PERC 2015 Abstract Detail Page
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| Abstract Title: | How personal effort, student interactions, and instructor support relate to physics student satisfaction |
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| 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 |
| Co-Author(s) and Co-Presenter(s) |
Amy L. Housley Gaffney |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
