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At large institutions of higher education, students frequently have a choicewhether to attend the introductory physics sequence asynchronously online,on-site in a traditional lecture-setting, or in a reformed studio setting. Inthis study, we investigate how these different settings are correlated withmeasures of self-efficacy, interest in physics, and success in subsequentphysics and engineering courses, which have the introductory physics sequenceas prerequisites. As previous research indicates, some of these measures maydepend on gender. We found that the course setting had no significantcorrelation with the grade in subsequent courses, but that studio-settings gavestudents the feeling of being better prepared, particularly for subsequentcourses that included laboratory or recitation components. We also found thatgender was correlated with measures of interest in physics, where femalestudents expressed significantly less interest in the subject, regardless ofcourse setting.

Taking introductory physics in studio, lecture, or online format: what difference does it make in subsequent courses, and for whom?