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Abstract Title: Predictors for Success in calculus-based Introductory Physics Course
Abstract: Calculus-based introductory physics serves as a gatekeeper course for physics and engineering majors. Unfortunately, there are always students who fail or receive poor grades. It would be helpful for advisers to identify predictors for success in the course so they could point at-risk students to supporting resources (e.g. tutoring) and/or preparatory courses. To better understand these predictors, a study was conducted with 273 undergraduate students enrolled in a calculus based physics course at a large Midwestern University. Variables examined were: homework, attendance, lab performance, and score on the first exam. The study further investigated whether a student's major or gender was correlated to his/her academic success. Results show that average exam score (which contributes 59% towards the final grade) is highly correlated with lab score, homework average, and attendance (measured by four random checks). Additionally, the analysis indicates that neither the student's major nor gender influence his/her average exam score.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Deepika Menon
University of Missouri, Columbia, Missouri
223 Physics Building
University of Missouri
Columbia, MO 65211
Phone: 573-529-4707
Co-Author(s)
and Co-Presenter(s)
Dr. Karen King
Assistant Teaching Professor
Department of Physics
University of Missouri, Columbia, MO