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Abstract Title: How student’s interest can affect their performance in introductory physics
Abstract Type: Contributed Poster Presentation
Abstract: Social psychological measures such as students' interest, motivation, utility value towards physics could affect students' learning outcomes. In this study, we focus on the investigation of the relationship between students' "interest" towards the introductory physics course and their performance reflected by the final grade. We gave pre and post survey to measure students' interest in the first semester of calculus-based introductory physics courses at Cal Poly Pomona (both a Primarily undergraduate institution and a Hispanic serving institution). In this paper, we discuss to what extent interest predicts final grades using liner regression, as well as whether this relationship between membership in an under-represented demographic group (by gender or by under-represented minority status) and course grades are mediated by Interest. Further, we compared the interest scores and grades of students in the under-represented demographic groups and their counterparts under different pedagogical conditions.
Session Time: Poster Session 3
Poster Number: III-15

Author/Organizer Information

Primary Contact: Qing Ryan
California State Polytechnic University Pomona
Rancho Cucamonga, CA 91701
Phone: 6128682563
and Co-Presenter(s)
Nina Abramzon (she/her/hers), Viviane Seyranian (she/her/hers),
California State Polytechnic University Pomona

Ian Thacker (he/him/his),
The University of Texas at San Antonio

Alex Madva(he/him/his),Paul Beardsley(he/him/his)
California State Polytechnic University Pomona