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• W4200132868 abstract "Student grades and motivational outcomes in introductory physics courses can influence their retention in science, technology, engineering, and mathematics disciplines and future career aspirations. We surveyed students in mandatory large introductory level algebra-based physics courses for bioscience majors at a large research university. The study investigates how students’ perception of their learning environment, including their sense of belonging, peer interactions, and perceived recognition by instructors, predicts male and female students’ grade, self-efficacy, interest, and identity at the end of physics 2, controlling for their high school GPA and SAT math scores. We find that although women outnumbered men in these courses, women had worse outcomes than men. Moreover, using structural equation modeling, we find that all factors in students’ perception of their learning environment are essential to predicting their self-efficacy, interest, grade, and identity at the end of physics 2. The findings pertaining to gender differences call into question equity in learning in these physics courses and how the perception of the learning environment predicts the outcomes and can be useful for creating an equitable and inclusive learning environment to help all students excel in these algebra-based physics courses.Received 13 August 2021Accepted 4 October 2021DOI:https://doi.org/10.1103/PhysRevPhysEducRes.17.020143Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasDiversity & inclusionLearning environmentPhysics Education Research" @default.
• W4200132868 created "2021-12-31" @default.
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• W4200132868 date "2021-12-20" @default.
• W4200132868 modified "2023-10-10" @default.
• W4200132868 title "How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses" @default.
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• W4200132868 doi "https://doi.org/10.1103/physrevphyseducres.17.020143" @default.
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