Impact of Physics First on PSAE achievement in science and math

Present research has shown that secondary students who experienced a Physics First sequence (PCB) had higher science and math achievement than students who experienced a traditional sequence (BCP). This causal-comparative study determined the differences between groups (honors and regular biology; and honors and regular Physics First) and gender on secondary academic measures in science and math. Statistical analyses revealed significant differences in science achievement for students who experienced a PCB sequence at both the honors and regular level. There were no statistically significant differences between the groups on math academic measures. In addition, gender-based comparisons resulted in no statistically significant differences between the groups on science or math academic measures. The data from this study supports the argument for a change to the PCB sequence as a way to improve science achievement.