PERC 2021 Abstract Detail Page
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| Abstract Title: | Investigating students' course performance by groups' gender compositions |
|---|---|
| Abstract: | Instructors and researchers have been exploring the effects of students' groups in physics class on their experiences and course performance in a variety of ways. Here, we analyzed students' course performance based on the gender composition of the studio group they worked in throughout a full semester. Data were collected from one semester of two calculus-based introductory courses at an engineering university. Students regularly attended studio sections where they worked in groups of three in problem solving and hands-on activities. We explored students' exam and non-exam course performances based on the gender composition of their studio group and found little to no differences between students' course performances based on the gender composition of their groups. Including measures of test confidence and sense of belonging mitigated average differences in exam performance between men and women. We find no evidence to support particular gender compositions of studio groups for improving students' course performance. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 2 Room B |
| Poster Number: | 2B-1 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Emily M Smith Department of Physics, Colorado School of Mines |
| Co-Author(s) and Co-Presenter(s) |
Kristine Callan, Department of Physics, Colorado School of Mines |
