PER in Polynesia: How much does
culture matter?
Brian A. Pyper Ph.D.
Director of Physics Education
BYU-Idaho Department of Physics
Abstract
I spent the last semester teaching at BYUHawaii in Laie, Oahu, among one of the
most diverse student bodies in America.
Cross-correlating student responses to
surveys, including the FCI or CSEM, the
Lawson test, and the EBAPS, I hoped to see
if cultural differences would affect
interactive engagement efforts. Both
statistical analyses and anecdotal experiences
yield some very interesting conclusions.
Studentbody
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Student profile: 24% Freshmen, 25% Sophomores, 22% Juniors, 29%
Seniors
Average age: 25 years old
At least two-thirds speak two or more languages
About 54% are female and 46% male
About 25% are married
Average GPA of incoming freshman: 3.64
Average class size: 25
Student/faculty ratio: 17 to 1
Cultural diversity: 21% from Asia, 16% from the Pacific, 12% Hawaii, 45%
U.S. mainland, and 6% from elsewhere
Nearly half of 2700 students coming from 70 nations, BYU-Hawaii is the
most ethnically diverse campus per capita in the U.S.
About 91% are members of The Church of Jesus Christ of Latter-day Saints
Tuition: About $12,000 total cost per year,
Over 95% of BYU-Hawaii students are on some type of financial assistance
including scholarships, grants and loans.
My classes
About half Pacific Islanders, ¼ Whites, ¼ Asian
Current Study
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Administered Lawson, EBAPS, and FCI or
CSEM to ~100 science students at BYU-H
Fall 2008
Gains in each by individual student
Cross-correlation by gender, year in school,
previous math and physics background,
motivation, ethnicity.
Results by ethnicity
1.00
0.80
0.60
0.40
0.20
0.00
-0.20
-0.40
Latino
Caucasian
Asian
Polynesian
Some Interesting Correlations
LAWSON
pre
LAWSON
post
FCI/CS
EMgain
EBAPSpost
year
math
physics
motive
gender
-.435
P=.013
no
no
no
no
no
no
no
year
no
no
no
.537
p<.001
1
no
no
.708
p<.001
math
no
no
.381
p=.031
no
no
1
no
no
physics
-.370
p=.037
no
no
no
no
no
1
-.420
p=.017
More Correlations
•FCI/CSEM gain and EBAPSpost (.598 p<.001)
•FCI/CSEMpost and LAWSONpre and post (.627
p<.001, .503 p=.004)
•LAWSONpre and LAWSONpost (.746 p<.001)
Comments
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Although the end sample size was small (32 after eliminating
those who didn’t take all three tests both pre and post), some
consistent results shine through:
-The Polynesians were the only group with positive
EBAPS gains
-Whites had the worst EBAPS gains (losses)
-Polynesian LAWSON scores were significantly lower
than both Whites and Asians (t=.004 and .08, respectively)
Strong correlations between FCI/CSEM gains and EBAPS
post, and between LAWSONpost and FCI/CSEM post (but
not gains?)
Conclusion
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If we care about conceptual understanding we need to
give explicit attention to Epistemology and Reasoning
Ability. Make course goals and activities explicit,
encourage metacognition, give opportunities for
reasoning development (interactive and inquiry!).
Cultural issues impact in surprising ways. (Whites in
Hawaii for reasons other than school, Polynesians
with fewer academically rigorous experiences,
Polynesians and Asians with much different
classroom expectations)