ERIC Number: ED463979
Record Type: RIE
Publication Date: 2002-Apr
What Course Elements Correlate with Improvement on Tests in Introductory Newtonian Mechanics?
Morote, Elsa-Sofia; Pritchard, David E.
This paper reports on the level of effectiveness of the various course elements (such as electronic homework, written homework, collaborative group problems and class participation) in calculus-based introductory Newtonian mechanics as taught to Massachusetts Institute of Technology (MIT) students. Effectiveness is measured by the regression coefficient of a particular course element with the gain of the student's grade on the MIT final exam and on two widely used standard physics tests that emphasize conceptual knowledge: the Force Concept Inventory and the Mechanics Baseline tests. The authors find that the electronic homework as administered by CyberTutor is the only course element that contributes significantly to improvement on the final exam, and that CyberTutor and collaborative group problem solving contribute most strongly to improvements on the standard conceptual tests. The authors also report surveys that demonstrate strongly increasing student assessment of CyberTutor over the four terms of its use. (Contains 17 references.) (Author/MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, April 6-10, 2002)