Lesson learned from the pandemic for learning physics

Abstract

Background Valuable safeguards against fast‐spreading conjectures about learning in times of fear and uncertainty are evidence‐based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society. Objectives The present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face‐to‐face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face‐to‐face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners. Methods Students' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face‐to‐face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted. Results and Conclusions In both formative and summative assessments, male students performed better online than face‐to‐face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face‐to‐face instructional medium, particularly for male students. Takeaways An evidence‐based approach to learning dismantled emotion‐driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction.

Introductory physics during COVID-19 remote instruction: gender gaps in exams are eliminated, but test anxiety and self-efficacy still predict success

“…Because previous studies have shown larger gender gaps in high-stakes than low-stakes assessment [36], and women are more likely to report low self-efficacy [18] and high test anxiety [14,23] than men, we hypothesize that test anxiety and self-efficacy will more strongly predict high-stakes than low-stakes assessment outcomes. Additionally, there is some evidence that remote learning particularly benefits women [37]. Thus, we also predict that the course type with the lowest-stake assessments (for example, more exams or exams in multiple parts) will have smaller gender differences in performance.…”

Sustainable Development in Action: A Retrospective Case Study on Students’ Learning Before, During, and After the Pandemic

“…This study is born from the acknowledgment that, by and large, the assessment of the impact of the pandemic on learning has tended to be limited either to the time of the pandemic or to a comparison of the periods before and during the pandemic [7][8][9][10][11]. Furthermore, research on the impact of the pandemic on learning has entailed either a combination of courses, thereby overlooking course specificity in a quest for generalization [12][13][14], or a few courses within specific disciplines [8,9].…”

“…This study is born from the acknowledgment that, by and large, the assessment of the impact of the pandemic on learning has tended to be limited either to the time of the pandemic or to a comparison of the periods before and during the pandemic [7][8][9][10][11]. Furthermore, research on the impact of the pandemic on learning has entailed either a combination of courses, thereby overlooking course specificity in a quest for generalization [12][13][14], or a few courses within specific disciplines [8,9]. Concerning the distinction between the Global North and Global South and its related biases [15], research has been surprisingly inclusive not only of student populations of the Global North but also of the traditionally understudied populations of the Global South [16][17][18][19].…”

“…Instead, Chisadza et al [42] reported lower performance in microeconomics courses offered online. With students enrolled in introductory physics who had no formal exposure to online instruction, Al-Zohbi et al [8] found that male students performed better online than face-to-face on both formative and summative assessment measures, whereas female students either performed better online or performed at equivalent levels between instructional mediums. When students taking introductory physics were organized by major, Al-Zohbi et al [9] found differences in formative assessment measures.…”