Analysis of the Impact, Course Alignment, & Potential Improvement of Introductory Physics
Abstract
Introductory Physics (IP) forms part of the foundational knowledge necessary to success
in an undergraduate engineering degree. Here, the impact of IP is studied to address
three research questions: 1) What is the correlation of performance in IP with institutionally
relevant metrics? 2) How well is IP course content aligned with subsequent engineering
coursework? and 3) Does a new online supplemental resource improve student
learning in the IP sequence?
Impact of a student’s IP Mechanics grade on the metrics of subsequent academic performance,
retention, and matriculation rate is analyzed using two decades of academic
records of engineering students at Texas A&M University (TAMU). Correlations are quantified
using the Spearman Correlation Coefficient, with separate analyses performed for
three versions, called flavors, of IP Mechanics available to TAMU students.
Alignment of content between courses is examined using a set of q-matrices developed
for three flavors of IP Mechanics and two subsequent engineering courses. The strength
of alignment between each flavor of IP Mechanics with each course is examined for the
courses as a whole, along with specific physical concepts and mathematical skills. The
procedure employed here may be an effective evaluative tool for service based courses to
ensure adequate coverage of material for client departments.
Supported by a grant from TAMU Provost’s Office and Instructional Technology Services,
a new online supplemental resource was created for the IP sequence titled Freshman
Physics Classroom (FPC). Development and results from the first deployment of this resource
will be discussed, including quantitative analysis of exam scores and conceptual
assessments along with qualitative analysis from student surveys. Initial results show positive
results from use of the resource and high student approval.
Citation
Perry, Jonathan Drew (2018). Analysis of the Impact, Course Alignment, & Potential Improvement of Introductory Physics. Doctoral dissertation, Texas A & M University. Available electronically from https : / /hdl .handle .net /1969 .1 /173529.