  Student performance of virtual introductory physics class (calculus-based
mechanics) is analyzed. A fully web-enhanced class was done synchronously. The
analysis is done in two categories, averaging all mid-exams (or chapter exams)
and cumulative final exams. It shows that students perform well with shorter
timed mid-semester assessments (or chapter exams) than the longer timed
assessments. Results were then compared with two survey questions to
investigate the effect of the background knowledge of physics and calculus on
their performance. It shows two interesting results, a) students with basic
conceptual background knowledge of physics perform well, b) calculus knowledge
does not correlate well with student performance. These findings can be used to
rethink and redesign the assessments for calculus-based introductory physics
classes. Also, the findings can be used to develop a supplemental support
program to enhance student performance.
