Factors shaping Students’ Attitude and Persistence after participating in a summer physics course – A Mixed Methods Study
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Abstract
High school physics enrollment in the United States of America is low compared to any other science discipline. Taking physics during high school helps students gain a basic conceptual knowledge of science and engineering. Since physics is one of the admission prerequisites for most STEM (Science, Technology, Engineering and Mathematics)-related degrees, not completing this course in high school can affect students' adaptability to science-related majors and prevent them from choosing any STEM major. However, data shows that two out of five high schools in the US do not offer physics courses to their students. This is an issue, particularly when the industry needs more graduates to take the increasing number of vacant jobs in STEM. To assist with the unavailability of physics courses, the Office of Inclusive Excellence and Community Engagement in the College of Engineering and Applied Science at an R1 university offered summer physics to local high school students. This study utilizes a mixed methods research design as a research methodology to understand the factors shaping the students’ persistence after participating in this course. In the quantitative phase of the study, the students completed Force Concept Inventory (FCI) and Attitude and Persistence towards STEM (APT-STEM) Instruments. The data indicates that students gained a better understanding of force concepts and had a better attitude towards STEM after completing this course. The data also indicated that persistence was decreased. In the qualitative phase of the study, we designed an open-ended survey to understand the factors affecting the persistence of the students. Responses from the students indicated that understanding mathematical terms used in the equation was a challenge to their learning process. Some further recommendations for research concerning improving the physics curriculum for high school students are discussed.