Factors that Impact International Students’ Learning of Introductory Physics at Georgia State University

摘要: This study focuses on the most salient factors that affect international students’ learning of introductory physics in Georgia State University. The considered were, previous mathematics, physics, language issues, pedagogical difference (i.e. style teaching, Classroom culture & environment) between GSU and country origin. For students who are proficient English, classroom environment (pedagogy) seem to be important factor. International not very remains effect barrier turned out more complex than originally thought of. Some understood instructors differently depending what come from instructor comes from. Instructor offices hours student advisement emerged as other key factor helps some succeed their at GSU. Extended Abstract uses a combination quantitative qualitative enquiry focus determining purposes study, “international students” were defined those attended high school US. These comprise significant portion courses State, this was motivated by desire support success. involved collaboration with newly emerging Physics Astronomy Education Research Group has recently begun routine collection data all its courses. research design informed literature for while including possibility new interviews students. Factors probed included differences (i.e., student’s issues considered. office general accessibility addressing questions especially options felt uncomfortable asking front whole class. An unanticipated outcome discover how vast structure mathematics education non-US countries serious implications way we advise query vis-a-vis academic background before entering State. Moreover, revealed had taken course generally scored no better pre-test conceptual knowledge physics. However, class dramatically higher gains when given post-test near end course. phenomenon suggests consideration should prior course-work diagnostic about which math take they arrive That Impact Students’ Learning Introductory (A Project)