The Effectiveness of Interactive Engagement in Introductory Physics Courses at the University of North Carolina at Chapel Hill Public Deposited

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Last Modified
  • March 20, 2019
Creator
  • Guynn, David
    • Affiliation: College of Arts and Sciences, Department of Physics and Astronomy
Abstract
  • The Department of Physics and Astronomy at the University of North Carolina at Chapel Hill (UNC-CH) has implemented interactive-engagement in its introductory physics curriculum for students majoring in both the life sciences and the physical sciences. As a measure of teaching effectiveness, UNC-CH has been administering both the Force Concept Inventory (FCI) and Conceptual Survey of Electricity and Magnetism (CSEM) to students in introductory courses since Fall 2007. This project examines students’ performance on both the FCI (N=7863) and CSEM (N=5222) using several established metrics for determining learning gains. This study finds that the implementation of interactive-engagement has a statistically significant increase of learning gains, independent of student gender or ethnicity. Furthermore, it was observed that learning gaps between genders narrowed for students enrolled in courses for physical science majors. Finally, further opportunities for study and data analysis are described for future use within UNC-CH’s research program.
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Rights statement
  • In Copyright
Advisor
  • Reichart, Daniel
  • Churukian, Alice
  • McNeil, Laurie
Degree
  • Master of Science
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2016
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