Modeling Student Pathways in a Physics Bachelor's Degree Program

Autor/inn/en	Aiken, John M.; Henderson, Rachel; Caballero, Marcos D.
Titel	Modeling Student Pathways in a Physics Bachelor's Degree Program
Quelle	In: Physical Review Physics Education Research, 15 (2019) 1, Artikel 010128 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Bachelors Degrees; College Science; Student Records; Majors (Students); Engineering Education; Undergraduate Students; State Universities; Models; Statistical Analysis; Predictive Measurement; Michigan + Suchen Sie Ihr Suchwort? Physik; 'Bachelor''s degrees'; Bachelor-Studiengang; Schülerakte; Ingenieurausbildung; Staatliche Universität; Analogiemodell; Statistische Analyse
Abstract	Physics education research (PER) has used quantitative modeling techniques to explore learning, affect, and other aspects of physics education. However, these studies have rarely examined the predictive output of the models, instead focusing on the inferences or causal relationships observed in various data sets. This research introduces a modern predictive modeling approach to the PER community using transcript data for students declaring physics majors at Michigan State University. Using a machine learning model, this analysis demonstrates that students who switch from a physics degree program to an engineering degree program do not take the third semester course in thermodynamics and modern physics, and may take engineering courses while registered as a physics major. Performance in introductory physics and calculus courses, measured by grade as well as a students' declared gender and ethnicity play a much smaller role relative to the other features included in the model. These results are used to compare traditional statistical analysis to a more modern modeling approach. (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: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01