Toward more accurate measurement of the impact of online instructional design on students' ability to transfer physics problem-solving skills

TL;DR

This study refines measurement of students' physics transfer skills by accounting for goal orientation and behavior, revealing that interventions mainly reinforce existing skills rather than developing new ones.

Contribution

Introduces a new data analysis scheme that improves transfer measurement accuracy by considering goal orientation and behavior, and clarifies the mechanism of intervention effects.

Findings

Performance-avoidance goal students tend to guess, underestimating transfer ability.

Intervention mainly reinforces existing skills, not developing new ones.

About half of students show brief initial attempts and lower accuracy, likely due to goal orientation.

Abstract

In two earlier studies, we developed a new method to measure students' ability to transfer physics problem solving skills to new contexts using a sequence of online learning modules, and implemented two interventions in the form of additional learning modules designed to improve transfer ability. The current paper introduces a new data analysis scheme that could improve the accuracy of the measurement by accounting for possible differences in students' goal orientation and behavior, as well as revealing the possible mechanism by which one of the two interventions improves transfer ability. Based on a two by two framework of self-regulated learning, students with a performance-avoidance oriented goal are more likely to guess on some of the assessment attempts in order to save time, resulting in an underestimation of the student populations' transfer ability. The current analysis shows that about half of the students had frequent brief initial assessment attempts, and significantly lower correct rates on certain modules, which we think is likely to have originated at least in part from students adopting a performance-avoidance strategy. We then divided the remaining population, for which we can be certain that few students adopted a performance-avoidance strategy, based on whether they interacted with one of the intervention modules designed to develop basic problem solving skills, or passed that module on their first attempt without interacting with the instructional material. By comparing to propensity score matched populations from a previous semester, we found that the improvement in subsequent transfer performance observed in a previous study mainly came from the latter population, suggesting that the intervention served as an effective reminder for students to activate existing skills, but fell short of developing those skills among those who have yet to master it.