Abstract:

An evaluation of different teaching approaches and the outcomes over the course of 6 semesters in a large physics class for engineers was conducted to determine their efficiency. Correlations between implemented methods and student class performance were identified. The following measures were analysed: completion of homework, participation in the class, and performance of the assignment for extra-credit. For analysis, three-time intervals were compared: pre-, intra-, and post-COVID-19. No significant drop in student performance was found when students were brought back into the classroom for face-to-face instruction after the new approaches had been implemented. Students’ scores were found to increase by a statistically significant ~9 points after the implementation of the new approaches when compared to students who were in the pre-COVID19 face-to-face semesters. This difference was true for both the students of online semesters and those in the returning face-to-face semester. No significant difference was found between the average scores of these two latter groups when comparing them against each other.

Keywords:

Undergraduate physics and engineering, student performance, online teaching, active learning, teaching during COVID19, post-COVID19 teaching.