How Prior Knowledge and Self-Efficacy Influence Multiple Indicators of Student Performance in Virtual Environments

• In Event: Science and Inquiry in Technology-Based Learning Environments

Abstract

The aim of this study was to investigate how prior conceptual knowledge and scientific inquiry self-efficacy beliefs influence three indicators of students’ performance in an inquiry-based virtual environment module. These indicators include multiple-choice questions, constructed-response questions, and inquiry practices. A path analysis on the entire sample (N =255) revealed that both prior conceptual knowledge and scientific inquiry self-efficacy significantly predicted students’ multiple-choice scores and open-response scores. Open-response scores were positively related to multiple-choice scores and inquiry scores. Results showed that males and females had similar performance on all indicators, despite females’ lower initial prior knowledge. Separate path analyses for males and females showed different patterns among independent and dependent variables.

KW: virtual environment, self-efficacy, prior knowledge, scientific inquiry, assessment, gender.

Authors

• Xiaoyang Gong, University of Maryland - College Park

• Kelly Mills, University of Maryland - College Park

• Bradley W. Bergey, Queens College

• Diane Jass Ketelhut, University of Maryland - College Park

• Ashley Coon, University of Maryland