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PERC 2020 Abstract Detail Page

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Abstract Title: Contributing Effects to Students' Performance on the FCI as a Measure of Physics Knowledge
Abstract: Students enter classrooms with an accumulation of experiences. This case study examined the effect of multiple factors, including undergraduate students' prior knowledge and attitudes, on their (G)FCI scores and final class grades. The participants were 43 students in an introductory mechanics class for engineers. The students completed either the FCI or GFCI to test for any differences due to the context of questions. We found that students' GPA, self-reported gender, prior advanced physics classes, and negative attitudes towards physics to be the most predictive variables of their scores. Male students scored on average almost twice as high as their female counterpart regardless of the test taken. Though past research has shown no significant difference between the FCI and GFCI, we did detect a difference in the perceived ease of the questions. Notably, 53% of the students did not meet the 60% threshold which indicates the initiation of Newtonian thinking
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.L3

Author/Organizer Information

Primary Contact: Alia Hamdan
University of Arizona
tucson, AZ 85710
Phone: 7025027286
and Co-Presenter(s)
Sanlyn Buxner Ph.D
Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, 1430 E 2nd St, Tucson, AZ 85721