• Stefan Sorge
  • Stefan Petersen
  • Knut Neumann
Translated title of the contributionThe relevance of the study capacity for success in introductory physics courses
Physics courses at German universities show above-average drop-out rates. Yet there is little empirical evidence concerning characteristics, which facilitate academic success. Based on theoretical considerations and empirical findings regarding the influence of cognitive and content-specific characteristics of the study capacity on academic success, this study surveyed N = 158 freshmen at a German University. The influence of the predictors on the probability to succeed in the exam was evaluated using logistic regressions. It was found, that with the final school exam grade and the last physic grade the success of 87 % of the participants could be classified correctly. The prior physics knowledge however didn’t improve this prediction. Looking at the examination grades of the successful participants using multiple linear regressions, the prior physics knowledge was the only significant predictor. So differences in the prior knowledge could be compensated to a certain degree during the first semester. To support all students in an optimal manner the existing supporting arrangements like tutorials or preparatory courses need to be extended beyond discussing only physics content.
Original languageGerman
JournalZeitschrift für Didaktik der Naturwissenschaften
Volume22
Issue1
Pages (from-to)165-180
Number of pages16
ISSN0949-1147
DOIs
StatePublished - 2016

    Research areas

  • Professional competence - Academic success, Physics major, Cognitive characteristics, Introductory courses, Logistic regression

ID: 599122