标题： 点击、观看、学习：学生自修材料对物理电磁学课程结果的影响 显示英文标题

标题： Click, Watch, Learn: The Impact of Student Self-Study Materials on Physics E&M Course Outcomes

摘要： 介绍课程中的表现，尤其是物理课程，通常对STEM专业学生的成功至关重要，并可能影响个人继续选择该领域的倾向。为了增强学生的个性化学习体验，许多大学的教师努力开发开放获取的自学材料，以帮助建立概念理解和解决问题的能力。德克萨斯A&M大学的教师为此做出了贡献，创建了200多个在线视频资源和广泛的以往考试题库，供学生使用。这项工作探讨并衡量了这些资源对学生在一门基于微积分的电学与磁学入门课程中的课程成果的影响。数据来自三个秋季学期，2021-2023年，包括课堂表现、概念评估以及相关的大学层面数据，以说明学生的背景和课前能力。与之前的研究类似，我们发现数学方面的相关前期准备是学生表现的最强预测因素，而前期物理知识是一个较弱但仍然统计显著的预测因素。学生使用补充旧试题是学生表现的第二高预测因素。观察到第一代学生在考试中的平均表现略低。然而，回归模型中的交互项表明，使用补充旧试题的第一代学生能够缩小这一差距。通过匿名调查，学生对这些材料有良好的印象，超过80%的学生表示它们对他们课堂外的学习有明显贡献，98%的学生表示他们会向同龄人推荐这些材料。 显示英文摘要

摘要： Performance in introductory courses, particularly physics, is often crucial for student success in STEM majors and can impact an individual's tendency to persist in their chosen field. To enhance students' individual learning experiences, faculty at many universities have worked to develop open-access, self-study materials to help build conceptual understanding and problem-solving skills. Faculty at Texas A&M University have contributed to these efforts, creating more than 200 online video resources and a broad bank of prior exams available to students. This work explores and measures the impact that these resources can have on student course outcomes in an introductory, calculus-based electricity and magnetism course. Data were collected from three fall semesters, 2021-2023, including classroom performance, a conceptual assessment, and relevant university level data to contextualize student background and pre-class abilities. Similar to prior studies, we found that relevant prior preparation in mathematics was the strongest predictor of student performance, with prior physics knowledge being a weaker but still statistically significant predictor. Students' utilization of supplemental old exams was the second highest predictor of student performance. First generation students were observed to have a slightly lower average performance on exams. However, interaction terms in the regression models indicated that first generation students using supplemental old exams were able to close this gap. Through anonymous surveys, students reported warm impressions of the materials, with over 80 per cent of students sharing that they had a noticeable contribution to their learning outside of the classroom and 98 per cent stating they would recommend them to their peers.