Abstract:

Using specific interactive learning activities with the aim to motivate and activate freshmen to study can positively influence students’ attitudes towards learning and increase the chance of students` success in the STEM (Science, Technology, Engineering and Mathematics) study programme.

In paper we deal with the results that we gained from the students` knowledge testing before and after the course of physics using traditional and interactive way of teaching this course using video analysis with the program Tracker (video analysis and simulations (VAS) method of problem tasks). We used a standardized FCI (Force Concept Inventory) pre and post-test in order to find out the prior and output of knowledge of physics in the experimental and control group.

We also used a Student t-test to evaluate statistical differences between the means of the pre and post-tests.

Our results indicate that there is no statistical difference in the mean of pre-test score of the experimental and the control group.

Furthermore, based on the p-values observed, we rejected the hypothesis that there is no significant difference between the post-test means, our results confirmed that there is significant increase in conceptual understanding after the successfully completed the course of physics in both control and experimental group. Moreover, the significant difference between the post-test means was confirmed by using t-test at the end of the semester in the experimental group in comparison with the control group.

Watching and analysing video recordings of the process of motion in an attractive way forms correct students’ conceptions and also positively influences students` attitudes towards the importance of study for their future.

We point out the importance of interventions such as interactive lectures and their integration into STEM study programme because thanks to them we can manage to reduce the lack of students` knowledge.

Keywords:

STEM education, t-test, video analysis.