The relationship between mathematics preparation and conceptual learning gains in physics: A possible "hidden variable" in diagnostic pretest scores

American Journal of Physics

Volumn 70, Issue 12, 2002, Pages 1259-1268

  Meltzer, David E ^a  

^a IOWA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036909043     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.1514215     Document Type: Article

References (47)

1. Ralph H. Blumenthal, "Multiple instruction and other factors related to achievement in college physics," Sci. Educ. 45, 336-342 (1961).
2. H. Daniel Cohen, Donald F. Hillman, and Russell M. Agne, "Cognitive level and college physics achievement," Am. J. Phys. 46, 1026-1029 (1978).
3. H.T. Hudson and W.R. McIntire, "Correlation between mathematical skills and success in physics," Am. J. Phys. 45, 470-471 (1977); H.T. Hudson and Ray M. Rottmann, "Correlation between performance in physics and prior mathematics knowledge," J. Res. Sci. Teach. 18, 291-294 (1981); Warren Wollman and Frances Lawrenz, "Identifying potential 'dropouts' from college physics classes," ibid. 21, 385-390 (1984); H.T. Hudson, "A comparison of cognitive skills between completes and dropouts in a college physics course," ibid, 23, 41-50 (1986); C.J. Linder and H.T. Hudson, "A comparison of mathematics backgrounds between American and South African physics students," Sci. Educ. 73, 459-465 (1989).
4. H.T. Hudson and W.R. McIntire, "Correlation between mathematical skills and success in physics," Am. J. Phys. 45, 470-471 (1977); H.T. Hudson and Ray M. Rottmann, "Correlation between performance in physics and prior mathematics knowledge," J. Res. Sci. Teach. 18, 291-294 (1981); Warren Wollman and Frances Lawrenz, "Identifying potential 'dropouts' from college physics classes," ibid. 21, 385-390 (1984); H.T. Hudson, "A comparison of cognitive skills between completes and dropouts in a college physics course," ibid, 23, 41-50 (1986); C.J. Linder and H.T. Hudson, "A comparison of mathematics backgrounds between American and South African physics students," Sci. Educ. 73, 459-465 (1989).
5. H.T. Hudson and W.R. McIntire, "Correlation between mathematical skills and success in physics," Am. J. Phys. 45, 470-471 (1977); H.T. Hudson and Ray M. Rottmann, "Correlation between performance in physics and prior mathematics knowledge," J. Res. Sci. Teach. 18, 291-294 (1981); Warren Wollman and Frances Lawrenz, "Identifying potential 'dropouts' from college physics classes," ibid. 21, 385-390 (1984); H.T. Hudson, "A comparison of cognitive skills between completes and dropouts in a college physics course," ibid, 23, 41-50 (1986); C.J. Linder and H.T. Hudson, "A comparison of mathematics backgrounds between American and South African physics students," Sci. Educ. 73, 459-465 (1989).
6. H.T. Hudson and W.R. McIntire, "Correlation between mathematical skills and success in physics," Am. J. Phys. 45, 470-471 (1977); H.T. Hudson and Ray M. Rottmann, "Correlation between performance in physics and prior mathematics knowledge," J. Res. Sci. Teach. 18, 291-294 (1981); Warren Wollman and Frances Lawrenz, "Identifying potential 'dropouts' from college physics classes," ibid. 21, 385-390 (1984); H.T. Hudson, "A comparison of cognitive skills between completes and dropouts in a college physics course," ibid, 23, 41-50 (1986); C.J. Linder and H.T. Hudson, "A comparison of mathematics backgrounds between American and South African physics students," Sci. Educ. 73, 459-465 (1989).
7. H.T. Hudson and W.R. McIntire, "Correlation between mathematical skills and success in physics," Am. J. Phys. 45, 470-471 (1977); H.T. Hudson and Ray M. Rottmann, "Correlation between performance in physics and prior mathematics knowledge," J. Res. Sci. Teach. 18, 291-294 (1981); Warren Wollman and Frances Lawrenz, "Identifying potential 'dropouts' from college physics classes," ibid. 21, 385-390 (1984); H.T. Hudson, "A comparison of cognitive skills between completes and dropouts in a college physics course," ibid, 23, 41-50 (1986); C.J. Linder and H.T. Hudson, "A comparison of mathematics backgrounds between American and South African physics students," Sci. Educ. 73, 459-465 (1989).
8. Audrey B. Champagne, Leopold E. Klopfer, and John H. Anderson, "Factors influencing the learning of classical mechanics," Am. J. Phys. 48, 1074-1079 (1980); Audrey B. Champagne and Leopold E. Klopfer, "A causal model of students' achievement in a college physics course," J. Res. Sci. Teach. 19, 299-309 (1982).
9. Audrey B. Champagne, Leopold E. Klopfer, and John H. Anderson, "Factors influencing the learning of classical mechanics," Am. J. Phys. 48, 1074-1079 (1980); Audrey B. Champagne and Leopold E. Klopfer, "A causal model of students' achievement in a college physics course," J. Res. Sci. Teach. 19, 299-309 (1982).
10. H.T. Hudson and Dov Liberman, "The combined effect of mathematics skills and formal operational reasoning on student performance in the general physics course," Am. J. Phys. 50, 1117-1119 (1982).
11. W.T. Griffith, "Factors affecting performance in introductory physics courses," Am. J. Phys. 53, 839-842 (1985).
12. Ibrahim Abou Halloun and David Hestenes, "The initial knowledge state of college physics students," Am. J. Phys. 53, 1043-1055 (1985).
13. Susan McCammon, Jeannie Golden, and Karl K. Wuensch, "Predicting course performance in freshman and sophomore physics courses: women are more predictable than men," J. Res. Sci. Teach. 25, 501-510 (1988).
14. R.R. Hake, R. Wakeland, A. Bhattacharrya, and R. Sirochman, "Assessment of individual student performance in an introductory mechanics course," AAPT Announcer 24(4), 76 (1994).
15. Michael J. Thoresen and Carl M. Gross, "Factors contributing to success in college physics," AAPT Announcer 30(4), 128 (2000).
16. John R. Bolte, "Background factors and success in college physics," J. Res. Sci. Teach. 4, 74-78 (1966); Gerald E. Hart and Paul D. Cottle, "Academic backgrounds and achievement in college physics," Phys. Teach. 31, 470-475 (1993); Brian J. Alters, "Counseling physics students: A research basis," ibid. 33, 413-415 (1995).
17. John R. Bolte, "Background factors and success in college physics," J. Res. Sci. Teach. 4, 74-78 (1966); Gerald E. Hart and Paul D. Cottle, "Academic backgrounds and achievement in college physics," Phys. Teach. 31, 470-475 (1993); Brian J. Alters, "Counseling physics students: A research basis," ibid. 33, 413-415 (1995).
18. John R. Bolte, "Background factors and success in college physics," J. Res. Sci. Teach. 4, 74-78 (1966); Gerald E. Hart and Paul D. Cottle, "Academic backgrounds and achievement in college physics," Phys. Teach. 31, 470-475 (1993); Brian J. Alters, "Counseling physics students: A research basis," ibid. 33, 413-415 (1995).
19. Philip M. Sadler and Robert H. Tai, "Success in introductory college physics: The role of high school preparation," Sci. Educ. 85, 111-136 (2001).
20. George Barnes, "Scores on a Piaget-type questionnaire versus semester grades for lower-division college physics students," Am. J. Phys. 45, 841-847 (1977); Dov Liberman and H.T. Hudson, "Correlation between logical abilities and success in physics," ibid. 47, 784-786 (1979); Morris A. Enyeart, Dale Baker, and Dave Vanharlingen, "Correlation of inductive and deductive logical reasoning to college physics achievement," J. Res. Sci. Teach. 17, 263-267 (1980); J. Cilliers, P. Kruger, I. Basson, and P.A. Kirschner, "Psychometric testing as a predictor of student performance in first year physics practicals," J. Sci. Educ. Tech. 5, 47-57 (1996).
21. George Barnes, "Scores on a Piaget-type questionnaire versus semester grades for lower-division college physics students," Am. J. Phys. 45, 841-847 (1977); Dov Liberman and H.T. Hudson, "Correlation between logical abilities and success in physics," ibid. 47, 784-786 (1979); Morris A. Enyeart, Dale Baker, and Dave Vanharlingen, "Correlation of inductive and deductive logical reasoning to college physics achievement," J. Res. Sci. Teach. 17, 263-267 (1980); J. Cilliers, P. Kruger, I. Basson, and P.A. Kirschner, "Psychometric testing as a predictor of student performance in first year physics practicals," J. Sci. Educ. Tech. 5, 47-57 (1996).
22. George Barnes, "Scores on a Piaget-type questionnaire versus semester grades for lower-division college physics students," Am. J. Phys. 45, 841-847 (1977); Dov Liberman and H.T. Hudson, "Correlation between logical abilities and success in physics," ibid. 47, 784-786 (1979); Morris A. Enyeart, Dale Baker, and Dave Vanharlingen, "Correlation of inductive and deductive logical reasoning to college physics achievement," J. Res. Sci. Teach. 17, 263-267 (1980); J. Cilliers, P. Kruger, I. Basson, and P.A. Kirschner, "Psychometric testing as a predictor of student performance in first year physics practicals," J. Sci. Educ. Tech. 5, 47-57 (1996).
23. George Barnes, "Scores on a Piaget-type questionnaire versus semester grades for lower-division college physics students," Am. J. Phys. 45, 841-847 (1977); Dov Liberman and H.T. Hudson, "Correlation between logical abilities and success in physics," ibid. 47, 784-786 (1979); Morris A. Enyeart, Dale Baker, and Dave Vanharlingen, "Correlation of inductive and deductive logical reasoning to college physics achievement," J. Res. Sci. Teach. 17, 263-267 (1980); J. Cilliers, P. Kruger, I. Basson, and P.A. Kirschner, "Psychometric testing as a predictor of student performance in first year physics practicals," J. Sci. Educ. Tech. 5, 47-57 (1996).
24. John M. Clement, "Using physics to raise students' thinking skills," AAPT Announcer 30(4), 81 (2000); "Techniques used to raise thinking skills in high school," ibid. 30(4), 92 (2000); "The correlation between scientific thinking skill and gain in physics conceptual understanding," ibid. 31(2), 82 (2001).
25. John M. Clement, "Using physics to raise students' thinking skills," AAPT Announcer 30(4), 81 (2000); "Techniques used to raise thinking skills in high school," ibid. 30(4), 92 (2000); "The correlation between scientific thinking skill and gain in physics conceptual understanding," ibid. 31(2), 82 (2001).
26. John M. Clement, "Using physics to raise students' thinking skills," AAPT Announcer 30(4), 81 (2000); "Techniques used to raise thinking skills in high school," ibid. 30(4), 92 (2000); "The correlation between scientific thinking skill and gain in physics conceptual understanding," ibid. 31(2), 82 (2001).
27. O.J. Ehindero, "Correlates of physics achievement: The role of gender and non-induced student expectations," J. Expt. Educ. 54, 189-192 (1986).
28. M.J. Marr, E.W. Thomas, M.R. Benne, A. Thomas, and R.M. Hume, "Development of instructional systems for teaching an electricity and magnetism course for engineers," Am. J. Phys. 67, 789-802 (1999).
29. Christoph von Rhöneck, Karl Grob, Gerhard W. Schnaitmann, and Bruno Völker, "Learning in basic electricity: How do motivation, cognitive and classroom climate factors influence achievement in physics," Int. J. Sci. Educ. 20, 551-565 (1998).
30. Lillian C. McDermott and Edward F. Redish, "Resource Letter: PER1: Physics Education Research," Am. J. Phys. 67, 755-767 (1999), and available at 〈http://www.physics.umd.edu/rgroups/ripe〉.
31. David P. Maloney, Thomas L. O'Kuma, Curtis J. Hieggelke, and Alan Van Heuvelen, "Surveying students' conceptual knowledge of electricity and magnetism," Phys. Educ. Res., Am. J. Phys. Suppl. 69, S12-S23 (2001).
32. Richard R. Hake, "Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64-74 (1998); available at 〉http://www.physics.indiana.edu/̃sdi/〈.
33. Karen Cummings, Jeffrey Marx, Ronald Thornton, and Dennis Kuhl, "Evaluating innovations in studio physics," Phys. Educ. Res., Am. J. Phys. Suppl. 67, S38-S44 (1999).
34. Ronald K. Thornton and David R. Sokoloff, "Assessing student learning of Newton's laws: the Force and Motion Conceptual Evaluation and the evaluation of active learning laboratory and lecture curricula," Am. J. Phys. 66, 338-352 (1998).
35. Lillian C. McDermott, "Millikan Lecture 1990: What we teach and what is learned-Closing the gap," Am. J. Phys. 59, 301-315 (1991); Lillian C. McDermott, "Bridging the gap between teaching and learning: The role of research," in The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by Edward F. Redish and John S. Rigden [AIP Conf. Proc. 399, 139-165 (1997)], Pt. 1.
36. Lillian C. McDermott, "Millikan Lecture 1990: What we teach and what is learned-Closing the gap," Am. J. Phys. 59, 301-315 (1991); Lillian C. McDermott, "Bridging the gap between teaching and learning: The role of research," in The Changing Role of Physics Departments in Modern Universities: Proceedings of the International Conference on Undergraduate Physics Education, edited by Edward F. Redish and John S. Rigden [AIP Conf. Proc. 399, 139-165 (1997)], Pt. 1.
37. Eric Mazur, Peer Instruction: A User's Manual (Prentice Hall, Upper Saddle River, NJ, 1997), pp. 3-7, and passim.
38. Walter R. Borg and Meredith D. Gall, Educational Research, An Introduction (Longman, New York, 1989), 5th ed., pp. 728-733.
39. 〉g〈 is found by using the mean pretest score and mean posttest score of all students in the class. Note that the notation to be adopted in the present paper is unorthodox; see Ref. 31.
40. Edward F. Redish and Richard N. Steinberg, "Teaching physics: figuring out what works," Phys. Today 52, 24-30 (1999); Richard R. Hake, "Lessons from the physics education reform effort," Conservation Ecology 5, 28 (2002), available at 〉http://www.consecol.org/vol5/iss2/art28〈.
41. Edward F. Redish and Richard N. Steinberg, "Teaching physics: figuring out what works," Phys. Today 52, 24-30 (1999); Richard R. Hake, "Lessons from the physics education reform effort," Conservation Ecology 5, 28 (2002), available at 〉http://www.consecol.org/vol5/iss2/art28〈.
42. Charles R. Henderson, Kenneth Heller and Patricia Heller, "Common concerns about the Force Concept Inventory," AAPT Announcer 29(4), 99 (1999), and available at 〉http://www.physics.umn.edu〈.
43. David E. Meltzer and Kandiah Manivannan, "Promoting interactivity in physics lecture classes," Phys. Teach. 34, 72-78 (1996); "Transforming the lecture-hall environment: The fully interactive physics lecture," Am. J. Phys. 70, 639-654 (2002).
44. David E. Meltzer and Kandiah Manivannan, "Promoting interactivity in physics lecture classes," Phys. Teach. 34, 72-78 (1996); "Transforming the lecture-hall environment: The fully interactive physics lecture," Am. J. Phys. 70, 639-654 (2002).
45. The following item numbers on CSE Form D were used in all cases [more recent versions of the CSE use different numbering; corresponding CSEM item numbers are shown in brackets]: 3, 4, 5, 6, 7, 8, 9[7], 10[8], 11[9], 12, 13[10], 14[11], 15, 16[12], 23[17], 24[18], 25[19], 26, 27[16], 28[20], 31[3], 32[4], 33[5]. In several cases, there are minor differences between the CSE questions and the corresponding CSEM items.
46. Here the notation 〉g〈 is used to symbolize the mean value of the individual student g's. Its more common use in the literature is to symbolize the g calculated by using mean values of the pretest and post-test scores of all students in a class.
47. David J. Sheskin, Handbook of Parametric and Nonparametric Statistical Procedures (Chapman & Hall/CRC, Boca Raton, FL, 2000), 2nd ed., pp. 782-784.