Andrew J. Mason | Searcharxiv

arXiv2020

Perceived irrelevance and mastery vs. performance achievement goals: Two mindset variables within attitudinal experiences of life science majors in introductory physics

In a previous study, students' self-expressed learning orientations towards an exercise centered on self-monitoring one's ability to solve a pre-lab physics problem were identified from a post-test feedback survey given to an introductory algebra-based physics student population spanning six measured semesters, and examined as a potential variable in course performance, force and motion conceptual understanding, and attitudes towards learning physics. The sampled population, which primarily consists of life science majors, was also asked in the same feedback survey to discuss what portion or portions of the course were relevant to their respective choices of major. In this study, we examine the fact that about 50 students out of 218 sampled students, or 23% of the sample population, explicitly stated that they perceived no relevance at all of the course to their respective majors, whereas the other 168 students cited portions of the course or the entirety of the course as being relevant to their majors. A follow-up investigation of perceived relevance versus irrelevance shows that attitudes towards physics will experience more expert-like shifts for students who perceive relevance than students who do not; in particular, the attitudinal survey's item clusters that pertain to personal interest and real-world connections appear to show the strongest effect. Further examination showed that biology majors and health science majors (two distinctive sub-populations of life science majors) show similar pre-post trends for relevance vs. irrelevance perceptions, whereas students with a performance achievement goal appeared to bifurcate between a novice-like shift for perceived irrelevance and no attitudinal shift from pre to post for perceived relevance. Discussion includes emphasis on limitations imposed by institution type among other factors.

physics.ed-ph↗

arXiv2020

Learning goals and perceived irrelevance to major within life science majors in introductory physics

In a previous study, students' self-expressed learning orientations towards an exercise centered on self-monitoring one's ability to solve a pre-lab physics problem were identified from a post-test feedback survey given to an introductory algebra-based physics student population spanning six measured semesters, and examined as a potential variable in course performance, force and motion conceptual understanding, and attitudes towards learning physics. The sampled population, which primarily consists of life science majors, was also asked in the same feedback survey to discuss what portion or portions of the course were relevant to their respective choices of major. In this study, we examine the fact that about 50 students out of 218 sampled students, or 23% of the sample population, explicitly stated that they perceived no relevance at all of the course to their respective majors, whereas the other 168 students cited portions of the course or the entirety of the course as being relevant to their majors. A follow-up investigation of perceived relevance versus irrelevance shows that attitudes towards physics will experience more expert-like shifts for students who perceive relevance than students who do not; in particular, the attitudinal survey's item clusters that pertain to personal interest and real-world connections appear to show the strongest effect. Further examination showed that biology majors and health science majors (two distinctive sub-populations of life science majors) show similar pre-post trends for relevance vs. irrelevance perceptions, whereas students with a performance achievement goal appeared to bifurcate between a novice-like shift for perceived irrelevance and no attitudinal shift from pre to post for perceived relevance. Discussion includes emphasis on limitations imposed by institution type among other factors.

physics.ed-ph↗

arXiv2019

A modelling and computational study of the frustration index in signed networks

Computing the frustration index of a signed graph is a key step toward solving problems in many fields including social networks, political science, physics, chemistry, and biology. The frustration index determines the distance of a network from a state of total structural balance. Although the definition of the frustration index goes back to the 1950's, its exact algorithmic computation, which is closely related to classic NP-hard graph problems, has only become a focus in recent years. We develop three new binary linear programming models to compute the frustration index exactly and efficiently as the solution to a global optimisation problem. Solving the models with prioritised branching and valid inequalities in Gurobi, we can compute the frustration index of real signed networks with over 15000 edges in less than a minute on inexpensive hardware. We provide extensive performance analysis for both random and real signed networks and show that our models outperform all existing approaches by large factors. Based on solve time, algorithm output, and effective branching factor we highlight the superiority of our models to both exact and heuristic methods in the literature.

cs.SI↗

arXiv2018

Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics such as metacognition. We investigate a sample population of 218 students in a first-semester introductory algebra-based physics course, drawn from 14 laboratory sections within six semesters of course sections, to determine the influence of achievement goals on life science majors' attitudes towards physics. Learning orientations that, respectively, pertain to mastery goals and performance goals, in addition to a learning orientation that does not report a performance goal, were recorded from students in the specific context of learning a problem-solving framework during an in-class exercise. Students' learning orientations, defined within the context of students' self-reported statements in the specific context of a problem-solving-related research-based course implementation, are compared to pre-post results on physics problem-solving items in a well-established attitudinal survey instrument, in order to establish the categories' validity. In addition, mastery-related and performance-related orientations appear to extend to overall pre-post attitudinal shifts, but not to force and motion concepts or to overall course grade, within the scope of an introductory physics course. There also appears to be differentiation regarding overall course performance within health science majors, but not within biology majors, in terms of learning orientations; however, health science majors generally appear to fare less well on all measurements in the study than do biology majors, regardless of learning orientations.

physics.ed-ph↗

arXiv2018

Computing the Line Index of Balance Using Integer Programming Optimisation

An important measure of signed graphs is the line index of balance which has several applications in many fields. However, this graph-theoretic measure was underused for decades because of the inherent complexity in its computation which is closely related to solving NP-hard graph optimisation problems like MAXCUT. We develop new quadratic and linear programming models to compute the line index of balance exactly. Using the Gurobi integer programming optimisation solver, we evaluate the line index of balance on real-world and synthetic datasets. The synthetic data involves Erdős-Rényi graphs, Barabási-Albert graphs, and specially structured random graphs. We also use well known datasets from the sociology literature, such as signed graphs inferred from students' choice and rejection as well as datasets from the biology literature including gene regulatory networks. The results show that exact values of the line index of balance in relatively large signed graphs can be efficiently computed using our suggested optimisation models. We find that most real-world social networks and some biological networks have small line index of balance which indicates that they are close to balanced.

cs.SI↗

arXiv2017

The Effect of Students' Learning Orientations on Performance in Problem Solving Pedagogical Implementations

Students' learning orientation, as applied towards learning problem solving, may be differentiated into learning a problem solving framework for its own sake, learning for the sake of doing well in the course, and non-goal-related considerations. In previous work, the role of learning orientation in student performance on a metacognitive problem solving exercise appeared to have some correlation with choice of major within life sciences, gains in conceptual understanding and attitudes towards problem solving skills. We examine a larger data set, taken from fourteen laboratory sections over six semesters of an introductory algebra-based physics course at the University of Central Arkansas, in which students worked on the problem solving exercise with their laboratory partners prior to a conceptually related laboratory exercise. We discuss the implications of analysis of the larger data set, in consideration of two arguably different IPLS-like populations.

physics.ed-ph↗

arXiv2017

Potential relationship of epistemic games to group dynamics and learning orientations towards physics problem solving

Current investigations into pedagogical goals of introductory algebra-based physics students at the University of Central Arkansas, by learning orientation towards an in-class metacognitive group problem solving task, seek to determine possible relationships with attitudinal shifts and course performance. Students thus far have been untreated with known group-based learning pedagogies, so as to establish trends of common group habits, and ultimately to properly inform implementation of group-based pedagogies in reaction to these trends. However, students' group dynamics and learning orientations prove difficult to map to group-based measurements; an estimate of group learning orientation and preferred working group dynamic is here explored as a potential means of interpreting students' use of problem solving strategies. A means of "sampling" audiovisual data in a live classroom of several simultaneous groups is also presented as a way to estimate the frequency of chosen strategies to this end.

physics.ed-ph↗

arXiv2016

Impact of guided reflection with peers on the development of effective problem solving strategies and physics learning

Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation and reflection upon the process. Research suggests that converting a problem from the initial verbal representation to other suitable representation, e.g., diagrammatic representation, during the initial conceptual analysis can facilitate further analysis of the problem.6 But without guidance, many introductory physics students solve problems using superficial clues and cues and do not perceive problem solving as an opportunity for learning. Here, we describe a study which suggests that engaging students in reflection with peers about effective problem solving strategies while effective approaches are modeled for them and prompt feedback is provided may enhance desirable skills.

physics.ed-ph↗

arXiv2016

Epistemic Impact on Group Problem Solving for Different Science Majors

Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept Inventory (FCI) and Colorado Learning Attitudes About Science Survey (CLASS) of 39 students of a first-semester algebra-based introductory physics course, while describing typical results for a traditional-format course overall (g = +0.14), suggest differences in epistemic views between health science majors and life science majors which may correlate with differences in pre-post conceptual understanding. Audiovisual data of student lab groups working on a context-rich problem and students' written reflections described each group's typical dynamics and invoked epistemic games. We examined the effects of framework-based orientation (favored by biology majors) and performance-based orientation (favored by computer science, chemistry, and health science majors) on pre-post attitude survey performance. We also investigated possible correlations of these orientations with individual quantitative survey results, and with qualitative audiovisual data of lab groups' choice of epistemic games.

physics.ed-ph↗