Abstract
Previous studies have shown evidence of a gender gap in performance in introductory physics courses for conceptual assessments, course grades, exams, and homework. This study explores the relation between a student’s gender and their performance, and perception of that performance, in both calculus-based and algebra-based introductory physics sequences at Texas A&M University. Investigation of student performance based on gender is done using analysis of variance on student midterm exam grades and final letter grades from multiple instructors’ courses from 2008-2018. Student perception of their performance and inclusion in the course was measured through a survey administered in fall 2019. We present results from both parts of this study to try to better understand differences in gendered performance in introductory physics sequences.
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