Patterns of retention into second year physics and astrophysics

Abstract

Patterns of retention into second year physics and astrophysics

Abdulla Alseiari^a, Anna McLean Phillips^a

Presenting Author: Abdulla Alseiari ([email protected])

^aSchool of Physics and Astronomy, Monash University, VIC 3800, Australia

KEYWORDS: retention, physics, self-efficacy, belonging

BACKGROUND

Improving completion of science majors requires an improved understanding of which students do and do not continue and why. Within physics, various international studies have explored demographic patterns in persistence, with some studies finding interactions between gender, self-efficacy, feelings of belonging, perceptions of learning environment, and social connections (Cwik and Singh, 2021; Franklin and Brewe, 2025; Sawtelle, Brewe, and Kramer 2012; Zwolak et al, 2017). These studies show mixed and inconsistent results, hinting that these patterns may be highly context-specific. What work exists within Australia has identified that intent to persist in science generally is related to science identity and feelings of belonging and that these relationships differed for men and women (Fisher, Brookes, and Thompson, 2022); however, actual retention was not measured.

AIMS

The present work is part of a longitudinal, mixed-method study of retention and experiences of students in physics and astrophysics in a large Australian University. Here, we present interim results on if gender plays a role into retention into second year studies in either physics or astrophysics.

DESIGN AND METHODS

At the start of the first semester in 2023, students enrolled in a first-year physics class designed for students intending to major in physics, astrophysics, or related sciences were given a survey asking them about their study intentions, demographics, self-efficacy, mindset, feelings of belonging, trust in instructors and peers, and demographics and family background. Questions were primarily drawn from previously validated surveys. Of 292 enrolled students, 237 consented to participate in the research study and passed the consistency test used to check if students were reading the survey. Students were also asked to consent to data collection via the Learning Management System, which has allowed us to identify which students enrolled in second year physics studies within two years of completing the initial survey. Due to the binary nature of the data and relatively small numbers, Fisher’s exact test was used to determine significance for the results by gender presented here.

RESULTS

Within the valid data sample, 55 students identified as women and 167 as men. We identified that with 47% of men, and 40% of women continued to second year studies in either astrophysics or physics, which we found to be not statistically significant (p = 0.08). 27% of women and 32% of men continued into second year physics (p = 0.10), and 16% of women and 24% of men continued into second year astrophysics (p = 0.07). We note that a significant limitation is that this study does not capture all possible pathways into second year physics and astrophysics available nor students who delay second year studies by more than two years. These findings suggest that while gendered patterns may exist in retention, other factors may be more significant.

REFERENCES

Cwik, S., & Singh, C. (2021). How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses. Physical Review Physics Education Research, 17(2), 020143.

Fisher, C. R., Brookes, R. H., & Thompson, C. D. (2022). ‘I don’t study physics anymore’: A cross-institutional Australian study on factors impacting the persistence of undergraduate science students. Research in Science Education, 52(5), 1565-1581.

Franklin, M., & Brewe, E. (2025). What correlates with persistence of women in physics?. Physical Review Physics Education Research, 21(1), 010115.

Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes-Malach, T. J., & Singh, C. (2022). Framework for unpacking students’ mindsets in physics by gender. Physical Review Physics Education Research, 18(1), 010116.

Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Exploring the relationship between self‐efficacy and retention in introductory physics. Journal of research in science teaching, 49(9), 1096-1121.

Zwolak, J. P., Dou, R., Williams, E. A., & Brewe, E. (2017). Students’ network integration as a predictor of persistence in introductory physics courses. Physical Review Physics Education Research, 13(1), 010113.

Proceedings of the Australian Conference on Science and Mathematics Education, The University of Melbourne, 30 September - 2 October 2025, page X, ISSN Number 2653-0481.