Conference proceeding
Regression Analysis Exploring Teacher Impact on Student FCI Post Scores
2012 PHYSICS EDUCATION RESEARCH CONFERENCE, v 1513, pp 278-281
01 Jan 2013
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
High School Modeling Workshops are designed to improve high school physics teachers' understanding of physics and how to teach using the Modeling method. The basic assumption is that the teacher plays a critical role in their students' physics education. This study investigated teacher impacts on students' Force Concept Inventory scores, (FCI), with the hopes of identifying quantitative differences between teachers. This study examined student FCI scores from 18 teachers with at least a year of teaching high school physics. This data was then evaluated using a General Linear Model (GLM), which allowed for a regression equation to be fitted to the data. This regression equation was used to predict student post FCI scores, based on: teacher ID, student pre FCI score, gender, and representation. The results show 12 out of 18 teachers significantly impact their student post FCI scores. The GLM further revealed that of the 12 teachers only five have a positive impact on student post FCI scores. Given these differences among teachers it is our intention to extend our analysis to investigate pedagogical differences between them.
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Details
- Title
- Regression Analysis Exploring Teacher Impact on Student FCI Post Scores
- Creators
- Jonathan V. Mahadeo - Florida International UniversitySeth R. Manthey - Florida International UniversityEric Brewe - Florida International University
- Contributors
- P V Engelhardt (Editor)A D Churukian (Editor)N S Rebello (Editor)
- Publication Details
- 2012 PHYSICS EDUCATION RESEARCH CONFERENCE, v 1513, pp 278-281
- Series
- AIP Conference Proceedings
- Publisher
- Amer Inst Physics
- Number of pages
- 4
- Grant note
- 0802184 / NSF; National Science Foundation (NSF)
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- Physics
- Web of Science ID
- WOS:000315023900069
- Scopus ID
- 2-s2.0-85029331849
- Other Identifier
- 991021877487104721
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- Web of Science research areas
- Physics, Applied
- Physics, Multidisciplinary