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Abstract Title: The “RIPL” Effect on Learning Gains in Lecture at Appalachian State
Abstract: The main goal for the Redesigned Introductory Physics Lab (RIPL) project at Appalachian State is to improve student performance and attitudes in the algebra sequence.  An additional goal is to affect student performance in the lecture portion, independent of the instructor's pedagogical approach.  Preliminary results indicate a large positive difference (8 to 10 points on 100-point scale) in all course measures (exams, homework, etc.) for students in the redesigned lab compared to those in the standard lab offered by the department.  On the other hand, FCI and other diagnostic scores show little difference between the two groups.  While these measures indicate a discrepancy in the redesigned lab impact, an item-by-item analysis of the diagnostics reveals a rich story, one that can be used to improve both lecture and lab activities.  Some examples, and their implications, will be discussed.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Patricia E. Allen
Appalachian State University
PO Box 32106
Physics & Astronomy
Boone, NC 28608
Phone: 828 262 2989
Co-Author(s)
and Co-Presenter(s)
John E. Cockman, Appalachian State University
Jon M. Saken, Appalachian State University