Follow-up Survey of Physics Student Attitudes on Differing Modes of Access to Problem Solutions

Abstract

Use of end-of-chapter textbook problems for teaching and assessing concepts in introductory physics is widespread, as is restriction of student access to the solutions (Ginsberg, Panasuk and George, 1997). We recently surveyed student attitudes on access to problem solutions (Ginsberg and Panasuk, 1998), sampling the enrollment in a large calculus-level course offered in spri ng 1996. For most of the course, student access was restricted to assigned problem solutions, placed on library reserve after discussion in class and collection of homework. During the last two weeks, however, solutions to all textbook problems in three c hapters were made available. We seized the opportunity to survey student attitudes toward these altered circumstances, collecting responses from 128 students. The survey instrument contained two multiple-choice questions, one open-ended question, five Lik ert-scale questions, and space for comments. Results confirm a definite preference for freer access to solutions. Responses to direct-comparison questions suggest enhanced student engagement with problems, a desirable learning indicator. To go to this article, click here.