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PERC 2014 Abstract Detail Page

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Abstract Title: Student satisfaction and perceptions of instructor support in studio physics
Abstract: Student pushback is one reason that faculty may abandon attempts to make physics courses more interactive. In an ongoing effort to understand sources of that pushback, we studied students enrolled in five sections of studio-style algebra-based physics over two semesters at Eastern Kentucky University. Students (total N=184) completed a modified Pedagogical Expectancy Violation Assessment (PEVA) containing 16 common pedagogical activities. The activities clustered into five factors based on reported frequency of occurrence. One factor contained items related to various support provided by the instructor: encouragement, feedback, one-on-one discussions, and demonstrating how to solve problems. When controlling for students' grades and the lead instructor, students' satisfaction on that factor was directly associated with their satisfaction in the course as a whole. Because instructors have direct control over activities in that factor, this study investigates relationships between students' expectations, perceived experiences, and satisfaction for those activities in particular.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jon D. H. Gaffney
Eastern Kentucky University
NSB 3140
521 Lancaster Ave.
Richmond, KY 40475
Phone: (724) 601-5936
and Co-Presenter(s)
Amy L. Housley Gaffney, University of Kentucky

Contributed Paper

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Contributed Poster

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