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Results #1-#10 of 100+
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1.
Using machine learning to identify the most at-risk students in physics classes
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PER Literature
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J. Yang, S. DeVore, D. Hewagallage, P. Miller, Q. Ryan, and J. Stewart, Phys. Rev. Phys. Educ. Res.,
16
(2), 020130 (2020).
Machine learning algorithms have recently been used to predict students’ performance in an introductory physics class. The prediction model classified students as those likely to…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020130
2.
Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability
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J. Durk, A. Davies, R. Hughes, and L. Jardine-Wright, Phys. Rev. Phys. Educ. Res.,
16
(2), 020126 (2020).
Female students and those with a low socioeconomic status (SES) typically score lower in assessments of self-efficacy and ability in science, technology, engineering, and mathematics…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020126
3.
Grades, grade component weighting, and demographic disparities in introductory physics
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A. Simmons and A. Heckler, Phys. Rev. Phys. Educ. Res.,
16
(2), 020125 (2020).
Two set of studies were conducted to better understand grades and grading practices in physics courses, and how these might influence demographic representational disparities in…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020125
4.
Animation and interactivity in computer-based physics experiments to support the documentation of measured vector quantities in diagrams: An eye tracking study
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C. Hoyer and R. Girwidz, Phys. Rev. Phys. Educ. Res.,
16
(2), 020124 (2020).
Simulations and virtual or remote laboratories are increasingly used in schools. The extent to which individual experimental skills can be acquired when experimenting in digital…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020124
5.
Using virtual reality in electrostatics instruction: The impact of training
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C. Porter, J. Smith, E. Stagar, A. Simmons, M. Nieberding, C. Orban, J. Brown, and A. Ayers, Phys. Rev. Phys. Educ. Res.,
16
(2), 020119 (2020).
Recent years have seen a resurgence of interest in using virtual reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020119
6.
Guiding students towards an understanding of the electromotive force concept in electromagnetic phenomena through a teaching-learning sequence
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K. Zuza, M. De Cock, P. van Kampen, T. Kelly, and J. Guisasola, Phys. Rev. Phys. Educ. Res.,
16
(2), 020110 (2020).
This work presents the application of design based research (DBR) methodology to conduct a systematic iterative study of the design and implementation of a teaching-learning sequence…
https://doi.org/10.1103/PhysRevPhysEducRes.16.020110
7.
Senior undergraduate students developing and envisioning possible selves after graduation
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H. Khong, B. Lohman, N. Foth, and E. Sayre, PERC 2021 Proceedings, 203-208.
This study is situated within possible selves theory to explore how senior undergraduate students in STEM develop and envision their future possible selves after graduation. We…
https://www.per-central.org/document/ServeFile.cfm?ID=15753&DocID=5485
8.
Does Instructor Gender Matter for Student Performance in Introductory Physics?
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A. Ozmetin, M. Dew, T. Erukhimova, and J. Perry, PERC 2021 Proceedings, 321-326.
A small number of prior studies have investigated whether instructor gender has a measurable impact on student course grades, though to our best knowledge no study has specifically…
https://www.per-central.org/document/ServeFile.cfm?ID=15775&DocID=5504
9.
Investigating students' course performance by groups' gender compositions
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E. Smith and K. Callan, PERC 2021 Proceedings, 402-407.
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…
https://www.per-central.org/document/ServeFile.cfm?ID=15788&DocID=5517
10.
Time to PhD completion is no different between men and women despite score gap on physics GRE
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M. Verostek, C. Miller, and B. Zwickl, PERC 2021 Proceedings, 414-419.
Using analysis of variance on a sample consisting of 1,499 US students across 21 US PhD programs, we show that there is no significant difference in the time it takes US male and…
https://www.per-central.org/document/ServeFile.cfm?ID=15790&DocID=5519
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Results #1-#10 of 100+
