A Student Survey of Mechanics Test Data
Philippine Normal University
Taft, Manila
Interactive-Engagement vs. Traditional Methods: A Six Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
(A Research Journal Critique)
In partial fulfillment of the requirements in Physics 501: Theoretical Mechanics during the First Semester of the school year 2008 – 2009
Maria Jocelyn T. Claridad
Master of Arts in Science Education with Specialization in Physics
Prof. Antriman V. Orleans
October, 2008
Interactive-Engagement vs. Traditional Methods: A Six Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
Richard R. Hake http://carini.physics.indiana.edu/SDI/FOEN-1e.pdf Summary: The study focused on the comparison between interactive-engagement (IE) method and traditional (T) method as an effective tool in the promotion of conceptual understanding among the six thousand students survey of mechanics test data for introductory physics courses. The study seeks to find answer on the question: Can the classroom use of IE methods increase the effectiveness of introductory mechanics courses well beyond that attained by traditional methods? The careful study done by Halloun and Hestenes using massive pre- and post course testing students in both calculus and non-calculus based introductory physics courses at Arizona State University had motivated the researcher to conduct similar study.
The study used survey method to present all the quantitative pre/post tests results of the original Halloun-Hestenes Mechanics Diagnostic Test (MD), Force Concept Inventory (FCI) and the problem solving Mechanics Baseline (MB) test which covered a total of 6542 students enrolled in 62 introductory physics courses. The tests were designed to assess students’ conceptual understanding of Newtonian mechanics.
A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if the rough measure of the average
Taft, Manila
Interactive-Engagement vs. Traditional Methods: A Six Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
(A Research Journal Critique)
In partial fulfillment of the requirements in Physics 501: Theoretical Mechanics during the First Semester of the school year 2008 – 2009
Maria Jocelyn T. Claridad
Master of Arts in Science Education with Specialization in Physics
Prof. Antriman V. Orleans
October, 2008
Interactive-Engagement vs. Traditional Methods: A Six Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses
Richard R. Hake http://carini.physics.indiana.edu/SDI/FOEN-1e.pdf Summary: The study focused on the comparison between interactive-engagement (IE) method and traditional (T) method as an effective tool in the promotion of conceptual understanding among the six thousand students survey of mechanics test data for introductory physics courses. The study seeks to find answer on the question: Can the classroom use of IE methods increase the effectiveness of introductory mechanics courses well beyond that attained by traditional methods? The careful study done by Halloun and Hestenes using massive pre- and post course testing students in both calculus and non-calculus based introductory physics courses at Arizona State University had motivated the researcher to conduct similar study.
The study used survey method to present all the quantitative pre/post tests results of the original Halloun-Hestenes Mechanics Diagnostic Test (MD), Force Concept Inventory (FCI) and the problem solving Mechanics Baseline (MB) test which covered a total of 6542 students enrolled in 62 introductory physics courses. The tests were designed to assess students’ conceptual understanding of Newtonian mechanics.
A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if the rough measure of the average