Exploring Student Learning Profiles in Algebra-based Studio Physics: A Person-Centered Approach

Abstract

Abstract. As part of a project to explore successful strategies for using studio methods, such as SCALE-UP, we explore strategic self-regulatory and motivational characteristics of students in said courses at three universities with varying student populations and differing success in studio-mode courses. We survey students using compiled questions from several existing questionnaires designed to measure student characteristics such as attitudes toward and motivations for learning physics, organization of scientific knowledge, experiences outside the classroom, and demographics. Other studies have identified five distinct learning profiles across varying student populations. Using a person-centered approach, we utilize cluster analysis methods to group students into learning profiles to better understand the study strategies and motives of algebra-based studio physics students. We present results from firstsemester and second-semester studio-mode introductory physics courses across three universities. We identify these five distinct learning profiles, found in previous studies, to be present within our student population.

Exploring student learning profiles in algebra-based studio physics: A person-centered approach

“…This is in contrast to variable-centered methods that are characterized by investigating the relationship between measures after averaging across students' responses, treating these measures as separate entities [17]. Some examples of techniques that utilize a personcentered approach are latent profile analysis [35,36], canonical correlation [15], and cluster analysis [14,16,37,38].…”