Abstract
Homework in introductory physics represents an important part of a student's learning experience; therefore choosing the manner in which homework is presented merits investigation. We performed three rounds of clinical trials comparing the effects of mastery-style homework vs traditional-style homework with students in both algebra-based and calculus-based introductory mechanics. Results indicate a benefit from mastery-style over traditional-style homework, principally for weaker students who are less familiar with the material being covered and on questions that are nearer transfer to the study materials.
Highlights
Homework represents a significant part of a student’s learning resources in many introductory physics classes, so optimizing the pedagogy of online homework delivery is an important goal of education research
Various options for homework delivery have been investigated for their effects on student learning, and one approach of particular interest is the mastery method of learning pioneered by Bloom in the 1960s [1]
Motivated by the positive effects of mastery-style homework observed in the above studies, the primary goal of this study was to investigate whether this pedagogy would have a similar effect on students in an algebra-based introductory physics class which primarily serves life science majors
Summary
Homework represents a significant part of a student’s learning resources in many introductory physics classes, so optimizing the pedagogy of online homework delivery is an important goal of education research. These additional learning opportunities are followed by a similar set of homework problems on the same material This cycle continues until the student has achieved mastery. Gladding et al [14] compared computer-based mastery-style homework with a more traditional computer-based homework format currently used in the introductory physics classes at the University of Illinois. This traditional format involves immediate correctness feedback and an unlimited number of attempts. Motivated by the positive effects of mastery-style homework observed in the above studies, the primary goal of this study was to investigate whether this pedagogy would have a similar effect on students in an algebra-based introductory physics class which primarily serves life science majors. While most studies of reformed IPLS courses have focused on the content being taught in the course, the study we present in this paper focused on the pedagogy by which that content is delivered
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