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Abstract Title: Improving Self-efficacy with Intentional Tutoring
Abstract: You've seen them in your college physics classes; bright students who seem to know the material, but fail the exams.  Even when you work with them one-on-one to help them master the physics, they still fail the exams.  We posit that knowing the material is not the problem, but rather it is about self-efficacy.  To test this hypothesis, we spent six weeks with two groups of students; one was given a heavy dose of physics instruction and homework; the other group was given a selection of PER-inspired activities designed to improve self-efficacy.  At the end of the semester both groups' self-efficacy improved as did their exam performance, but the difference is impressive.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Thomas Foster
Southern Illinois University Edwardsville
Department of Physics
Box 1654
Edwardsville, IL 62026
Phone: 618 650 3049
and Co-Presenter(s)
Tavish Hill, SIUE