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In two earlier studies, we developed a new method to measure students'ability to transfer physics problem solving skills to new contexts using asequence of online learning modules, and implemented two interventions in theform of additional learning modules designed to improve transfer ability. Thecurrent paper introduces a new data analysis scheme that could improve theaccuracy of the measurement by accounting for possible differences in students'goal orientation and behavior, as well as revealing the possible mechanism bywhich one of the two interventions improves transfer ability. Based on a two bytwo framework of self-regulated learning, students with a performance-avoidanceoriented goal are more likely to guess on some of the assessment attempts inorder to save time, resulting in an underestimation of the student populations'transfer ability. The current analysis shows that about half of the studentshad frequent brief initial assessment attempts, and significantly lower correctrates on certain modules, which we think is likely to have originated at leastin part from students adopting a performance-avoidance strategy. We thendivided the remaining population, for which we can be certain that few studentsadopted a performance-avoidance strategy, based on whether they interacted withone of the intervention modules designed to develop basic problem solvingskills, or passed that module on their first attempt without interacting withthe instructional material. By comparing to propensity score matchedpopulations from a previous semester, we found that the improvement insubsequent transfer performance observed in a previous study mainly came fromthe latter population, suggesting that the intervention served as an effectivereminder for students to activate existing skills, but fell short of developingthose skills among those who have yet to master it.

Toward more accurate measurement of the impact of online instructional design on students' ability to transfer physics problem-solving skills