior before and after the COVID-19 pandemic

Abstract

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 and the first two fully face-to-face postpandemic semesters of an introductory calculus-based electricity and magnetism class. This class was offered at a large eastern land grant university in the United States. The total number of students for the four semesters was 1033. While some significant differences were measured (higher postpandemic HSGPA, lower postpandemic conceptual pretest scores, higher postpandemic homework average (fall semesters only), and lower postpandemic lecture attendance (spring semesters only), none were larger than a small effect. As such, student achievement, attendance rates, and assignment completion rates were largely unchanged after the pandemic.Received 2 March 2023Accepted 26 April 2023DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.013103Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasEducational policyStudent preparationPhysics Education Research