论文标题
缺乏高中物理学学习的共同学术降低
Absence of a COVID-induced academic drop in high-school physics learning
论文作者
论文摘要
在Covid 19大流行开始时，美国的大多数二级教学都过渡到在线环境。在该国许多地区，在线教育持续了两年以上。在这段在线教学期间之后，许多专家假设“学术幻灯片”（学生学习的减少）。我们调查了学生准备在2019年秋季学期到2021年秋季学期之间进入斯坦福大学学生入学的大学物理学的变化。我们通过研究了所有打算参加物理学课程的斯坦福大学的验证物理学诊断考试的表现，这做了这一点。我们没有发现分数上没有统计或教育重大变化。尽管有许多轶事的教师报告，但至少对于这个人群而言，物理和相关数学的学生准备水平似乎没有变化。
At the start of the COVID 19 pandemic, the majority of secondary instruction in the United States transitioned to an online environment. In many parts of the country, online schooling continued for upwards of two years. Many experts have hypothesized an "academic slide" (a reduction in student learning) following this period of online instruction. We investigated the change in student preparation for introductory college physics in incoming Stanford university students between the Fall term of 2019 to the Fall term of 2021. We did this by looking at the performance on a validated physics diagnostic exam that all Stanford students intending to take a physics course took before enrolling in an introductory physics course. We found no statistically or educationally significant change in scores. Despite many anecdotal faculty reports, at least for this population, the level of student preparation in physics and related math appears to be unchanged.
