{"id":87821,"date":"2015-05-22T03:00:00","date_gmt":"2015-05-22T00:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=c37c9944b244587b72eb0bfa26b84d6c"},"modified":"2015-05-22T03:00:00","modified_gmt":"2015-05-22T00:00:00","slug":"an-investigation-into-the-impact-of-question-structure-on-the-performance-of-first-year-physicsundergraduate-students-at-the-university-of-cambridge","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=87821","title":{"rendered":"An investigation into the impact of question structure on the performance of first year physics\r\nundergraduate students at the University of Cambridge"},"content":{"rendered":"<p>We describe a study of the impact of exam question structure on the performance of first year<br \/>\nNatural Sciences physics undergraduates from the University of Cambridge. The results show<br \/>\nconclusively that a student\u2019s performance improves when questions are scaffolded compared with<br \/>\nuniversity style questions. In a group of 77 female students we observe that the average exam mark<br \/>\nincreases by 13.4% for scaffolded questions, which corresponds to a 4.9 standard deviation effect.<br \/>\nThe equivalent observation for 236 male students is 9% (5.5 standard deviations). We also observe a<br \/>\ncorrelation between exam performance and A2-level marks for UK students, and that students who<br \/>\nreceive their school education overseas, in a mixed gender environment, or at an independent school<br \/>\nare more likely to receive a first class mark in the exam. These results suggest a mis-match between<br \/>\nthe problem-solving skills and assessment procedures between school and first year university and<br \/>\nwill provide key input&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>We describe a study of the impact of exam question structure on the performance of first year<br \/>\nNatural Sciences physics undergraduates from the University of Cambridge. The results show<br \/>\nconclusively that a student\u2019s performance improves when questio&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-87821","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/87821","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=87821"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/87821\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=87821"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=87821"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=87821"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}