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Abstract Title: An alternate method to examine CLASS data
Abstract: The Colorado Learning Attitudes about Science Survey (CLASS) is a 42-item survey that measures students' beliefs and attitudes about learning physics. Typical analysis of CLASS data involves calculating the percentage of students who agreed or disagreed with how experts scored each item. Another way of analyzing the data involves calculating the average CLASS rating by reverse coding the negative statements. Here, a higher rating suggests a more expert-like attitude. While both methods measure the degree of students' expert-like attitudes, the second method has an advantage in that it allows us to apply statistical tests such as correlations between CLASS data and exam scores.  In this study, CLASS was administered to first-semester introductory physics students in between their midterm and final exams. We will contrast two different ways to interpret CLASS data, and investigate the relationship between students' attitudes, gender, and midterm and final exam scores.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B1

Author/Organizer Information

Primary Contact: Elise Agra
University of Chicago
5848 S University Avenue
Chicago, IL 60637
and Co-Presenter(s)
Sian L. Beilock, University of Chicago, Barnard College
Susan M. Fischer, DePaul University

Contributed Poster

Contributed Poster: Download the Contributed Poster