2023 ASEE Annual Conference & Exposition

Many studies have focused on improving students learning outcome in the classroom by applying different learning tools, approaches and modalities to teaching and learning in the classroom. This study seeks to investigate the correlation between students’ efforts outside of the classroom and learning outcome in introductory physics courses for both online and face to face learners. The study looked into the effectiveness of efforts outside of the classroom, and examines the comparative effect of online learning versus face to face, and have the quest to answer the question: what factors hindered students learning in both modalities? The study also looked at other non-academic factors that students encountered outside of the classroom such as class attendance, engagement in full or part time job, on-campus or off-campus residence, family issues and if students took Physics in high school.
Four introductory Physics classes, which consist of two face to face and two online, were used as the platform for this study. In the face to face class, students were required to record the amount of time spent outside of the classroom studying, reviewing what was taught in class, and completing homework/assignment. For the online, students recorded the overall time devoted to the course online on a daily basis. The study was conducted in summer 2022 for the online classes and in fall 2022 for the face to face class. At the beginning of these classes, survey for study time was created for students to complete the amount of time they devoted each day to the class. Students performance outcome on examinations was assessed to see if there is correlation to their efforts and other non-academic triggers.
The study tends to find a threshold for impact based on efforts outside of the regular classroom activities and other non-academic factors.