Learning Physics by Creating Problems: An Experiment

TL;DR

This study explores how student-generated problems in physics education can enhance learning outcomes, showing significant performance improvements and highlighting motivation as a key factor for success.

Contribution

It demonstrates that student-created problems can significantly improve physics exam performance, with potential for broader application in problem-based learning.

Findings

Students involved performed significantly better (t = 5.04)

Performance improved with problem creation process

Motivation influences effectiveness of student-generated problems

Abstract

We investigated the effects of student-generated problems on exams. The process was gradual with some training throughout the semester. Initial results were highly positive with the students involved performing significantly better, and showing statistically significant improvement (t = 5.04) compared to the rest of the class, on average. Overall, performance improved when students generated problems. Motivation was a limiting factor. There is significant potential for improving student learning of physics and other problem-based topics.