Using Time-on-Task Measurements to Understand Student Performance in a Physics Class: A Four-Year Study

Autor/inn/en	Stewart, John; Stewart, Gay; Taylor, Jennifer
Titel	Using Time-on-Task Measurements to Understand Student Performance in a Physics Class: A Four-Year Study
Quelle	In: Physical Review Special Topics - Physics Education Research, 8 (2012) 1, S.010114-1 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.8.010114
Schlagwörter	Physics; Calculus; Introductory Courses; College Science; Science Instruction; Scientific Concepts; Instructional Effectiveness; Teaching Methods; College Students; Science Education; Measurement; Arkansas + Suchen Sie Ihr Suchwort? Physik; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Naturwissenschaftliche Bildung; Messverfahren
Abstract	Student use of out-of-class time was measured for four years in the introductory second-semester calculus-based physics course at the University of Arkansas. Two versions of the course were presented during the time of the measurement. In both versions, the total out-of-class time a student invested in the course explained less than 1% of the variance in test average and in normalized gain on the Conceptual Survey in Electricity and Magnetism. The details of how students used their out-of-class time explained from 21% to 36% of the variance in test average and 19% to 37% of the variance in normalized gain. The amount of time spent on the course increased as the course was made more difficult, but less than would be expected based on the changes in the course. Students changed their allocation of out-of-class time based on their performance within the course as the course progressed. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10