The benefit of interactive methods appeared independently of students' incoming knowledge, including weak and strong pretest performers¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Positive trends from interactive methods were shown both for students with very weak pretest results and for students with relatively good pretest results. → Krišťák 2014

Evidence¶

Krišťák 2014¶

Krišťák, Ľ., Němec, M., Danihelová, Z. (2014). Interactive Methods of Teaching Physics at Technical Universities. Informatics in Education, 13(1), 51–71. https://doi.org/10.15388/infedu.2014.03

q2 · i? · causal · r1

Authors' conclusion drawn from the overall and partial didactic-test evaluations across 2007–2012; it is stated as a trend observed across pretest ability levels, with no subgroup statistics printed in the quoted sentence.

"A positive trend when using interactive methods was shown independently from input students’ knowledge, i.e. also with students whose results of pretest were very weak as well as with students who achieved in the pretest (relatively) good results."

Discussion¶

Related Claims¶

• In the 2010 posttest the experimental group averaged 57.72% versus 44.41% in the control group (N=70 each)
• The interactive method C significantly improved first-year students' physics knowledge compared with traditional teaching in the 2010 experiment
• In the authors' conditions P&E outperformed both Interactive Lecture Demonstrations and Peer Instruction
• Traditional teaching produced normalized gains of only 7–14% while the P&E method with new study materials reached 45%