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Research suggests that interacting with more peers about physics coursematerial is correlated with higher student performance. Some studies, however,have demonstrated that different topics of peer interactions may correlate withtheir performance in different ways, or possibly not at all. In this study, weprobe both the peers with whom students interact about their physics course andthe particular aspects of the course material about which they interacted insix different introductory physics courses: four lecture courses and two labcourses. Drawing on methods in social network analysis, we replicate prior workdemonstrating that, on average, students who interact with more peers in theirphysics courses have higher final course grades. Expanding on this result, wefind that students discuss a wide range of aspects of course material withtheir peers: concepts, small-group work, assessments, lecture, and homework. Weobserve that in the lecture courses, interacting with peers about concepts ismost strongly correlated with final course grade, with smaller correlationsalso arising for small-group work and homework. In the lab courses, on theother hand, small-group work is the only interaction topic that significantlycorrelates with final course grade. We use these findings to discuss how coursestructures (e.g., grading schemes and weekly course schedules) may shapestudent interactions and add nuance to prior work by identifying how specifictypes of student interactions are associated (or not) with performance.

What topics of peer interactions correlate with student performance in physics courses?