English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Open

Studies examining gender differences in introductory physics show a consensuswhen it comes to a gender gap on conceptual assessments; however, the story isnot as clear when it comes to differences in gendered performance on exams.This study examined whether gendered differences exist on midterm and finalexams in introductory physics courses and if such differences were correlatedwith a gender difference in final course grades. The population for this studyincluded more than 10,000 students enrolled in algebra- and calculus-basedintroductory physics courses between spring 2007 and spring 2019. We found asmall but statistically significant difference, with a weak effect size, infinal letter grades for only one out of four courses: algebra-based mechanics.By looking at midterm exam grades, statistically significant differences werenoted for some exams in three out of four courses, with algebra-basedelectricity and magnetism being the exception. In all statistically significantcases, the effect size was small or weak, indicating that performance on examsand final letter grades was not strongly dependent on gender. As an addeddimension examining gendered differences, we investigated if differences existwhen accounting for instructor gender. Additionally, a questionnaire wasadministered in fall 2019 to more than 1,600 students in both introductorysequences to explore students' perceptions of performance, class contributions,and inclusion. We observed some differences between students' perception oftheir performance and contribution when grouped by gender, but no difference onperception of inclusion.

Gendered Performance Differences in Introductory Physics: A Study from a Large Land-Grant University