Student performance analysis of virtual introductory calculus-based physics class

TL;DR

This study analyzes student performance in a fully web-based calculus physics class, revealing that shorter assessments improve performance and background physics knowledge correlates with success, while calculus knowledge does not.

Contribution

It provides new insights into assessment design and background knowledge impact in virtual calculus physics education.

Findings

Shorter timed exams lead to better student performance.

Physics conceptual knowledge correlates with higher scores.

Calculus knowledge does not significantly impact performance.

Abstract

Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and cumulative final exams. It shows that students perform well with shorter timed mid-semester assessments (or chapter exams) than the longer timed assessments. Results were then compared with two survey questions to investigate the effect of the background knowledge of physics and calculus on their performance. It shows two interesting results, a) students with basic conceptual background knowledge of physics perform well, b) calculus knowledge does not correlate well with student performance. These findings can be used to rethink and redesign the assessments for calculus-based introductory physics classes. Also, the findings can be used to develop a supplemental support program to enhance student performance.