The effect of interactive lecture experiments on student academic achievement and attitudes towards physics

Abstract

This paper examines the effects of computer-based Interactive Lecture Experiments (ILEs) in a large introductory physics course on student academic achievement and attitudes towards physics. ILEs build on interactive lecture demonstrations by requiring students to analyze data during and after lecture demonstrations. Academic achievement was measured using the Force Concept Inventory (FCI) and final examinations' grades; and student attitudes were measured using a Colorado Learning Attitudes about Science Survey (CLASS). FCI results showed a general positive shift (about average for an interactive course) but could not detect improvements in student understanding of specific topics addressed by ILEs. However, open-ended questions on the final exam showed differences between sections on topics that were addressed by ILEs. Attitude survey results showed a negative shift in student attitudes over the semester, which is a typical result for an introductory physics course. This finding suggests that ILE pedagogy alone is insufficient to significantly improve student attitudes toward science. The study also revealed possible improvements to implementing ILEs such as working in groups, ongoing feedback for students, and linking assessment to pedagogical practices.