Abstract:

In this study, we directly compared the effectiveness of two pedagogical techniques on the performance of first-year physics students during a portion of a first-year E&M course. The instructor in one section of the course used a traditional/passive teaching technique while the instructor in the other section used a completely interactive style of teaching. Both instructors agreed beforehand as to exactly what topics and learning objectives would be covered during this portion of the course. Furthermore, both instructors also agreed beforehand on the content and format of the test used to measure student learning. Students in the highly interactive section scored 0.74 +/-0.01 while students in the traditional section scored 0.41 +/- 0.01. Their only exposure to the material and thus opportunities to learn were confined to the classroom. In this way, this study cleanly isolated the effect of a particular classroom pedagogical technique on student learning.

Keywords:

PER, physics, interactive engagement, deliberate practice.