论文标题
基于微积分物理类的学生绩效分析
Student performance analysis of virtual introductory calculus-based physics class
论文作者
论文摘要
分析了虚拟介绍性物理类（基于微积分的力学）的学生表现。同步完成了完全网络增强的类。该分析分为两类，平均所有中期考试（或分会考试）和累积期末考试。它表明，与更长的定时评估相比，学生的时间较短，学期中期评估（或章节考试）的表现都很好。然后将结果与两个调查问题进行比较，以研究物理和微积分对其性能的影响。它显示了两个有趣的结果，a）具有基本概念背景知识的学生表现良好，b）微积分知识与学生的绩效没有很好的相关性。这些发现可用于重新考虑和重新设计基于微积分的物理学类的评估。此外，这些发现可用于制定补充支持计划，以提高学生的表现。
Student performance of virtual introductory physics class (calculus-based mechanics) is analyzed. A fully web-enhanced class was done synchronously. The analysis is done in two categories, averaging all mid-exams (or chapter exams) and cumulative final exams. It shows that students perform well with shorter timed mid-semester assessments (or chapter exams) than the longer timed assessments. Results were then compared with two survey questions to investigate the effect of the background knowledge of physics and calculus on their performance. It shows two interesting results, a) students with basic conceptual background knowledge of physics perform well, b) calculus knowledge does not correlate well with student performance. These findings can be used to rethink and redesign the assessments for calculus-based introductory physics classes. Also, the findings can be used to develop a supplemental support program to enhance student performance.
