Abstract
It is known that introductory physics students rarely, if ever, read the textbook prior to coming to lecture. In this study, we report results from a curriculum intervention in a large enrollment introductory physics class that addresses this problem. In particular, we introduced web-based multimedia learning modules (MLMs) as a ``prelecture assignment'' designed to better prepare students before coming to lecture. We used student performance on ``preflight questions'' that they answer prior to lecture as a measure of their before-lecture understanding of the physics concepts. We found significant improvement in student performance and on the vast majority of these preflight questions as compared to that from previous semesters in which MLMs were not available. We found significant improvement for all students, independent of their background or ability level.
Highlights
We found significant improvement in student performance and on the vast majority of these preflight questions as compared to that from previous semesters in which MLMs were not available
We have shown that the introduction of multimedia learning modules as a web-based prelecture assignment into a calculus-based introductory electricity and magnetism course has resulted in a large improvement in students’ understanding of basic physics concepts before coming to lecture
We used student performance on preflight questions that students were required to answer after completing the prelecture but before coming to lecture, as a measure of students’ physics understanding prior to lecture
Summary
In a recent paper, ͓1͔ we reported the results of a clinical study in which we demonstrated that students receiving multimedia instruction significantly outperformed students who received equivalent textbook instruction, on both immediate postlesson assessments and a retention test given two weeks later. We have chosen to use these modules as “prelectures,” a web-based assignment that students are required to complete prior to attending lecture. Our motivation for this choice is to provide students with an initial exposure to the content before coming to lecture. It has been our experience, ͓1͔ as well as others3–5͔ that asking students to read the textbook prior to coming to lecture is not an effective strategy to provide such an initial exposure. MLMs are more effective than traditional textbooks for learning introductory physics content. In this paper we will demonstrate that students’ conceptual understanding of certain basic physics concepts prior to coming to lecture are improved by the use of MLMs
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