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Physical Review Physics Education Research
written by Jessie Durk, Ally Davies, Robin Hughes, and Lisa Jardine-Wright
Female students and those with a low socioeconomic status (SES) typically score lower in assessments of self-efficacy and ability in science, technology, engineering, and mathematics (STEM). In this study, a cohort of over 200 UK students attended an intensive, active learning, physics workshop, with pre- and postassessments to measure both physics self-efficacy and physics ability before and after the workshop. Our control took the form of material that was closely related but not covered during the workshop. Students benefited from attending the workshop, as self-efficacy and ability increased significantly in the post-test, with the material not covered showing the smallest increase as expected. A significant socioeconomic attainment gap in ability was completely alleviated for questions on material covered at both secondary and upper secondary level, but not for questions on material seen at upper secondary only. In contrast, although no overall significant initial gender gap in ability was found, despite female students having a lower mean score than male students, a gender gap was alleviated for material seen only at upper secondary level. Female and low SES students' physics ability improved more than male and high SES students' physics ability, respectively. The workshop particularly benefited students from a mildly underperforming demographic tackling the hardest questions, or students from a significantly underperforming demographic tackling intermediate questions but not the hardest questions. The already high levels of confidence in their abilities felt by the cohort (which was boosted further by the workshop) meant that none of the demographics considered were less self-efficacious than their peers; however, the self-efficacy of female students improved more than male students, but of high SES students more than low SES students.
Physical Review Physics Education Research: Volume 16, Issue 2, Pages 020126
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
- Learning Environment
- Recruitment
= Diversity
Education - Basic Research
- Achievement
- Assessment
= Formative Assessment
- Societal Issues
= Cultural Issues
= Gender Issues
= Race Issues
- Student Characteristics
= Ability
= Affect
= Skills
General Physics
- Physics Education Research
- High School
- Reference Material
= Research study
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Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.16.020126
Keyword:
physics bootcamp research
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
June 30, 2022 by Caroline Hall
Last Update
when Cataloged:
October 22, 2020
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AIP Format
J. Durk, A. Davies, R. Hughes, and L. Jardine-Wright, , Phys. Rev. Phys. Educ. Res. 16 (2), 020126 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.020126).
AJP/PRST-PER
J. Durk, A. Davies, R. Hughes, and L. Jardine-Wright, Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability, Phys. Rev. Phys. Educ. Res. 16 (2), 020126 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.020126>.
APA Format
Durk, J., Davies, A., Hughes, R., & Jardine-Wright, L. (2020, October 22). Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability. Phys. Rev. Phys. Educ. Res., 16(2), 020126. Retrieved April 23, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.020126
Chicago Format
Durk, J, A. Davies, R. Hughes, and L. Jardine-Wright. "Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability." Phys. Rev. Phys. Educ. Res. 16, no. 2, (October 22, 2020): 020126, https://doi.org/10.1103/PhysRevPhysEducRes.16.020126 (accessed 23 April 2024).
MLA Format
Durk, Jessie, Ally Davies, Robin Hughes, and Lisa Jardine-Wright. "Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability." Phys. Rev. Phys. Educ. Res. 16.2 (2020): 020126. 23 Apr. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.020126>.
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@article{ Author = "Jessie Durk and Ally Davies and Robin Hughes and Lisa Jardine-Wright", Title = {Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {16}, Number = {2}, Pages = {020126}, Month = {October}, Year = {2020} }
Refer Export Format

%A Jessie Durk %A Ally Davies %A Robin Hughes %A Lisa Jardine-Wright %T Impact of an active learning physics workshop on secondary school students' self-efficacy and ability %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %D October 22, 2020 %P 020126 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020126 %O text/html

EndNote Export Format

%0 Journal Article %A Durk, Jessie %A Davies, Ally %A Hughes, Robin %A Jardine-Wright, Lisa %D October 22, 2020 %T Impact of an active learning physics workshop on secondary school students' self-efficacy and ability %J Phys. Rev. Phys. Educ. Res. %V 16 %N 2 %P 020126 %8 October 22, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.020126


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