Abstract
BackgroundValuable safeguards against fast-spreading conjectures about learning in times of fear and uncertainty are evidence-based approaches to the assessment of the impact of sudden and unforeseen disruptions on learning practices. The present research focused on physics learning in such times because conceptual and computational literacy in physics is critical to the development of a scientifically and technologically literate society. ObjectivesThe present research aimed (a) to offer an objective assessment of whether performance differences in a physics course of the general education curriculum existed between the face-to-face medium (familiar mode of instruction) and the online medium (unfamiliar mode of instruction) for both male and female students, and then (b) to develop a response to the evidence collected to ensure a quality education for all parties involved. The research intended to fill two critical gaps in the extant literature: mixed findings concerning students' performance in the face-to-face and online mediums as well as scarce coverage of specific domains of knowledge that are critical to STEM learners. MethodsStudents' performance was examined as a function of the type of assessment (formative and summative), instructional mode (online and face-to-face), and gender. An understudied student population of STEM students of Middle Eastern descent without prior formal exposure to online instruction was targeted. Results and ConclusionsIn both formative and summative assessments, male students performed better online than face-to-face, whereas the performance of female students was either higher online or equivalent between instructional mediums. The evidence collected suggested that consideration be given to remedies that foster academic success in the face-to-face instructional medium, particularly for male students. TakeawaysAn evidence-based approach to learning dismantled emotion-driven expectations regarding the impact of the online medium on physics learning, and encouraged new perspectives about instruction.