Physics course curriculum: satisfaction, evaluation, and retention in higher education
In this study, we present the results of an investigation aimed at exploring the potential influence of students' satisfaction with the curriculum of an undergraduate Physics course and their retention in college. Specifically, we were interested in understanding whether the inclusion of Modern...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2023
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43331 |
| Aporte de: |
| Sumario: | In this study, we present the results of an investigation aimed at exploring the potential influence of students' satisfaction with the curriculum of an undergraduate Physics course and their retention in college. Specifically, we were interested in understanding whether the inclusion of Modern and Contemporary Physics (FMC) at the beginning of the Physics undergraduate program would have an impact on reducing student dropout. The research consisted of 40 students enrolled in the first or second year of the Physics Degree at the Institute of Physics of the University of São Paulo (IFUSP). Data collection was conducted through a closed-ended questionnaire, covering topics such as students' expectations prior to the start of the course, academic performance, satisfaction with first-semester subjects, satisfaction with the curriculum, and future expectations regarding the course. The main results revealed that the majority of students were satisfied with the subjects taken in the first semester (66.33 %) and with the course curriculum (91.89 %). Although students expressed interest in FMC content, no significant frustration was identified due to the non-inclusion of these topics in the early semesters of the program. Therefore, there is no evidence to suggest that the absence of these contents could be a reason for frustrations that might lead to student attrition from the course. |
|---|