Serrano María-Antonia, Vidaurre Ana, Meseguer-Dueñas José M, Tort-Ausina Isabel, Quiles Susana, Sabater I Serra Roser, García-Sanchez Tania, Bernal-Pérez Soledad, Gámiz-González M Amparo, Molina-Mateo José, Gómez-Tejedor José Antonio, Riera Jaime
Departamento de Física Aplicada, Universitat Politècnica de València, Camino de Vera s/n, Valencia, 46021, Spain.
Electrical Engineering Department, Universitat Politècnica de València, Camino de Vera s/n, Valencia, 46021, Spain.
Heliyon. 2023 Sep 28;9(10):e20490. doi: 10.1016/j.heliyon.2023.e20490. eCollection 2023 Oct.
The performance of first-year students in electromagnetism (E&M) courses of different engineering degrees at a Spanish public university was measured using the Brief Electricity and Magnetism Assessment (BEMA), a standard research-based instrument to assess students' understanding after attending introductory courses in electricity and magnetism. In all cases, Flipped classroom (FC) built on information and communications technology was used. The objective of this paper is to analyse if the gain in the BEMA pre and post-test results is influenced by several factors such as the degree, the students' academic grade, and gender. Moreover, as some studies have shown that the students' retention of the concepts was significantly stronger in active learning than in traditional approaches, a third BEMA test was performed by the students to analyse the long-term retention gain dependence on the same factors. Students from different engineering degree programs were asked to complete two BEMA tests during the course and a third one after a few months. ANOVA tests were used to analyse the existence of significant differences in gain between student degree programs, student academic level and student gender. Results have shown no differences in the BEMA performance by degree program, but significant differences were found by academic level and gender. Retention did not depend on the degree course but on the academic level. Mean gain value by academic level, and gender was obtained and concluded that the best students presented the best gain results and that gain depends on the students' gender: males outperformed females in the BEMA tests, although there were no significant differences in the course grades. It is thus necessary to understand these differences and to implement measures in daily teaching work to improve women's performance.
在西班牙一所公立大学，使用简短电磁学评估（BEMA）对不同工程学位的一年级学生在电磁学（E&M）课程中的表现进行了测量，BEMA是一种基于标准研究的工具，用于评估学生在参加电磁学入门课程后的理解情况。在所有情况下，都采用了基于信息通信技术的翻转课堂（FC）。本文的目的是分析BEMA测试前后结果的提高是否受到诸如学位、学生学业成绩和性别等几个因素的影响。此外，由于一些研究表明，在主动学习中，学生对概念的保留明显强于传统方法，因此学生进行了第三次BEMA测试，以分析长期保留提高对相同因素的依赖性。来自不同工程学位项目的学生被要求在课程期间完成两次BEMA测试，并在几个月后完成第三次测试。方差分析测试用于分析学生学位项目、学生学业水平和学生性别在提高方面是否存在显著差异。结果表明，不同学位项目的BEMA表现没有差异，但在学业水平和性别方面发现了显著差异。保留情况不取决于学位课程，而是取决于学业水平。得出了按学业水平和性别划分的平均提高值，并得出结论，最好的学生表现出最好的提高结果，并且提高取决于学生的性别：在BEMA测试中男生的表现优于女生，尽管课程成绩没有显著差异。因此，有必要了解这些差异，并在日常教学工作中采取措施提高女生的表现。
