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PER in Polynesia: How much does culture matter?

PER in Polynesia: How much does culture matter? Brian A. Pyper Ph.D. Director of Physics Education BYU-Idaho Department of Physics. Abstract.

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PER in Polynesia: How much does culture matter?

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  1. PER in Polynesia: How much does culture matter? Brian A. Pyper Ph.D. Director of Physics Education BYU-Idaho Department of Physics

  2. Abstract I spent the last semester teaching at BYU-Hawaii in Laie, Oahu, among one of the most diverse student bodies in America. Cross-correlating student responses to surveys, including the FCI or CSEM, the Lawson test, and the EBAPS, I hoped to see if cultural differences would affect interactive engagement efforts. Both statistical analyses and anecdotal experiences yield some very interesting conclusions.

  3. Studentbody • Student profile: 24% Freshmen, 25% Sophomores, 22% Juniors, 29% Seniors • Average age: 25 years old • At least two-thirds speak two or more languages • About 54% are female and 46% male • About 25% are married • Average GPA of incoming freshman: 3.64 • Average class size: 25 • Student/faculty ratio: 17 to 1 • Cultural diversity: 21% from Asia, 16% from the Pacific, 12% Hawaii, 45% U.S. mainland, and 6% from elsewhere • Nearly half of 2700 students coming from 70 nations, BYU-Hawaii is the most ethnically diverse campus per capita in the U.S. • About 91% are members of The Church of Jesus Christ of Latter-day Saints • Tuition: About $12,000 total cost per year, • Over 95% of BYU-Hawaii students are on some type of financial assistance including scholarships, grants and loans.

  4. My classes About half Pacific Islanders, ¼ Whites, ¼ Asian

  5. Current Study • Administered Lawson, EBAPS, and FCI or CSEM to ~100 science students at BYU-H Fall 2008 • Gains in each by individual student • Cross-correlation by gender, year in school, previous math and physics background, motivation, ethnicity.

  6. Results by ethnicity

  7. Some Interesting Correlations

  8. More Correlations • FCI/CSEM gain and EBAPSpost (.598 p<.001) • FCI/CSEMpost and LAWSONpre and post (.627 p<.001, .503 p=.004) • LAWSONpre and LAWSONpost (.746 p<.001)

  9. Comments • Although the end sample size was small (32 after eliminating those who didn’t take all three tests both pre and post), some consistent results shine through: -The Polynesians were the only group with positive EBAPS gains -Whites had the worst EBAPS gains (losses) -Polynesian LAWSON scores were significantly lower than both Whites and Asians (t=.004 and .08, respectively) • Strong correlations between FCI/CSEM gains and EBAPS post, and between LAWSONpost and FCI/CSEM post (but not gains?)

  10. Conclusion • If we care about conceptual understanding we need to give explicit attention to Epistemology and Reasoning Ability. Make course goals and activities explicit, encourage metacognition, give opportunities for reasoning development (interactive and inquiry!). • Cultural issues impact in surprising ways. (Whites in Hawaii for reasons other than school, Polynesians with fewer academically rigorous experiences, Polynesians and Asians with much different classroom expectations)

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