Correlating student interest and high school preparation with learning and performance in an introductory university physics course

Jason J B Harlow,Andrew Meyertholen,David M Harrison

doi:10.1103/physrevstper.10.010112

Abstract

Students who take introductory university physics because they are interested learn more than students who take the course because it is required.

Highlights

As part of a larger study, we have collected data on interest, background, and performance of students in our large (900 student) first year university physics course, PHY131
We correlated these factors with student performance as measured by the Force Concept Inventory (FCI) diagnostic instrument and by their scores on the final examination in the course
868 students took the precourse FCI, which was over 95% of the students who were currently enrolled, and 663 students took the postcourse FCI, which was over 95% of the students who were still enrolled at that time

Summary

Introduction

As part of a larger study, we have collected data on interest, background, and performance of students in our large (900 student) first year university physics course, PHY131. Almost 90% of the students in this course are or are intending to major in the life sciences. We surveyed the students about their reasons for taking our course, and whether or not the students took a senior-level high school physics course. We correlated these factors with student performance as measured by the Force Concept Inventory (FCI) diagnostic instrument and by their scores on the final examination in the course. PHY131 is not intended for physics majors or specialists, or for engineering science students, who have their own courses

Objectives

Methods

Findings

Conclusion