THE EFFECT OF HIGH SCHOOL PHYSICS AND COLLEGE LABORATORY INSTRUCTION ON ACHIEVEMENT IN COLLEGE PHYSICS
Abstract
A 2x3x3 factorial design was used to determine the effects of high school physics, college laboratory instruction, and sex differences on 4 laboratory paper-pencil tests in mechanics. Individual tests of significance between the means of laboratory and other achievement measures were also carried out on groups with and with out laboratory background in high school physics, for arts, premedical and engineering students. There were pronounced sex differences on the 4 pre-and post-tests in mechanics. The differences persisted in the analysis of variance and covariance when the pre-test scores were held constant. Laboratory instruction in college appeared to influence the ability to identify apparatus. The contribution of laboratory experience in high school physics to laboratory paper-pencil test achievement could not be established in the mechanics or electricity tests. However, there was a trend for students with high school physics to have higher scores than those without it on identification and function of apparatus in mechanics and on the final examinations in physics la and physics 5. Also, subjects with high school physics tended to make more significant pre-post gains than the samples without the high school course. The effects of the high school physics background on laboratory performance tests and laboratory grades were not significant.(Extracted from report)(See also AD-19 185)
Document Details
- Document Type
- Technical Report
- Publication Date
- Jan 01, 1954
- Accession Number
- AD0022611
Entities
People
- Haym Kruglak
Organizations
- University of Minnesota