Student Success in First-Year University Physics and Mathematics Courses: Does the High-School Attended Make a Difference?

Autor/inn/en	Adamuti-Trache, Maria; Bluman, George; Tiedje, Thomas
Titel	Student Success in First-Year University Physics and Mathematics Courses: Does the High-School Attended Make a Difference?
Quelle	In: International Journal of Science Education, 35 (2013) 17, S.2905-2927 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.667168
Schlagwörter	Foreign Countries; College Freshmen; College Science; Physics; Science Instruction; College Mathematics; Mathematics Instruction; High Schools; Institutional Characteristics; Correlation; Science Achievement; Mathematics Achievement; Geographic Location; Private Schools; Public Schools; Reputation; Neighborhoods; Gender Differences; Required Courses; Socioeconomic Status; Canada + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; High school; Oberschule; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Private school; Privatschule; Public school; Öffentliche Schule; Neighbourhoods; Nachbarschaft; Geschlechterkonflikt; Pflichtkurs; Socio-economic status; Sozioökonomischer Status; Kanada
Abstract	This paper considers school factors that contribute to a successful transition from high school to first-year university Physics courses at the University of British Columbia by employing a two-level hierarchical model. It is assumed that there is a relationship between student performance and the high school they graduated from. It is shown that school location and type affect student performance: students from public schools in the Metro Vancouver area perform better in first year compared to students from independent schools and schools in distant communities. The study also considers rankings of schools based on student performance in first-year university Physics and Calculus courses. These university-based rankings differ significantly (essentially in reverse order) from the well-known Fraser Institute rankings based on measures internal to high schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10