home - login - register

PERC 2015 Abstract Detail Page

Previous Page  |  New Search  |  Browse All

Abstract Title: How personal effort, student interactions, and instructor support relate to physics student satisfaction
Abstract: Continuing our efforts to understand affective responses to studio-style courses, we surveyed students (total N = 144) enrolled in four sections of an algebra-based physics course at Eastern Kentucky University. The 14 activities in the modified Pedagogical Expectancy Violation Assessment (PEVA) clustered into three factors based on students' reported frequency of experience: personal effort, classmate interactions, and instructor support. Each factor was related to satisfaction in the course, but in different ways. Students who experienced instructor-related activities such as feedback and problem-solving demonstrations more frequently were more satisfied. Students who did not enjoy putting forth personal effort or interacting with classmates were less satisfied. Similarly, students who did not rate personal effort or classmate interaction activities as "essential to the course" were less satisfied. We present these results as a case study for identifying possible sources of pushback in interactive physics courses.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jon D. H. Gaffney
Eastern Kentucky University
2060 Oleander Dr.
Lexington, KY 40504
and Co-Presenter(s)
Amy L. Housley Gaffney

Contributed Poster

Contributed Poster: Download the Contributed Poster