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Physical Review Physics Education Research
written by Sonja Cwik and Chandralekha Singh
Student grades and motivational outcomes in introductory physics courses can influence their retention in science, technology, engineering, and mathematics disciplines and future career aspirations. We surveyed students in mandatory large introductory level algebra-based physics courses for bioscience majors at a large research university. The study investigates how students' perception of their learning environment, including their sense of belonging, peer interactions, and perceived recognition by instructors, predicts male and female students' grade, self-efficacy, interest, and identity at the end of physics 2, controlling for their high school GPA and SAT math scores. We find that although women outnumbered men in these courses, women had worse outcomes than men. Moreover, using structural equation modeling, we find that all factors in students' perception of their learning environment are essential to predicting their self-efficacy, interest, grade, and identity at the end of physics 2. The findings pertaining to gender differences call into question equity in learning in these physics courses and how the perception of the learning environment predicts the outcomes and can be useful for creating an equitable and inclusive learning environment to help all students excel in these algebra-based physics courses.
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020143
Subjects Levels Resource Types
Education - Applied Research
- Learning Environment
- Recruitment
= Diversity
Education - Basic Research
- Research Design & Methodology
= Evaluation
= Statistics
- Sample Population
= Gender
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
General Physics
- Physics Education Research
Other Sciences
- Life Sciences
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Administrators
- Researchers
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License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020143
NSF Number:
DUE-152457
Keywords:
SEM, factor analysis, gender equity, inclusivity, path analysis, physics identity, regression path, structural equation modeling, student retention
Record Creator:
Metadata instance created December 28, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
December 20, 2021
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AIP Format
S. Cwik and C. Singh, , Phys. Rev. Phys. Educ. Res. 17 (2), 020143 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020143).
AJP/PRST-PER
S. Cwik and C. Singh, How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses, Phys. Rev. Phys. Educ. Res. 17 (2), 020143 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020143>.
APA Format
Cwik, S., & Singh, C. (2021, December 20). How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses. Phys. Rev. Phys. Educ. Res., 17(2), 020143. Retrieved August 8, 2022, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020143
Chicago Format
Cwik, Sonja, and Chandralekha Singh. "How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses." Phys. Rev. Phys. Educ. Res. 17, no. 2, (December 20, 2021): 020143, https://doi.org/10.1103/PhysRevPhysEducRes.17.020143 (accessed 8 August 2022).
MLA Format
Cwik, Sonja, and Chandralekha Singh. "How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020143. 8 Aug. 2022 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020143>.
BibTeX Export Format
@article{ Author = "Sonja Cwik and Chandralekha Singh", Title = {How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020143}, Month = {December}, Year = {2021} }
Refer Export Format

%A Sonja Cwik %A Chandralekha Singh %T How perception of learning environment predicts male and female students' grades and motivational outcomes in algebra-based introductory physics courses %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D December 20, 2021 %P 020143 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020143 %O application/pdf

EndNote Export Format

%0 Journal Article %A Cwik, Sonja %A Singh, Chandralekha %D December 20, 2021 %T How perception of learning environment predicts male and female students' grades and motivational outcomes in algebra-based introductory physics courses %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020143 %8 December 20, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020143


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