COVID-19 远程教学中的物理入门课程：消除了考试中的性别差距，但考试焦虑和自我效能仍可预测成功与否

IF 0.6 4区教育学 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

European Journal of Physics Pub Date : 2024-06-13 DOI:10.1088/1361-6404/ad57b2

Alysa Malespina, Chandralekha Singh

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引用次数: 0

摘要

我们调查了在 COVID 期间远程上课的物理入门课程学生与面对面上课的学生在心理结构和学习成果方面的差异。我们首先调查了学生在自我效能感、考试焦虑和学习成果方面的平均差异，分为两类：低风险（家庭作业、测验）和高风险（考试）评估。我们发现，大多数差异都很小或适中，但是，与面对面授课相比，远程授课中学生的考试成绩要好得多。这可能部分归因于远程班与面授班不同的考试形式。在远程教学中，高考成绩的性别差异也被消除了。从这些结果中，我们为教师提出了一些建议，这些建议可以减轻考试焦虑的不利影响，并使物理评估更加公平和包容。

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Introductory physics during COVID-19 remote instruction: Gender gaps in exams are eliminated, but test anxiety and self-efficacy still predict success

We investigate differences in psychological constructs and learning outcomes between students in introductory physics courses who took remote classes during COVID and those who took in-person classes. We first investigated mean differences in students’ self-efficacy, test anxiety, and learning outcomes in two categories: low-stakes (homework, quizzes) and high-stakes (exams) assessments. We found that most differences were small or moderate, however; students performed drastically better on exams during remote classes compared to in-person classes. This may be partially attributed to different exam formats during remote versus in-person classes. Gender differences in high-stakes assessment grades were also eliminated during remote instruction. From these results, we make several suggestions for instructors that may alleviate the adverse effects of test anxiety and make physics assessments more equitable and inclusive.

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来源期刊

European Journal of Physics 物理-物理：综合

CiteScore

1.70

自引率

28.60%

发文量

128

审稿时长

3-8 weeks

期刊介绍： European Journal of Physics is a journal of the European Physical Society and its primary mission is to assist in maintaining and improving the standard of taught physics in universities and other institutes of higher education. Authors submitting articles must indicate the usefulness of their material to physics education and make clear the level of readership (undergraduate or graduate) for which the article is intended. Submissions that omit this information or which, in the publisher''s opinion, do not contribute to the above mission will not be considered for publication. To this end, we welcome articles that provide original insights and aim to enhance learning in one or more areas of physics. They should normally include at least one of the following: Explanations of how contemporary research can inform the understanding of physics at university level: for example, a survey of a research field at a level accessible to students, explaining how it illustrates some general principles. Original insights into the derivation of results. These should be of some general interest, consisting of more than corrections to textbooks. Descriptions of novel laboratory exercises illustrating new techniques of general interest. Those based on relatively inexpensive equipment are especially welcome. Articles of a scholarly or reflective nature that are aimed to be of interest to, and at a level appropriate for, physics students or recent graduates. Descriptions of successful and original student projects, experimental, theoretical or computational. Discussions of the history, philosophy and epistemology of physics, at a level accessible to physics students and teachers. Reports of new developments in physics curricula and the techniques for teaching physics. Physics Education Research reports: articles that provide original experimental and/or theoretical research contributions that directly relate to the teaching and learning of university-level physics.