The interactive method C significantly improved first-year students' physics knowledge compared with traditional teaching in the 2010 experiment¶

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? Students taught with interactive method C scored significantly higher on the posttest than students taught traditionally (at significance level 0.05). → 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

Pedagogical experiment in 2010 with method C (lecture divided into blocks with problems, P&E seminars); hypothesis H1(2010) tested with a non-standardised posttest, Kolmogorov-Smirnov, F-test and Student T-test at significance level 0.05. The article reports the result as "statistically significantly" without an effect size.

"The research confirmed that the use of the interactive method C in teaching Physics influenced statistically significantly the level of students’ knowledge."

Discussion¶

Related Claims¶

• In Harvard's introductory physics course, average FCI posttest scores and normalized gain rose sharply in the year it switched from traditional lectures to Peer Instruction — related
• The benefit of interactive methods appeared independently of students' incoming knowledge, including weak and strong pretest performers