PERC 2025 Abstract Detail Page
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| Abstract Title: | Tracking students through first and second semester physics utilizing concept inventories |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | At a large research-intensive private university, either the Force and Momentum Conceptual Survey (FMCE) or the Energy and Momentum Conceptual Survey (EMCS) is given to students taking a calculus-based first-semester physics class, and the Conceptual Survey of Electricity and Magnetism (CSEM) is given to students taking the corresponding second-semester class. Using data from multiple years, we explore whether performance on the FMCE/EMCS set of pre/post tests correlates with the outcomes of the CSEM set of pre/post tests. While it is common to use effect size and gain to describe changes in one specific class, we track students who took both courses and their performance. For a more holistic view, we also compare courses over multiple years. Current results point towards a positive correlation between FMCE/EMCS and CSEM posttest scores. We also discuss participation rates, the use of matched pairs, and the effects of missing data. |
| Footnote: | Supported by the National Science Foundation under grants PHY-2244795 and DUE-2120980. |
| Session Time: | Poster Session B |
| Poster Number: | B-15 |
Author/Organizer Information | |
| Primary Contact: |
Kyle Cheng Tufts University |
| Co-Author(s) and Co-Presenter(s) |
Manher Jariwala (he/his), Department of Physics, Boston University |
