# Academic Miscommunication in Physics

## TL;DR

This study investigates how miscommunication between professors and students in physics classes affects student performance, revealing that non-majors with poor exam scores often misunderstand exam expectations, highlighting the importance of clear communication.

## Contribution

The paper introduces a quantitative 'AM score' to measure miscommunication and demonstrates its correlation with student exam performance in physics classes.

## Key findings

- Inverse correlation between exam scores and AM scores in non-majors
- Misunderstanding exam expectations impacts non-majors more significantly
- Statistically significant correlation in non-majors but not in majors

## Abstract

Academic Miscommunication (AM) is the phenomenon of a professor's expectations, beliefs, or goals in the classroom differing from those of the students. In this study, a survey was given to undergraduates in two introductory physics classes (one class intended for majors, another for non-majors) who had recently received their grade for the first exam of the semester. The survey measured whether the exam had matched the students' expectations of the exam, both in form and in content. From these responses, students were assigned an "AM score," a numerical value in which higher numbers indicate a greater deviation between the actual exam and the students' expectations. Students' exam scores were compared with their AM scores; both classes displayed an inverse linear correlation between exam scores and AM scores. The class for majors displayed R-squared = 0.291 (n=14), corresponding to a p-value of 0.031. The class for non-majors displayed an R-squared = 0.457 (n=30), corresponding to a p-value of 0.000035. The survey also inquired about several other phenomena, such as Impostor Syndrome and the growth-versus-fixed mindset paradigm; 20 graphs were plotted in total. The Bonferroni correction therefore requires a p-value of 0.0025 for statistical significance. We reject the null hypothesis concerning exam scores and feelings of AM for the physics class for non-majors. In contrast, we fail to reject the null hypothesis concerning exam scores and feelings of AM for the physics class for majors. Our findings indicate that non-physics-major students who performed poorly on the first exam of the semester had misunderstood the expectations about the style and content of the exam.