Secondary Analysis of Teaching Methods in Introductory Physics: a 50k-Student Study

TL;DR

This study analyzes data from over 50,000 students to confirm that interactive engagement teaching methods significantly improve conceptual learning in introductory physics across diverse educational settings.

Contribution

It provides a comprehensive review and validation of the effectiveness of interactive engagement strategies using a large-scale dataset from 1995 to 2014.

Findings

Interactive engagement methods lead to higher learning gains than traditional lectures.

These methods are effective across different student backgrounds and institution types.

The effectiveness persists regardless of class size or students' prior knowledge.

Abstract

Physics education researchers have developed many evidence-based instructional strategies to enhance physics students' conceptual learning. These strategies have historically been tested using assessments such as the Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE). We have performed a review and analysis of FCI and FMCE data published between 1995 and 2014. We confirm previous findings that interactive engagement teaching techniques are significantly more likely to produce high student learning gains than traditional lecture-based instruction. We also establish that interactive engagement instruction works in many settings, including for students with a high and low level of prior knowledge, for liberal arts and research universities, and for small and large class sizes.