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Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics.

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  • معلومة اضافية
    • المصدر:
      Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
    • بيانات النشر:
      Original Publication: San Francisco, CA : Public Library of Science
    • الموضوع:
      Learning*; Physics/*education ; Universities/*standards; Biology/education ; Curriculum ; Educational Measurement/standards ; Humans ; Mathematics/education ; Regression Analysis ; Students
    • نبذة مختصرة :
      Providing less prepared students with supplemental instruction (SI) in introductory STEM courses has long been used as a model in math, chemistry, and biology education to improve student performance, but this model has received little attention in physics education research. We analyzed the course performance of students enrolled in SI courses for introductory mechanics and electricity and magnetism (E&M) at Stanford University compared with those not enrolled in the SI courses over a two-year period. We calculated the benefit of the SI course using multiple linear regression to control for students' level of high school physics and math preparation. We found that the SI course had a significant positive effect on student performance in E&M, but that an SI course with a nearly identical format had no effect on student performance in mechanics. We explored several different potential explanations for why this might be the case and were unable to find any that could explain this difference. This suggests that there are complexities in the design of SI courses that are not fully understood or captured by existing theories as to how they work.
      Competing Interests: The authors have declared that no competing interests exist.
    • References:
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    • الموضوع:
      Date Created: 20210401 Date Completed: 20210921 Latest Revision: 20210921
    • الموضوع:
      20221213
    • الرقم المعرف:
      PMC8016292
    • الرقم المعرف:
      10.1371/journal.pone.0249086
    • الرقم المعرف:
      33793607