The Effect of Students' Learning Orientations on Performance in Problem Solving Pedagogical Implementations

TL;DR

This study investigates how students' learning orientations influence their performance in problem-solving within physics labs, analyzing data from multiple semesters to understand the impact on conceptual understanding and attitudes.

Contribution

It provides a comprehensive analysis of the relationship between learning orientations and problem-solving performance across a larger dataset in physics education.

Findings

Learning orientation correlates with major choice in life sciences.

Students' performance varies with different learning orientations.

Implications for instructional strategies in physics labs.

Abstract

Students' learning orientation, as applied towards learning problem solving, may be differentiated into learning a problem solving framework for its own sake, learning for the sake of doing well in the course, and non-goal-related considerations. In previous work, the role of learning orientation in student performance on a metacognitive problem solving exercise appeared to have some correlation with choice of major within life sciences, gains in conceptual understanding and attitudes towards problem solving skills. We examine a larger data set, taken from fourteen laboratory sections over six semesters of an introductory algebra-based physics course at the University of Central Arkansas, in which students worked on the problem solving exercise with their laboratory partners prior to a conceptually related laboratory exercise. We discuss the implications of analysis of the larger data set, in consideration of two arguably different IPLS-like populations.