login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Relating students’ social belonging and course performance across multiple assessment types in a calculus-based introductory physics 1 course
39%
:
Students’ sense of belonging in introductory physics course for bioscience majors predicts their grade
39%
:
How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses
38%
:
Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
37%
:
Comparison of student expectations in introductory calculus-based physics courses
36%
:
Investigating Female And Male Students’ Motivational Characteristics And Performance In Introductory Physics
36%
:
Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving
36%
:
Comparing College Students’ Self-Assessment of Knowledge in Organic Chemistry to Their Actual Performance
35%
:
Investigating the effects of course structure on students' sense of belonging and course performance
34%
:
Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
34%
:
Do female and male students’ physics motivational beliefs change in a two-semester introductory physics course sequence?
34%
:
Gender differences in students’ self-efficacy in introductory physics courses in which women outnumber men predict their grade
34%
:
Impacts on student learning, confidence, and affect in a remote, large-enrollment, course-based undergraduate research experience in physics
34%
:
Equitable approach to introductory calculus-based physics courses focused on problem solving
33%
:
The effects of a redesign on students’ attitudes and evaluations for an introductory calculus-based physics lab
33%
:
Instructors’ Support of Student Autonomy in an Introductory Physics Course
33%
:
Is agreeing with a gender stereotype correlated with the performance of female students in introductory physics?
33%
:
How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance
33%
:
Learning enhancing emotions predict student retention: Multilevel emotions of Finnish university physics students in and outside learning situations
32%
:
Ongoing effects of pandemic-imposed learning environment disruption on student attitudes