Detail Page

Physical Review Physics Education Research
written by John Stewart, Geraldine L. Cochran, Rachel Henderson, Cabot Zabriskie, Seth DeVore, Paul M. Miller, Gay Stewart, and Lynnette Michaluk
This study examined the mediation and moderation of membership in a demographic group underrepresented in physics classes on course outcomes measured by course grades and Force and Motion Conceptual Evaluation (FMCE) post-test scores. The study used a large dataset (N = 4490) of course grades, SAT and ACT mathematics scores (ACTM), and matched FMCE pretest and post-test scores to investigate differences by gender, underrepresented ethnic or racial minority (UERM) status, and status as a first-generation college student (FGCS). For UERM and FGCS students, ACTM and pretest scores significantly mediated the relation of membership in the demographic group and both course grade and post-test score. Differences between minority and majority members of these groups were largely removed by controlling for ACTM and pretest scores. The overwhelming majority of the effect acted through ACTM for course grade (60% and 45%, respectively), while more of the effect acted through pretest score for the post-test (36% and 48%, respectively). As such, for these groups prior preparation measures predict physics outcomes (course grades or post-test scores) differently. The mediational relations for gender were dramatically different. No mediation was detected for the relation of gender to course grade because no significant difference in course grade existed. Sixty percent of the effect of gender on post-test score was not explained by either ACTM or pretest score; pretest score accounted for 38% of the effect. As such, the majority of the difference in post-test scores between men and women was not explained by either ACTM or pretest scores. Significant moderation was also detected showing that the relation of these variables was not consistent for members of all demographic groups.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 010107
Subjects Levels Resource Types
Education Foundations
- Achievement
- Research Design & Methodology
= Data
= Validity
- Sample Population
= Background: Economic
= Ethnicity or Race
= Gender
- Societal Issues
= Gender Issues
= Race Issues
- Student Characteristics
= Ability
= Skills
General Physics
- Physics Education Research
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- Administrators
- application/pdf
- text/html
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.010107
NSF Numbers:
ECR-1561517
HRD-1834569
EPS-1003907
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
April 19, 2022 by Caroline Hall
Last Update
when Cataloged:
February 10, 2021
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
J. Stewart, G. Cochran, R. Henderson, C. Zabriskie, S. DeVore, P. Miller, G. Stewart, and L. Michaluk, , Phys. Rev. Phys. Educ. Res. 17 (1), 010107 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.010107).
AJP/PRST-PER
J. Stewart, G. Cochran, R. Henderson, C. Zabriskie, S. DeVore, P. Miller, G. Stewart, and L. Michaluk, Mediational effect of prior preparation on performance differences of students underrepresented in physics, Phys. Rev. Phys. Educ. Res. 17 (1), 010107 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.010107>.
APA Format
Stewart, J., Cochran, G., Henderson, R., Zabriskie, C., DeVore, S., Miller, P., Stewart, G., & Michaluk, L. (2021, February 10). Mediational effect of prior preparation on performance differences of students underrepresented in physics. Phys. Rev. Phys. Educ. Res., 17(1), 010107. Retrieved June 23, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010107
Chicago Format
Stewart, J, G. Cochran, R. Henderson, C. Zabriskie, S. DeVore, P. Miller, G. Stewart, and L. Michaluk. "Mediational effect of prior preparation on performance differences of students underrepresented in physics." Phys. Rev. Phys. Educ. Res. 17, no. 1, (February 10, 2021): 010107, https://doi.org/10.1103/PhysRevPhysEducRes.17.010107 (accessed 23 June 2024).
MLA Format
Stewart, John, Geraldine L. Cochran, Rachel Henderson, Cabot Zabriskie, Seth DeVore, Paul Miller, Gay Stewart, and Lynnette Michaluk. "Mediational effect of prior preparation on performance differences of students underrepresented in physics." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 010107. 23 June 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010107>.
BibTeX Export Format
@article{ Author = "John Stewart and Geraldine L. Cochran and Rachel Henderson and Cabot Zabriskie and Seth DeVore and Paul Miller and Gay Stewart and Lynnette Michaluk", Title = {Mediational effect of prior preparation on performance differences of students underrepresented in physics}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {1}, Pages = {010107}, Month = {February}, Year = {2021} }
Refer Export Format

%A John Stewart %A Geraldine L. Cochran %A Rachel Henderson %A Cabot Zabriskie %A Seth DeVore %A Paul Miller %A Gay Stewart %A Lynnette Michaluk %T Mediational effect of prior preparation on performance differences of students underrepresented in physics %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D February 10, 2021 %P 010107 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010107 %O application/pdf

EndNote Export Format

%0 Journal Article %A Stewart, John %A Cochran, Geraldine L. %A Henderson, Rachel %A Zabriskie, Cabot %A DeVore, Seth %A Miller, Paul %A Stewart, Gay %A Michaluk, Lynnette %D February 10, 2021 %T Mediational effect of prior preparation on performance differences of students underrepresented in physics %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 010107 %8 February 10, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010107


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials