a Survey of Physics Student Attitudes on Access to Problem Solutions

Abstract

Solving problems is one of the preferred methods for teaching and assessing concepts in introductory physics. Most instructors place restrictions on student access to solutions to end-of-chapter textbook problems, for reasons like those recently surveyed (Ginsberg, Panasuk, and George, 1997). The purpose of this study is to collect and examine data on the attitudes of current physics students on this subject. An in-class questionnaire was distributed in a large, calculus-level, introductory physics course offered in the spring 1996 semester. The survey instrument contained four multiple-choice questions, five Likert-scale questions, and space for optional comments. Responses from a sample of 227 students about their actual use of the solutions, their reactions to the standard practice of restricted access, and their opinions about providing free access, are presented and analyzed. Student and instructor attitudes are compared, and the possible significance of the survey results is discussed.