Introductory Physics Students Who Typically Worked Alone or in Groups

Insights from Gender-Based Analysis Before and During Covid-19

Bibliographic Data

ID22042434
AuthorsApekshya Ghimire (0009-0008-5624-9047, University of Pittsburgh, corresponding author), Chandralekha Singh (0000-0002-1234-5458, University of Pittsburgh)
Year2024
Volume14
Issue10
Pages1135
Publication date2024-10-19
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14101135
OpenAlexW4403611153
LanguageEN
Citations received1
References cited45

Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and men who typically worked alone versus those who typically collaborated with peers in their algebra-based introductory physics course when they took the course before and during the COVID-19 pandemic when the classes were on Zoom. Our findings indicate that, on average, students who worked with peers had higher grades and reported greater peer influence on their physics self-efficacy during the pandemic compared to those who worked alone. We also observed that, for both women and men, a larger percentage of students typically worked in groups before the pandemic, while a greater percentage typically worked alone during the pandemic. We discuss these results in relation to students’ prior academic preparation, physics grades, self-efficacy and their perception of the effectiveness of peer collaboration on their physics self-efficacy

2019-20 coronavirus outbreak · Higher education · Mathematics education · Political science · Career Development and Diversity · Educational Environments and Student Outcomes · Medicine · Motivation and Self-Concept in Sports · Psychology · Virology

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