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Student performance of virtual introductory physics class (calculus-basedmechanics) is analyzed. A fully web-enhanced class was done synchronously. Theanalysis is done in two categories, averaging all mid-exams (or chapter exams)and cumulative final exams. It shows that students perform well with shortertimed mid-semester assessments (or chapter exams) than the longer timedassessments. Results were then compared with two survey questions toinvestigate the effect of the background knowledge of physics and calculus ontheir performance. It shows two interesting results, a) students with basicconceptual background knowledge of physics perform well, b) calculus knowledgedoes not correlate well with student performance. These findings can be used torethink and redesign the assessments for calculus-based introductory physicsclasses. Also, the findings can be used to develop a supplemental supportprogram to enhance student performance.

Student performance analysis of virtual introductory calculus-based physics class