Abstract
Instructional interventions are necessary in introductory college physics so that differences in preparation do not generate differences in outcomes for women, underrepresented ethnic or racial minorities, and first-generation college students.
Highlights
Students come to physics classes with differing levels of general academic preparation and specific prior preparation in physics
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
While no significant difference in either course grade or ACT mathematics scores (ACTM) was measured between men and women, a significant difference in the pretest scores of men and women did exist, a small effect, that grew to near a medium effect size on the post-test
Summary
Students come to physics classes with differing levels of general academic preparation and specific prior preparation in physics. These differences may influence the overall course outcome of the students measured by course grades or the student’s conceptual learning measured by conceptual inventory post-test scores. Prior academic preparation may not be the same for all demographic subgroups represented in physics classes. The reasons for these differences are disparate.
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