- 41%: Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
- 31%: The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students
- 28%: College physics students' epistemological self-reflection and its relationship to conceptual learning
- 28%: Investigating the Relationship between Active Learning Task Characteristics and Student Success
- 28%: The associations between conceptual learning, physics identity and social interdependence
- 26%: Exploring the relationship between subject knowledge and pedagogic content knowledge in primary teachers' learning about forces
- 26%: Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics
- 25%: Talking and learning physics: Predicting future grades from network measures and Force Concept Inventory pretest scores
- 25%: Self-reflection, Epistemological Beliefs, and Conceptual Gains
- 24%: Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current
- 24%: Towards characterizing the relationship between students' interest in and their beliefs about physics
- 22%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
- 21%: Investigating the Relationship Between Student Difficulties with the Concept of Electric Potential and the Concept of Rate of Change
- 21%: Probing adults' conceptual understanding and transfer of learning via problem posing
- 21%: Comparing Student Learning with Multiple Research-Based Conceptual Surveys: CSEM and BEMA
- 21%: Attitudes about science and conceptual physics learning in university introductory physics courses
- 21%: Systematic study of student understanding of the relationships between the directions of force, velocity, and acceleration in one dimension
- 21%: Examining the relationship between student performance and video interactions
- 20%: Understanding the Variable Effect of Instructional Innovations on Student Learning
