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- 1. INVESTIGATING THE ROLE OF PRIOR PREPARATION AND SELF-EFFICACY ON FEMALE AND MALE STUDENTS' INTRODUCTORY PHYSICS COURSE ACHIEVEMENTS Z. Yasemin Kalender, Emily Marshman, Chris Schunn, Timothy Nokes-Malach and Chandralekha Singh
- 4. PHYSICS EDUCATION RESEARCH Motivational factors Cognitive factors Teaching quality and curricula Socio-cultural factors Stereotype threat Prior knowledge differences
- 5. Motivational factors Cognitive factors Teaching quality and curricula Socio- cultural factors Stereotype threat Prior knowledge differences • Positive attitudes in classroom has been linked to: • Higher grades in the course (Fencl et al. 2005). • Learning goals (Elliot 1997). • Persistence (Sawtelle et al. 2012). • Use of better learning strategies (Zimmerman, 2000). • STEM related career-choices (Hazari et al. 2010). • Some of these motivational factors are MALLEABLE. • Gender differences exist in motivational characteristics in physics SELF-EFFICACY
- 6. “Self-efficacy is the belief in one’s capability to be successful in a particular task, course, or subject area ” (Bandura, 1994) Self-Efficacy By Albert Bandura Students’ performance and behavior Past learning experiences Vicarious experiences Social Persuasion Physiological feedback
- 7. Calculus-based physics 2 courses (electricity and magnetism) SELF-EFFICACY SURVEY (Marshman et al. Phys. Rev. Educ. Res. 14, 020123 (2018). COURSE: SURVEY: VALIDATION: - Through EFA and CFA. - Individual student interviews - IRT - Cronbach alpha ( > 0.80) PARTICIPANTS: 642 students, 31% female. ANALYSIS: 1. T-test and effect sizes for initial differences. 2. STRUCTURAL EQUATION MODELING
- 8. INITIAL GENDER DIFFERENCES Predictors and Outcomes Mean Scores p values Cohen’s d (Effect Sizes)Female (N=174) Male (N= 368) AP Physics Test (1-5) 1.83 2.11 < 0.05 0.20 SAT Math (400-800) 709 725 < 0.01 0.29 Self-Efficacy (1-4) 2.57 2.93 < 0.001 0.76 CSEM Pre (0-1) 0.37 0.42 < 0.001 0.38 Course Grade (0-4) 2.58 2.72 < 0.05 0.20
- 9. Calculus-based physics 2 courses (electricity and magnetism) SELF-EFFICACY SURVEY (Marshman et al. Phys. Rev. Educ. Res. 14, 020123 (2018). COURSE: SURVEY: VALIDATION: - Through EFA and CFA. - Individual student interviews - IRT - Cronbach alpha ( > 0.80) PARTICIPANTS: 642 students, 31% female. ANALYSIS: 1. T-test and effect sizes for initial differences. 2. Structural Equation Modeling GOALS: When we control for students’ prior knowledge and self-efficacy Gender Performance
- 10. GENDER - PERFORMANCE Fit Parameters CFI= 0.99 TLI = 0.99 RMSEA= 0.02 SRMR = 0.01
- 11. Classroom Interventions (Yeager and Walton, 2011) Creating a welcoming culture in physics classrooms Professional development for physics instructors • Training TA’s. Improve students’ mindset and belonging, This intervention also impacts students’ self- efficacy. Not praising intelligence but… 1 1 IMPLICATIONS FOR PHYSICS INSTRUCTION Effort Struggle Applying strategies Selecting difficult tasks Learning Improving Persistence in the face of setbacks
- 12. 12 Chandralekha Singh Christian Schunn Tim Nokes-Malach Emily Marshman Thank you! QR CODE
Editor's Notes
- in this talk I will be discussing a study that examined students' self-efficacy and their course performance across gender.
- Especially when we compare this number with other STEM fields, we can then see that physics is lagging behind in their efforts to enhance gender diversity. We also know that physics courses are not only taken by majors. We teach almost all STEM majors and health science track students and there are also physics courses for non-science majors. So, we are reaching to a large student population. Understanding the issue of why women underperform or are underrepresented in this domain may not only help improve diversity for physics degrees and beyond, but also improve general physics education and learning experiences of students who take physics in college.
- Related to issue of diversity, Physics Education research has looked at many factors to explain the performance and representation gaps in physics.
- -Therefore I will first start with self-efficacy. Self-efficacy is one of the factors most studied in educational research but many of these research in physics has been done at high school level or their data included engineering and life sciences together which can show variations across majors. - I would like to give a little bit theoretical framework for self-efficacy. self-efficacy was defined by Albert Bandura and it is impacted by four sources: Seeing people similar to oneself succeed with consistent effort, raises the observers’ beliefs in their own abilities to succeed (Bandura, 2008). Physiological: anxiety, tension. changing negative misinterpretations of physical and affective states is key, in order to build self-efficacy. Self-efficacy can impact behavior's and performance in a cognitive, motivational, emotional and decisional way.
- 1) I looked at the gender differences individually before I run the regression model. 2) There are significant gender differences in all constructs favoring male students. 3) Effect sizes also indicate how big is that differences. 4) Small P values and higher effect size shows larger and statistically meaningful gender difference. Effect size above .5 medium and above point 0.7 0.8 is larger. Our top three gender differences in CSEM Pre and CSEM Post. 5) structural equation modeling is used to test by using other variables such as prior knowledge, self-efficacy, and pre-college academic scores, does gender gap on learning outcomes become non significant.
- Say that color means nothing Stars show significance. Thickness are correlated with the beta numbers (standardized). Gender to CSEM post connection in the final model disappeared but only after I included self-efficacy into the model. so we can see that majority of the gender difference come from self-efficacy and some SAT Math.
- We are not sure how people might benefit from narratives depending on the instructor, that needs to be investigated. Both people PER women. we are so happy we are still women are doing better. They are almost in par.
- -Therefore I will first start with self-efficacy. Self-efficacy is one of the factors most studied in educational research but many of these research in physics has been done at high school level or their data included engineering and life sciences together which can show variations across majors. - I would like to give a little bit theoretical framework for self-efficacy. self-efficacy was defined by Albert Bandura and it is impacted by four sources: Seeing people similar to oneself succeed with consistent effort, raises the observers’ beliefs in their own abilities to succeed (Bandura, 2008). Physiological: anxiety, tension. changing negative misinterpretations of physical and affective states is key, in order to build self-efficacy. Self-efficacy can impact behavior's and performance in a cognitive, motivational, emotional and decisional way.