Materials Similar to Apples vs. Oranges: Comparison of Student Performance in a MOOC vs. a Brick-and-Mortar Course
- 39%: Student Learning In Upper-Level Thermal Physics: Comparisons And Contrasts With Students In Introductory Courses
- 34%: Participation and Performance in 8.02x Electricity and Magnetism: The First Physics MOOC from MITx
- 34%: Correlating student interest and high school preparation with learning and performance in an introductory university physics course
- 33%: Comparison of student performance using web and paper-based homework in college-level physics
- 33%: The combined effect of mathematics skills and formal operational reasoning on student performance in the general physics course
- 32%: The influence of physics laboratories on student performance in a lecture course
- 32%: The Initial State of Students Taking an Introductory Physics MOOC
- 31%: Comparison of student expectations in introductory calculus-based physics courses
- 30%: Student Performance in a Keller-Plan Course in Introductory Electricity and Magnetism
- 30%: Using a parachute course to retain students in introductory physics courses
- 30%: Categorization of Mechanics Problems by Students in Large Introductory Physics Courses: A Comparison with the Chi, Feltovich, and Glaser Study
- 29%: Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses
- 28%: Findings from an administration of the ISOP framework at Institution A in the Spring of 2013: Insights into course planning, classroom teaching, and student experiences in STEM courses
- 28%: Improvement or selection? A longitudinal analysis of students’ views about experimental physics in their lab courses
- 28%: Students as Co-creators: the Development of Student Learning Networks in PeerWise
- 27%: How do introductory physics and mathematics courses impact engineering students’ performance in subsequent engineering courses?
- 26%: Performance on In-Class vs. Online Administration of Concept Inventories
- 26%: Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics
