T-ave=0.23 +/- 0.04 (std. dev.). In sharp contrast, 48 courses (N=4458) which made substantial use of IE methods achieved an average gain IE-ave=0.48 +/- 0.14 (std. dev.), almost two standard deviations of IE-ave above that of the traditional">
ERIC Number: ED441679
Record Type: RIE
Publication Date: 1998
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses.
Hake, Richard R.
A survey of pre/post test data using the Halloun-Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of students N=6542. A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if a rough measure of the average effectiveness of a course in promoting conceptual understanding is taken to be the average normalized gain . The latter is defined as the ratio of the actual average gain (% - %
) to the maximum possible average gain (100-%
). Fourteen "traditional" (T) courses (N=2084) which made little or no use of interactive-engagement (IE) methods achieved an average gain T-ave=0.23 +/- 0.04 (std. dev.). In sharp  contrast, 48 courses (N=4458) which made substantial use of IE methods achieved an average gain IE-ave=0.48 +/- 0.14 (std. dev.), almost two standard deviations of IE-ave above that of the traditional courses. Results for 30 (N=3259) of the above 62 courses on the problem-solving Mechanics Baseline test of Hestenes-Wells imply that IE strategies enhance problem-solving ability. The conceptual and problem-solving test results strongly suggest that the classroom use of IE methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice. (Contains 6 figures and 87 references.) (Author/CCM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A