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Physical Review Physics Education Research
written by Kyle M. Whitcomb, Matthew W. Guthrie, Chandralekha Singh, and Zhongzhou Chen
In two earlier studies, we developed a new method to measure students' ability to transfer physics problem-solving skills to new contexts using a sequence of online learning modules, and implemented two interventions in the form of additional learning modules designed to improve transfer ability. The current paper introduces a new data analysis scheme that could improve the accuracy of the measurement by accounting for possible differences in students' goal orientation and behavior, as well as revealing the possible mechanism by which one of the two interventions improves transfer ability. Based on a 2 × 2 framework of self-regulated learning, students with a performance-avoidance oriented goal are more likely to guess on some of the assessment attempts in order to save time, resulting in an underestimation of the student populations' transfer ability. The current analysis shows that about half of the students had frequent brief initial assessment attempts, and significantly lower correct rates on certain modules, which we think is likely to have originated at least in part from students adopting a performance-avoidance strategy. We then divided the remaining population, for which we can be certain that few students adopted a performance-avoidance strategy, based on whether they interacted with one of the intervention modules designed to develop basic problem-solving skills, or passed that module on their first attempt without interacting with the instructional material. By comparing to propensity score matched populations from a previous semester, we found that the improvement in subsequent transfer performance observed in a previous study mainly came from the latter population, suggesting that the intervention served as an effective reminder for students to activate existing skills, but fell short of developing those skills among those who have yet to master it.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 010112
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Instructional Material Design
= Tutorial
- Learning Environment
- Technology
= Distance Education
Education - Basic Research
- Behavior
- Learning Theory
= Transfer
- Problem Solving
= Frameworks
- Research Design & Methodology
= Data
- Sample Population
- Student Characteristics
= Skills
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Administrators
- Educators
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Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.010112
NSF Numbers:
DUE-1845436
DUE-1524575
Keywords:
mastery goal theory, performance avoidance, performance goal theory
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
April 15, 2022 by Caroline Hall
Last Update
when Cataloged:
March 3, 2021
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Record Link
AIP Format
K. Whitcomb, M. Guthrie, C. Singh, and Z. Chen, , Phys. Rev. Phys. Educ. Res. 17 (1), 010112 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.010112).
AJP/PRST-PER
K. Whitcomb, M. Guthrie, C. Singh, and Z. Chen, Improving accuracy in measuring the impact of online instruction on students’ ability to transfer physics problem-solving skills, Phys. Rev. Phys. Educ. Res. 17 (1), 010112 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.010112>.
APA Format
Whitcomb, K., Guthrie, M., Singh, C., & Chen, Z. (2021, March 3). Improving accuracy in measuring the impact of online instruction on students’ ability to transfer physics problem-solving skills. Phys. Rev. Phys. Educ. Res., 17(1), 010112. Retrieved May 27, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010112
Chicago Format
Whitcomb, K, M. Guthrie, C. Singh, and Z. Chen. "Improving accuracy in measuring the impact of online instruction on students’ ability to transfer physics problem-solving skills." Phys. Rev. Phys. Educ. Res. 17, no. 1, (March 3, 2021): 010112, https://doi.org/10.1103/PhysRevPhysEducRes.17.010112 (accessed 27 May 2024).
MLA Format
Whitcomb, Kyle M., Matthew W. Guthrie, Chandralekha Singh, and Zhongzhou Chen. "Improving accuracy in measuring the impact of online instruction on students’ ability to transfer physics problem-solving skills." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 010112. 27 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010112>.
BibTeX Export Format
@article{ Author = "Kyle M. Whitcomb and Matthew W. Guthrie and Chandralekha Singh and Zhongzhou Chen", Title = {Improving accuracy in measuring the impact of online instruction on students’ ability to transfer physics problem-solving skills}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {1}, Pages = {010112}, Month = {March}, Year = {2021} }
Refer Export Format

%A Kyle M. Whitcomb %A Matthew W. Guthrie %A Chandralekha Singh %A Zhongzhou Chen %T Improving accuracy in measuring the impact of online instruction on students' ability to transfer physics problem-solving skills %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D March 3, 2021 %P 010112 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010112 %O application/pdf

EndNote Export Format

%0 Journal Article %A Whitcomb, Kyle M. %A Guthrie, Matthew W. %A Singh, Chandralekha %A Chen, Zhongzhou %D March 3, 2021 %T Improving accuracy in measuring the impact of online instruction on students' ability to transfer physics problem-solving skills %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 010112 %8 March 3, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010112


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