Grade achievement as a function of social and academic relations in the University Physics Context
(English)Manuscript (preprint) (Other academic)
A complexity perspective is used to differentiate between the social network that student develop, which is made up of the social ties constituted between students within a given course, and the academic network, which in turn is made up of academic ties constituted between students within a given course. This differentiation is introduced because, up until now, research in the field has only investigated connections between undifferentiated network ties and students’ academic success. As a start to dealing with this issue, the study explores what network structures emerge from students' interactions with each other within their courses, in particular the social and academic networks that they create. Network analysis is used to examine students’ structural position in these networks in relation to student’s grade achievement on two courses in physics and related engineering degree programmes in Sweden. The remaining data consists of a network survey conducted at a highly regarded traditional Swedish university. The analysis indicates that while the participating physics and engineering student (n1= 64, n2= 68) socialized and studied together to a large degree, their positions in their social and academic networks were related to grade achievement in different ways.
Grade achievement, social networks, academic networks, complexity science, physics education research
Research subject Physics with specialization in Physics Education
IdentifiersURN: urn:nbn:se:uu:diva-259412OAI: oai:DiVA.org:uu-259412DiVA: diva2:844014