Extending positive C-LASS results across multiple instructors and multiple classes of Modeling Instruction

TL;DR

This multi-year study demonstrates that Modeling Instruction in calculus-based physics consistently improves student attitudes across multiple instructors and classes, with effect sizes indicating moderate to strong positive shifts.

Contribution

It extends prior positive attitude results of Modeling Instruction by validating its effectiveness across diverse instructors and classes over several years.

Findings

Significant attitude improvements in 5 of 6 instructors

Effect sizes ranged from 0.08 to 0.95, averaging 0.45

Most classes showed positive shifts in student attitudes

Abstract

We report on a multi-year study of student attitudes measured with the Colorado Learning Attitudes about Science Survey (CLASS) in calculus-based introductory physics taught with the Modeling Instruction curriculum. We find that five of six instructors and eight of nine sections using Modeling Instruction showed significantly improved attitudes from pre to post-course. Cohen's d effect sizes range from 0.08 - 0.95 for individual instructors. The average effect was d = 0.45, with a 95% confidence interval of (0.26 - 0.64). These results build on previously published results showing positive shifts in attitudes from Modeling Instruction classes. We interpret these data in light of other published positive attitudinal shifts and explore mechanistic explanations for similarities and differences with other published positive shifts.