Probing the effect on student conceptual understanding due to a forced mid-semester transition to online teaching

Journal article


Carleschi, Emanuela, Chrysostomou, Anna, Cornell, Alan S. and Naylor, Wade. (2022). Probing the effect on student conceptual understanding due to a forced mid-semester transition to online teaching. European Journal of Physics. 43(3), p. Article 035702. https://doi.org/10.1088/1361-6404/ac41d9
AuthorsCarleschi, Emanuela, Chrysostomou, Anna, Cornell, Alan S. and Naylor, Wade
Abstract

The force concept inventory (FCI) can be used as an assessment tool to measure conceptual gains in a cohort of students. The FCI uses a conceptions/ 'misconceptions' lens rather than a context dependent perspective, such as 'knowledge-in-pieces'. In this study it was given to first year students (N = 256 students) pre- and post-mechanics lectures, at the University of Johannesburg. From these results we examine the effect of switching mid-semester from traditional classes to online classes, as imposed by the COVID-19 lockdown in South Africa. Overall results indicate no appreciable difference of gain, when bench-marked against previous studies using this assessment tool. When compared with 2019 grades, the 2020 semester grades do not appear to be greatly affected. Furthermore, statistical analyses also indicate a gender difference in mean gains in favour of females at the 95% significance level (for paired data, N = 48).

Year2022
JournalEuropean Journal of Physics
Journal citation43 (3), p. Article 035702
PublisherInstitute of Physics Publishing
ISSN0143-0807
Digital Object Identifier (DOI)https://doi.org/10.1088/1361-6404/ac41d9
Scopus EID2-s2.0-85126063714
Research or scholarlyResearch
Page range1-14
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online01 Mar 2022
Publication process dates
Accepted10 Dec 2021
Deposited15 Jun 2022
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