Factors affecting performance in introductory physics courses

Abstract

Tests of formal operational reasoning and mathematics knowledge have been correlated with performance measures in introductory physics courses. A score based on collected homework was also used in our analyses in an attempt to control for the confounding effects of study effort. Course totals were broken down into separate scores for performance on test problems and performance on conceptual questions. A multiple-regression analysis indicates that the test of formal operational reasoning is a stronger predictor of course performance than the mathematics pre-test, particularly for the conceptual portion of the course totals. Possible reasons for failure in some studies to find significant correlations of course performance with measures of formal reasoning are discussed.