Investigating the Effectiveness of the Tutorials in Introductory Physics in Multiple Instructional Settings

TL;DR

This study evaluates how different instructional settings affect the effectiveness of physics tutorials, highlighting that collaborative and instructor-supported environments outperform computer-only approaches in student learning outcomes.

Contribution

It provides empirical evidence on the relative effectiveness of various instructional methods for physics tutorials, emphasizing the importance of instructor involvement and collaborative learning.

Findings

Computer-based tutorials are less effective than collaborative, instructor-supported settings.

Instructor training and interaction significantly enhance tutorial effectiveness.

Collaborative learning groups improve student understanding more than solitary computer-based learning.

Abstract

This paper examines the educational impact of the implementation of "Changes in Energy and Momentum" from the Tutorials in Introductory Physics in five different instructional settings. These settings include (1) a completely computer-based learning environment and (2) use of cooperative learning groups with varying levels of instructor support. Pre- and post-tests provide evidence that a computer-based implementation falls significantly short of classroom implementations which involve both collaborative learning groups and interactions with a teaching assistance. Other findings provide insight into the importance of certain elements of instructor training and the appropriate use of the tutorial as an initial introduction to a new concept.