Exploratory identification of introductory algebra-based physics success factors

Abstract

The field of physics suffers from low student matriculation through its degree programs as well as being viewed as being abstract, complicated, and incomprehensible by students enrolled in introductory courses. A study was performed on a group of 64 students in an introductory physics I course to determine if algebra skill, scientific reasoning ability, reading/comprehension level, or student attitude were significant predictors of success in the course. The study found that female physics achievement could be predicted by algebra ability, scientific reasoning skills, affinity toward traditional teaching practices, scientific attitude. Male physics achievement was found to depend only on desire for conceptual knowledge and meaningful learning. It was also determined that students with scientific reasoning skills did not prefer the traditional lecture-centered educational environment.