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Success in introductory college physics: The role of high school preparation
Author(s) -
Sadler Philip M.,
Tai Robert H.
Publication year - 2001
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/1098-237x(200103)85:2<111::aid-sce20>3.0.co;2-o
Subject(s) - mathematics education , advanced placement , physics , psychology
High school teachers and college physics professors differ in their beliefs concerning the extent to which a high school physics course prepares students for college physics success. In this study of 1,933 introductory college physics students, demographic and schooling factors account for a large fraction of the variation in college physics grades at 18 colleges and universities from around the nation. Controlling for student backgrounds, taking a high school physics course has a modestly positive relationship with the grade earned in introductory college physics. More rigorous preparation, including calculus and 2 years of high school physics, predicts higher grades. Students who had high school courses that spent more time on fewer topics, concepts, problems, and labs performed much better in college than those who raced through more content in a textbook‐centered course. College professors should recognize that a substantial fraction of the variation observed in the performance of students they teach can be explained by the range in effectiveness of their pre‐college preparation, not simply innate ability. Although students without a high school physics course often do well in college physics, they are more likely to be academically stronger, with more educated parents, having previously taken calculus, and taking physics in their sophomore or junior year in college. © 2001 John Wiley & Sons, Inc. Sci Ed 85: 111–136, 2001.