Comparing Introductory Undergraduate Physics Learning and Behavior before and after the COVID-19 Pandemic

Autor/inn/en	Nemeth, Amanda; Wheatley, Christopher; Stewart, John
Titel	Comparing Introductory Undergraduate Physics Learning and Behavior before and after the COVID-19 Pandemic
Quelle	In: Physical Review Physics Education Research, 19 (2023) 1, Artikel 013103 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nemeth, Amanda) ORCID (Stewart, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Comparative Analysis; Undergraduate Students; COVID-19; Pandemics; Introductory Courses; Calculus; Energy; Magnets; Land Grant Universities; Attendance; Lecture Method; Physics; Science Instruction; In Person Learning; Grade Point Average; High School Students; Homework; Science Achievement; College Entrance Examinations; Student Characteristics; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Einführungskurs; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Energie; Stabmagnet; Anwesenheit; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hausaufgabe; Aufnahmeprüfung
Abstract	This study examines high school preparation measures [ACT/SAT scores, high school grade point average (HSGPA), and conceptual physics pretest scores], in-class behavior measures (homework submission rates and lecture attendance rates), and in-class achievement measures (homework and test averages) for the last two fully face-to-face prepandemic and the first two fully face-to-face postpandemic semesters of an introductory calculus-based electricity and magnetism class. This class was offered at a large eastern land grant university in the United States. The total number of students for the four semesters was 1033. While some significant differences were measured (higher postpandemic HSGPA, lower postpandemic conceptual pretest scores, higher postpandemic homework average (fall semesters only), and lower postpandemic lecture attendance (spring semesters only), none were larger than a small effect. As such, student achievement, attendance rates, and assignment completion rates were largely unchanged after the pandemic. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01