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Abstract Title: Does requiring online Mastering Physics homework improve student learning?
Abstract: Mastering Physics (MP) scores and exam performance were tracked periodically throughout a two semester long (first run of) a new, calculus-based, introductory physics sequence.  In almost all cases, data indicated a statistically significant rank correlation between MP scores and exam scores. However, student assessments of the usefulness of MP were quite mixed. Further, scatter plots showed that MP score was not a particularly useful predictor of individuals' exam performance – nor was exam performance a useful predictor of current MP score.   In this work, we present our data and propose plausible explanations for the apparent anomalies.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Norma M. Chase
School of Arts and Sciences, Massachusetts College of Pharmacy & Health Sciences
179 Longwood Avenue
Boston, MA 02115
Phone: 6177322947