Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affective Factors

Autor/inn/en	Hazari, Zahra; Tai, Robert H.; Sadler, Philip M.
Titel	Gender Differences in Introductory University Physics Performance: The Influence of High School Physics Preparation and Affective Factors
Quelle	In: Science Education, 91 (2007) 6, S.847-876 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20223
Schlagwörter	Program Effectiveness; Womens Education; Science Education; Females; Gender Differences; Physics; College Science; Introductory Courses; Secondary School Science; High Schools; Science Instruction; Predictor Variables; Science Achievement; Mathematics Instruction; College Preparation; Classroom Techniques; Environmental Influences; Racial Differences + Suchen Sie Ihr Suchwort? 'Women''s education'; Frauenbildung; Naturwissenschaftliche Bildung; Weibliches Geschlecht; Geschlechterkonflikt; Physik; Einführungskurs; High school; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Prädiktor; Mathematics lessons; Mathematikunterricht; Klassenführung; Environmental influence; Umwelteinfluss; Rassenunterschied
Abstract	The attrition of females studying physics after high school is a growing concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is usually necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using a hierarchical linear model focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that predicted female and male performance in introductory university physics. The data analyzed came from 1973 introductory university physics surveys that included variables used as controls for student demographic and academic background characteristics. The results highlight high school physics and affective experiences that differentially predicted female and male performance. These experiences include learning requirements, long-written problems, cumulative tests/quizzes, father's encouragement, and family's belief that science leads to a better career. There were also factors that had a similar effect on female and male performance among which mathematics preparation was the overall strongest predictor of university physics performance. (Contains 4 tables and 6 figures.) [Support for this project was provided by the Social Sciences and Humanities Council of Canada (SSHRC).] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10