Publication Date


Document Type


Committee Members

Jason Deibel (Committee Member), Doug Petkie (Other), Eric Rowley (Committee Member), Adrienne Traxler (Advisor)

Degree Name

Master of Science (MS)


Physics Education Research has begun to focus on the learning habits, success, and connections of students in physics classrooms using Social Network Analysis (SNA). SNA is an important tool in studying classroom dynamics because it can be used to map the social structure of a classroom's interactions and to aid in understanding how students work and study together. This study presents network diagrams, statistics, centrality measures, and conceptual understanding correlations for 7 different sections of introductory physics. Centrality measures were determined from a first and last week survey in which students were asked to indicate their study partners within the class. Courses were then analyzed in aggregate and by gender to look for gender effects in network participation, which may take the form of different patterns of centrality, or different centrality shifts over the semester. These measures were then correlated with Force Concept Inventory (FCI) scores and gains.

Page Count


Department or Program

Department of Physics

Year Degree Awarded


Included in

Physics Commons