Comparison of Student Performance between Virtual and In-Person Modalities of Introductory Calculus-Based Physics

Autor/inn/en	Haldolaarachchige, Neel; Hettiarachchilage, Kalani
Titel	Comparison of Student Performance between Virtual and In-Person Modalities of Introductory Calculus-Based Physics
Quelle	In: Physics Education, 57 (2022) 6, Artikel 065008 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Physics; Science Instruction; Calculus; In Person Learning; Educational Technology; Introductory Courses; Mathematics Skills; Science Achievement; Correlation; Two Year College Students; College Science; Student Evaluation; Evaluation Methods; Prior Learning; Knowledge Level; Online Courses; New Jersey + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Unterrichtsmedien; Einführungskurs; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Schulnote; Studentische Bewertung; Vorkenntnisse; Wissensbasis; Online course; Online-Kurs
Abstract	Physics educators keep adding many skill developments to science and engineering students during their education as individuals and groups including critical thinking, conceptual understanding, problem-solving, mathematical implementation, computational implementation, etc. Here, we are discussing how to reach and analyse students' outcomes within the context of introductory calculus-based physics courses by investigating two different teaching modalities. We found that there is no significant impact of teaching modality on student learning. By performing two different assessments: chapter-ending midterm assessments and unit-based (three to four chapters) midterm assessments, shows that students can perform much better with short-time assessments in contrast to the long-time assessments. Further, we study any possible effects on students' final grades from students' prior knowledge of calculus and conceptual physics. This investigation shows that although there is no correlation between student's prior proficiency in calculus the class performance, however, there is a correlation of conceptual physics understanding towards class performance. (As Provided).
Anmerkungen	IOP Publishing. 190 North Independence Mall West Suite 601, Philadelphia, PA 19106. Tel: 215-627-0880; Fax: 215-627-0879; e-mail: ped@ioppublishing.org; Web site: https://iopscience.iop.org/journal/0031-9120
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01