Mediational effect of prior preparation on performance differences of students underrepresented in physics

This study examined the mediation and moderation of membership in a demographic group underrepresented in physics classes on course outcomes measured by course grades and Force and Motion Conceptual Evaluation (FMCE) post-test scores. The study used a large dataset (N=4490) of course grades, SAT and...

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Autores principales:	John Stewart, Geraldine L. Cochran, Rachel Henderson, Cabot Zabriskie, Seth DeVore, Paul Miller, Gay Stewart, Lynnette Michaluk
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/7f73cfc9e88e41e2817bb4f87706f975
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spelling	oai:doaj.org-article:7f73cfc9e88e41e2817bb4f87706f9752021-12-02T14:26:04ZMediational effect of prior preparation on performance differences of students underrepresented in physics10.1103/PhysRevPhysEducRes.17.0101072469-9896https://doaj.org/article/7f73cfc9e88e41e2817bb4f87706f9752021-02-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010107http://doi.org/10.1103/PhysRevPhysEducRes.17.010107https://doaj.org/toc/2469-9896This study examined the mediation and moderation of membership in a demographic group underrepresented in physics classes on course outcomes measured by course grades and Force and Motion Conceptual Evaluation (FMCE) post-test scores. The study used a large dataset (N=4490) of course grades, SAT and ACT mathematics scores (ACTM), and matched FMCE pretest and post-test scores to investigate differences by gender, underrepresented ethnic or racial minority (UERM) status, and status as a first-generation college student (FGCS). For UERM and FGCS students, ACTM and pretest scores significantly mediated the relation of membership in the demographic group and both course grade and post-test score. Differences between minority and majority members of these groups were largely removed by controlling for ACTM and pretest scores. The overwhelming majority of the effect acted through ACTM for course grade (60% and 45%, respectively), while more of the effect acted through pretest score for the post-test (36% and 48%, respectively). As such, for these groups prior preparation measures predict physics outcomes (course grades or post-test scores) differently. The mediational relations for gender were dramatically different. No mediation was detected for the relation of gender to course grade because no significant difference in course grade existed. Sixty percent of the effect of gender on post-test score was not explained by either ACTM or pretest score; pretest score accounted for 38% of the effect. As such, the majority of the difference in post-test scores between men and women was not explained by either ACTM or pretest scores. Significant moderation was also detected showing that the relation of these variables was not consistent for members of all demographic groups.John StewartGeraldine L. CochranRachel HendersonCabot ZabriskieSeth DeVorePaul MillerGay StewartLynnette MichalukAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010107 (2021)
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 John Stewart Geraldine L. Cochran Rachel Henderson Cabot Zabriskie Seth DeVore Paul Miller Gay Stewart Lynnette Michaluk Mediational effect of prior preparation on performance differences of students underrepresented in physics
description	This study examined the mediation and moderation of membership in a demographic group underrepresented in physics classes on course outcomes measured by course grades and Force and Motion Conceptual Evaluation (FMCE) post-test scores. The study used a large dataset (N=4490) of course grades, SAT and ACT mathematics scores (ACTM), and matched FMCE pretest and post-test scores to investigate differences by gender, underrepresented ethnic or racial minority (UERM) status, and status as a first-generation college student (FGCS). For UERM and FGCS students, ACTM and pretest scores significantly mediated the relation of membership in the demographic group and both course grade and post-test score. Differences between minority and majority members of these groups were largely removed by controlling for ACTM and pretest scores. The overwhelming majority of the effect acted through ACTM for course grade (60% and 45%, respectively), while more of the effect acted through pretest score for the post-test (36% and 48%, respectively). As such, for these groups prior preparation measures predict physics outcomes (course grades or post-test scores) differently. The mediational relations for gender were dramatically different. No mediation was detected for the relation of gender to course grade because no significant difference in course grade existed. Sixty percent of the effect of gender on post-test score was not explained by either ACTM or pretest score; pretest score accounted for 38% of the effect. As such, the majority of the difference in post-test scores between men and women was not explained by either ACTM or pretest scores. Significant moderation was also detected showing that the relation of these variables was not consistent for members of all demographic groups.
format	article
author	John Stewart Geraldine L. Cochran Rachel Henderson Cabot Zabriskie Seth DeVore Paul Miller Gay Stewart Lynnette Michaluk
author_facet	John Stewart Geraldine L. Cochran Rachel Henderson Cabot Zabriskie Seth DeVore Paul Miller Gay Stewart Lynnette Michaluk
author_sort	John Stewart
title	Mediational effect of prior preparation on performance differences of students underrepresented in physics
title_short	Mediational effect of prior preparation on performance differences of students underrepresented in physics
title_full	Mediational effect of prior preparation on performance differences of students underrepresented in physics
title_fullStr	Mediational effect of prior preparation on performance differences of students underrepresented in physics
title_full_unstemmed	Mediational effect of prior preparation on performance differences of students underrepresented in physics
title_sort	mediational effect of prior preparation on performance differences of students underrepresented in physics
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/7f73cfc9e88e41e2817bb4f87706f975
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Mediational effect of prior preparation on performance differences of students underrepresented in physics

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