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Abstract Title: A Large Scale Assessment of the Interaction of Lecture and Lab Interventions in Students’ Learning
Abstract: A large-scale assessment was conducted to assess the effectiveness of implementing lecture and lab interventions in increasing students' understanding of physics concepts and problem solving skills. Standardized conceptual and problem-solving tests (i.e., FCI & MBT) were administered to algebra-based and calculus-based introductory physics students over the course of multiple semesters. A 2 (lecture intervention: interactive engaged classrooms vs. non-interactively engaged classrooms) x 2 (lab intervention: traditional cookbook labs vs. reformed research-based labs) analysis of variance (ANOVA) was conducted. Possible synergism between the two interventions will also be discussed. A multiple regression analysis was performed to investigate the roles of students lab grade and TA effectiveness, as measured by RTOP, in students learning outcomes (i.e., FCI post scores, FCI gain scores, & MBT post scores). Supported by NIH (5RC1GM090897).
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Amy Pietan
Texas Tech University
Science 101, Physics Department
P.O. Box 41051
Lubbock, TX 79409
Phone: 806-742-3767
Fax: 806-742-1182
Co-Author(s)
and Co-Presenter(s)
Beth Thacker and K. Kelvin Cheng*
Physics Department
Texas Tech University
Lubbock, Texas 79409