Abstract:

The study aims to investigate the relatively unknown effect of introducing new technologies of interactive learning on educational performance in terms of learning/assessing physics in higher education. It was conducted over three academic years (2011-2012, 2012-2013, 2013-2014). The study focused on a sample of 1678 students enrolled in the first year of bachelor studies. They studied the fundamental subject Physics 1 in the first semester and the more advanced subject Physics 2 in the second semester. The sample corresponding to each subject was randomly divided in half, representing the experimental and the control groups respectively. After the introduction of the "teaching/ evaluation strategy" as independent variable (interactive versus traditional), the ANCOVA method helped us to quantify and compare the standard performances obtained by students in terms of learning Physics 1 and 2. Reporting the data obtained from the results of the initial assessment provided by the standardized admission mean grade revealed the impact of the interactive strategy on the correct identification of students' school performance, as well as offering conclusions on the need for expanding and improving valorization of this type of strategy in the teaching/learning/assessment of physics in higher education. In conclusion, students' academic performance can be measured more accurately by interactive teaching/assessment.

Acknowledgements:
This research was financially supported by the Romanian Executive Unit for Financing Higher Education, Research, Development and Innovation (Grant PN-II-PT-PCCA-2011-3.2-1108, ‘Networked interactive ceramic whiteboards with integrated sound (ENO) for teaching and learning science and technology').

Keywords:

Interactive learning strategies; interactive assessment; ANCOVA.