Performance Prediction and Enhancement in an Introductory Physics Course for Engineers

Performance in an introductory physics course for engineers is examined. Class performance is compared with the results of a diagnostic test taken at the start of a course and with performance in preceding classes. The best predictor of performance is found to be prior achievement; the diagnostic tests of basic skills is a poor predictor. It was demonstrated that repeated execution of a particular physics word problem leads to enhanced success and decreased failure; failure decreases by approximately 50% at each exposure. But the improved success on a particular word problem does not translate to a generally improved performance on all problems of its type. An intervention strategy based on repeated performance of “skills” problems does however translate into improved class performance and results in a 30 % decrease in the number of students who achieve unacceptable grades.