What topics of peer interactions correlate with student performance in physics courses?
What topics of peer interactions correlate with student performance in physics courses?
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DOI：
10.1088/1361-6404/ad358b
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发表时间：
2024-05-01
影响因子：
0.7
通讯作者：
Holmes，N. G.
中科院分区：
文献类型：
--
作者：
Simpfendoerfer，L. N.;Sundstrom，Meagan;Holmes，N. G.
研究表明，与更多的同龄人就物理课程材料进行互动与学生表现更好相关。然而，一些研究表明，同伴互动的不同主题可能以不同的方式与他们的表现相关，也可能根本不相关。在这项研究中，我们既调查了学生与其物理课程互动的同龄人，也调查了他们在六门不同的入门物理课程中互动的课程材料的特定方面：四门讲座课程和两门实验室课程。借助社交网络分析方法，我们复制了之前的工作，证明平均而言，在物理课程中与更多同龄人互动的学生的期末课程成绩更高。在这一结果的基础上，我们发现学生与他们的同龄人讨论课程材料的广泛方面：概念、小组工作、评估、讲座和家庭作业。我们观察到，在课堂上，与同龄人就概念进行互动与期末课程成绩的相关性最强，小组作业和家庭作业的相关性也较小。另一方面，在实验课中，小组合作是唯一与期末课程成绩显著相关的互动话题。我们利用这些发现来讨论课程结构(如评分方案和每周课程安排)如何塑造学生互动，并通过确定特定类型的学生互动如何与表现关联(或不关联)来增加先前工作的细微差别。
Research suggests that interacting with more peers about physics course material is correlated with higher student performance. Some studies, however, have demonstrated that different topics of peer interactions may correlate with their performance in different ways, or possibly not at all. In this study, we probe both the peers with whom students interact about their physics course and the particular aspects of the course material about which they interacted in six different introductory physics courses: four lecture courses and two lab courses. Drawing on social network analysis methods, we replicate prior work demonstrating that, on average, students who interact with more peers in their physics courses have higher final course grades. Expanding on this result, we find that students discuss a wide range of aspects of course material with their peers: concepts, small-group work, assessments, lecture, and homework. We observe that in the lecture courses, interacting with peers about concepts is most strongly correlated with final course grade, with smaller correlations also arising for small-group work and homework. In the lab courses, on the other hand, small-group work is the only interaction topic that significantly correlates with final course grade. We use these findings to discuss how course structures (eg grading schemes and weekly course schedules) may shape student interactions and add nuance to prior work by identifying how specific types of student interactions are associated (or not) with performance.