Effect of written presentation on performance in introductory physics

This study examined the written work of students in the introductory calculus-based electricity and magnetism course at the University of Arkansas. The students’ solutions to hourly exams were divided into a small set of countable features organized into three major categories, mathematics, language...

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Autores principales:	Shawn Ballard, John Stewart
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2010
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/14719913bb2342ae990b5e476188ebc5
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spelling	oai:doaj.org-article:14719913bb2342ae990b5e476188ebc52021-12-02T12:23:56ZEffect of written presentation on performance in introductory physics1554-9178https://doaj.org/article/14719913bb2342ae990b5e476188ebc52010-10-01T00:00:00Zhttp://link.aps.org/doi/10.1103/PhysRevSTPER.6.020120https://doaj.org/toc/1554-9178This study examined the written work of students in the introductory calculus-based electricity and magnetism course at the University of Arkansas. The students’ solutions to hourly exams were divided into a small set of countable features organized into three major categories, mathematics, language, and graphics. Each category was further divided into subfeatures. The total number of features alone explained more than 30% of the variance in exam scores and from 9% to 15% of the variance in conceptual posttest scores. If all features and subfeatures are used, between 44% and 49% of the variance in exam scores is explained and between 22% and 28% of the variance in conceptual posttest scores. The use of language is consistently positively correlated with both exam performance and conceptual understanding.Shawn BallardJohn StewartAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 6, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Shawn Ballard John Stewart Effect of written presentation on performance in introductory physics
description	This study examined the written work of students in the introductory calculus-based electricity and magnetism course at the University of Arkansas. The students’ solutions to hourly exams were divided into a small set of countable features organized into three major categories, mathematics, language, and graphics. Each category was further divided into subfeatures. The total number of features alone explained more than 30% of the variance in exam scores and from 9% to 15% of the variance in conceptual posttest scores. If all features and subfeatures are used, between 44% and 49% of the variance in exam scores is explained and between 22% and 28% of the variance in conceptual posttest scores. The use of language is consistently positively correlated with both exam performance and conceptual understanding.
format	article
author	Shawn Ballard John Stewart
author_facet	Shawn Ballard John Stewart
author_sort	Shawn Ballard
title	Effect of written presentation on performance in introductory physics
title_short	Effect of written presentation on performance in introductory physics
title_full	Effect of written presentation on performance in introductory physics
title_fullStr	Effect of written presentation on performance in introductory physics
title_full_unstemmed	Effect of written presentation on performance in introductory physics
title_sort	effect of written presentation on performance in introductory physics
publisher	American Physical Society
publishDate	2010
url	https://doaj.org/article/14719913bb2342ae990b5e476188ebc5
work_keys_str_mv	AT shawnballard effectofwrittenpresentationonperformanceinintroductoryphysics AT johnstewart effectofwrittenpresentationonperformanceinintroductoryphysics
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Effect of written presentation on performance in introductory physics

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