The effect of interactive lecture experiments on student academic achievement and attitudes towards physics

2009 ◽  
Vol 87 (8) ◽  
pp. 917-924 ◽  
Author(s):  
Rachel F. Moll ◽  
Marina Milner-Bolotin
Keyword(s):  
Academic Achievement ◽  
Student Attitudes ◽  
Introductory Physics ◽  
Pedagogical Practices ◽  
Typical Result ◽  
Student Academic Achievement ◽  
Final Exam ◽  
Learning Attitudes ◽  
Physics Course ◽  
Interactive Lecture

This paper examines the effects of computer-based Interactive Lecture Experiments (ILEs) in a large introductory physics course on student academic achievement and attitudes towards physics. ILEs build on interactive lecture demonstrations by requiring students to analyze data during and after lecture demonstrations. Academic achievement was measured using the Force Concept Inventory (FCI) and final examinations' grades; and student attitudes were measured using a Colorado Learning Attitudes about Science Survey (CLASS). FCI results showed a general positive shift (about average for an interactive course) but could not detect improvements in student understanding of specific topics addressed by ILEs. However, open-ended questions on the final exam showed differences between sections on topics that were addressed by ILEs. Attitude survey results showed a negative shift in student attitudes over the semester, which is a typical result for an introductory physics course. This finding suggests that ILE pedagogy alone is insufficient to significantly improve student attitudes toward science. The study also revealed possible improvements to implementing ILEs such as working in groups, ongoing feedback for students, and linking assessment to pedagogical practices.

scholarly journals The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Christina Hendricks ◽  
Stefan A. Reinsberg ◽  
Georg W Rieger
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research University ◽  
Student Learning Outcomes ◽  
Final Exam ◽  
College And University ◽  
Learning Attitudes ◽  
And Shifts ◽  
Physics Course ◽  
Cost Outcomes

<p class="3">Assigning open textbooks in college and university courses can help students save money on increasingly expensive commercial textbooks, and recent research shows that this savings can often be achieved with little to no sacrifice in textbook quality or student learning outcomes. We add to this body of research by examining the use of an open textbook in an introductory physics course at a large research university in Canada that enrols approximately 800-900 students per year. In this course, the instructors revised an open textbook and combined it with other learning resources onto a single website, whereas more than one source of learning materials was used previously. We used the COUP framework to structure our analysis, focusing on cost, outcomes, use, and perceptions in relation to the open textbook assigned in the course. Through the use of a survey of students and data about student learning outcomes in the form of final exam and course grades, and shifts on the pre-/post- Colorado Learning Attitudes about Science Survey, we show that student savings by moving to an open textbook were accompanied by little change in learning outcomes. We also show that the vast majority of survey respondents perceived the open textbook to be of the same or better quality than commercial textbooks used in their other courses. Further, many of them appreciated the fact that the textbook was customized to this particular course—which is made possible by the use of a textbook with an open license.</p>

scholarly journals What factors impact student performance in introductory physics?

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0244146
Author(s):  
Eric Burkholder ◽  
Lena Blackmon ◽  
Carl Wieman
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Introductory Physics ◽  
Concept Inventory ◽  
Act Scores ◽  
Course Performance ◽  
Final Exam ◽  
Substantial Impact ◽  
Physics Courses ◽  
Exam Scores

In a previous study, we found that students' incoming preparation in physics—crudely measured by concept inventory prescores and math SAT or ACT scores—explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students’ successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course. We unexpectedly found a set of common practices and attitudes. We found that students’ use of instructional resources had relatively little impact on course performance, while student characteristics, student attitudes, and students’ interactions outside the classroom all had a more substantial impact on course performance. These results offer some guidance as to how instructors might help all students succeed in introductory physics courses.

scholarly journals DESIGNING ERROR DETECTION PROMPTS AND PEER FEEDBACK FOR PHYSICS CLASSROOMS

2020 ◽  
Author(s):  
Elizabeth Charles ◽  
Kevin Lenton ◽  
Rhys Adams ◽  
Michael Dugdale ◽  
Nathaniel Lasry ◽  
...  
Keyword(s):  
Treatment Group ◽  
Error Detection ◽  
Peer Feedback ◽  
Introductory Physics ◽  
Control Group ◽  
Identification Task ◽  
Final Exam ◽  
Writing Feedback ◽  
Physics Course ◽  
Group 1

We examine the design of error detection prompts which scaffold peer-feedback as a corrective process, rather than an error-identification task. After designing a series of these prompts, they were given to a class of students in an introductory physics course (treatment group). Students in the treatment group, in comparison to the control group, 1) were more successful at correctly identifying errors and providing more meaningful feedback to a fictional classmate, and 2) wrote more, and explained physics better on final exam questions. In addition, several students adopted a mentoring (tutor-tutee) identity when writing feedback.

Investigation of Online Learning Satisfaction During COVID 19: In Relation to Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Basith ◽  
Rosmaiyadi Rosmaiyadi ◽  
Susan Neni Triani ◽  
Fitri Fitri
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Student Academic Achievement ◽  
Learning Satisfaction ◽  
High Level ◽  
The Relationship

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

VARIOUS KINDS OF PROBLEMS IN AN ELECTRICITY AND MAGNETISM ASSESSMENT WITHIN AN INTRODUCTORY PHYSICS COURSE FOR CHEMISTRY MAJORS

2017 ◽  
Author(s):  
Lukáš Richterek ◽  
◽  
František Látal ◽  
Keyword(s):  
University Students ◽  
Introductory Physics ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Assessment Data ◽  
Score Difference ◽  
Electricity And Magnetism ◽  
Graph Reading ◽  
Conceptual Problems ◽  
Physics Course

An assessment is described in the introductory physics course for chemistry major students with the focus on solving problems from the electricity and magnetism. The experiences are summarised, obtained during the academic years 2014/2015, 2015/2016 and 2016/2017 from a multiple-choice test passed by 390 chemistry majors at the Faculty of Science in Olomouc. Various kinds of quiz problems were used, which can be divided into three categories: conceptual questions, numerical questions, questions with chart reading and interpretation. In the study assessment data are summarised and the score difference, achieved in the mentioned problem categories, is identified. The results did not prove that conceptual problems were more difficult for the set of students, but it is suggested, that students are more successful in the whole test to reach better scores in graph reading questions. Keywords: chemistry majors, physics course, university students.

scholarly journals Peran Strategi Metakognitif dengan Bantuan Metode PQ4R pada Prestasi Akademik Mahasiswa PIAUD Di Institut Agama Islam Sunan Giri Bojonegoro

2018 ◽  
Vol 3 (2) ◽  
pp. 162-171
Author(s):  
Eshthih Fithriyana
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Data Analysis ◽  
Significant Role ◽  
Learning Process ◽  
Metacognitive Strategies ◽  
Student Academic Achievement ◽  
Islamic Religion

This study is a study study that analyzes the role of metacognitive strategies with the help of the PQ4R method on academic achievement of PIAUD students at the Sunan Giri Bojonegoro Institute of Islamic Religion. Students in this case are students who follow the learning process in higher education who are required to equip themselves with standardized competencies created with academic achievement, as a provision to take positions and support in an increasingly competitive world of work. Based on the results of data analysis of interviews, observations and questionnaires showed that the use of metacognitive strategies with the help of the PQ4R method had a significant role in student academic achievement in cognitive courses.

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