Thesis Detail Page

Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics
written by Nafis I. Karim
This thesis explores impact of evidence-based active-engagement courses (EBAE) on student achievement and gender gap in introductory physics. The first study is about the pedagogical content knowledge (PCK) of the physics teaching assistants (TAs) at identifying introductory students' difficulties using the Conceptual Survey of Electricity and Magnetism, which is important for implementing evidence-based pedagogy. The second study focuses on EBAE physics classes in which there are potential opportunities for instructors and TAs to apply their PCK and other research-based instructional strategies to improve student learning. We investigated whether EBAE classes improved student performance compared to traditional lecture-lased (LB) classes and whether EBAE classes helped improve student performance. Our findings suggest that, on average, students in EBAE classes outperformed students in LB classes in conceptual post-tests although their scores on pretests were not statistically significantly different. Moreover, on average, both male and female students in EBAE classes outperformed those of the same gender in LB classes on post-tests although there was no difference on the pretests. However, no reduction in the gender gap in EBAE classes was observed.

We also investigated the impact of stereotype threat in introductory physics classes. When students were asked to indicate their gender immediately before taking standardized physics tests, no deterioration in female students' performance on standardized test was observed compared to the case when gender was not indicated. Moreover, we also investigated the extent to which agreeing with the stereotype that men to generally perform better in physics than women was correlated with students' performance and found that this type of belief is not very common(~10%). However, in some situations, female students who agreed with the stereotype performed worse than female students who did not agree with it.
University: University of Pittsburgh
Academic Department:  Physics
Pages 211
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Gender
- Teacher Characteristics
= Pedagogical Content Knowledge
Education Practices
- Active Learning
- Lower Undergraduate
- Reference Material
= Thesis/Dissertation
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- Researchers
- Educators
- application/pdf
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© 2018 Nafis Imtiaz Karim
Record Creator:
Metadata instance created July 31, 2019 by Bruce Mason
Record Updated:
July 31, 2019 by Bruce Mason
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when Cataloged:
July 10, 2018
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Record Link
AIP Format
N. Karim, University of Pittsburgh, 2018, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15125&DocID=5087).
AJP/PRST-PER
N. Karim, Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics, University of Pittsburgh, 2018, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15125&DocID=5087>.
APA Format
Karim, N. (2018, July 10). Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics (University of Pittsburgh, 2018). Retrieved October 14, 2019, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15125&DocID=5087
Chicago Format
Karim, Nafis I.. "Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics." University of Pittsburgh, 2018. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15125&DocID=5087 (accessed 14 October 2019).
MLA Format
Karim, Nafis I.. "Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics." 10 July 2018. University of Pittsburgh, 2018. 14 Oct. 2019 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15125&DocID=5087>.
BibTeX Export Format
@phdthesis{ Author = "Nafis I. Karim", Title = {Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics}, School = {University of Pittsburgh}, Month = {July}, Year = {2018} }
Refer Export Format

%A Nafis I. Karim
%T Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics
%D July 10, 2018
%P 211
%I University of Pittsburgh
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15125&DocID=5087
%O Physics
%O application/pdf

EndNote Export Format

%0 Thesis
%A Karim, Nafis I.
%D July 10, 2018
%T Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics
%B Physics
%I University of Pittsburgh
%P 211
%8 July 10, 2018
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15125&DocID=5087


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