{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/10899"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/10899","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Exploratory identification of introductory algebra-based physics success factors","abstract":"The field of physics suffers from low student matriculation through its degree programs as well as being viewed as being abstract, complicated, and incomprehensible by students enrolled in introductory courses. A study was performed on a group of 64 students in an introductory physics I course to determine if algebra skill, scientific reasoning ability, reading/comprehension level, or student attitude were significant predictors of success in the course. The study found that female physics achievement could be predicted by algebra ability, scientific reasoning skills, affinity toward traditional teaching practices, scientific attitude. Male physics achievement was found to depend only on desire for conceptual knowledge and meaningful learning. It was also determined that students with scientific reasoning skills did not prefer the traditional lecture-centered educational environment.","abstract_html":"The field of physics suffers from low student matriculation through its degree programs as well as being viewed as being abstract, complicated, and incomprehensible by students enrolled in introductory courses. A study was performed on a group of 64 students in an introductory physics I course to determine if algebra skill, scientific reasoning ability, reading/comprehension level, or student attitude were significant predictors of success in the course. The study found that female physics achievement could be predicted by algebra ability, scientific reasoning skills, affinity toward traditional teaching practices, scientific attitude. Male physics achievement was found to depend only on desire for conceptual knowledge and meaningful learning. It was also determined that students with scientific reasoning skills did not prefer the traditional lecture-centered educational environment.","abstract_has_math":false,"creators":["Gnefkow, Andrew Joseph, 1985-"],"institution":"University of Missouri-Kansas City","degree_name":"M.S.","degree_level":"Masters","degree_discipline":"Physics (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Stoddard, Elizabeth P., advisor"],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-06-08","date_published":"2011-06-08","updated_at":"2026-07-24T05:18:49Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10355/10899","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Stoddard, Elizabeth P., advisor"]},{"key":"dc:creator","label":"Author","values":["Gnefkow, Andrew Joseph, 1985-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2011-06-08T16:32:10Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2011-06-08T16:32:10Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-06-08"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri-Kansas City"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Physics (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri-Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10355/10899"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed on June 8, 2011","Thesis advisor: Elizabeth Stoddard","Vita","Includes bibliographic references (p. 69-74)","Thesis (M.S.)--Dept. of Physics. University of Missouri--Kansas City, 2011"]},{"key":"dc:description.abstract","label":"Abstract","values":["The field of physics suffers from low student matriculation through its degree programs as well as being viewed as being abstract, complicated, and incomprehensible by students enrolled in introductory courses. A study was performed on a group of 64 students in an introductory physics I course to determine if algebra skill, scientific reasoning ability, reading/comprehension level, or student attitude were significant predictors of success in the course. The study found that female physics achievement could be predicted by algebra ability, scientific reasoning skills, affinity toward traditional teaching practices, scientific attitude. Male physics achievement was found to depend only on desire for conceptual knowledge and meaningful learning. 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It was also determined that students with scientific reasoning skills did not prefer the traditional lecture-centered educational environment."],"dc:identifier.uri":["http://hdl.handle.net/10355/10899"],"dc:language.iso":["en_US"],"dc:publisher":["University of Missouri-Kansas City"],"dc:title":["Exploratory identification of introductory algebra-based physics success factors"],"dc:type":["Thesis"],"thesis:degree_discipline":["Physics (UMKC)"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Missouri-Kansas City"]},"updated_at":"2026-07-24T05:18:49Z"}