Positive Affect in Advanced Placement Physics Classes: Results From Project-Based Learning

• In Event: 56.023 - Bridging the Research-Practice Divide: Designing and Implementing Project-Based Learning in Advanced Placement Physics

Abstract

Objective
The present study investigates the effect of a PBL approach to AP Physics curriculum on students’ positive affect in the classroom over a one-year period.

Perspective
There is an ongoing push for STEM education in the United States. A recent report by the National Research Council (2011) called for expanding the number of students who pursue degrees and careers in STEM fields, particularly for women and minorities, by focusing on increasing awareness, access, and achievement in STEM education across the K-12 grade levels. Although great significance is being placed on STEM education, recent studies show that middle and high school students report increased boredom and decreased enjoyment of science (Ahmed, van der Werf, Kuyper, & Minnaert, 2013; George, 2000; Gottfried, Fleming, & Gottfried, 2001). This mismatch between the need for more STEM-educated students and students’ lack of interest in STEM is clearly troubling, and warrants further research into better approaches to STEM education, teaching, and learning. Using positive affect as an indicator of early phases of interest development (Hidi & Renninger, 2006), the current study seeks to understand, (a) What is the growth trajectory in students’ positive affect across a year-long AP Physics course? (b) Is there a unique effect of project-based learning on students’ change in positive affect over time as well as end-of-year affect?

Methods and Data Sources
Teacher participants were three teachers from 2 schools in a suburban district in the Pacific Northwest. One of the teachers was selected to participate in the design of the PBL AP Physics curriculum with the research team over the prior summer. Participants were 127 students from the two high schools (67 boys, 58 girls, 2 unknown). Students received the PBL AP Physics curriculum if they were enrolled in the school previously designated to implement it; otherwise, students received traditional AP Physics classroom curriculum (n = 55 PBL students, n = 72 Control). Student affect was measured using an Exit Card (see Appendix A) completed by individual students periodically up to 12 times during year 1 of implementing the PBL AP course. Multilevel modeling using full maximum likelihood estimation was used for testing the research questions.

Results
Multilevel growth model results (See Figure X) showed a significant interaction between initial baseline affect and curriculum. Students with initially low positive affect had greater growth in affect if they were in the PBL classes compared with the traditional curriculum; no differential benefits of PBL compared with traditional curriculum were observed for students with higher baseline scores.

Significance
The present study adds to the growing body of research on how student affect – or interest – may positively affect students’ awareness, achievement, and future academic and career choices in STEM. This study directly relates to the conference theme. Results show that a PBL curriculum may be an avenue for attracting more students to STEM disciplines who might not otherwise have been interested, thus providing a more equal educational opportunity; not only providing equity of access, but equity of outcomes as well.

Authors

• Amy M. Sharp, University of Washington

• Elizabeth A. Sanders, University of Washington

• Katherine M. Kovacich, University of Washington - Seattle