written by Trevor I. Smith

I present a reanalysis of data from the Force and Motion Conceptual Evaluation. The current analysis focuses on comparing student responses to force questions based on whether the answer choices are presented as verbal descriptions of forces or as graphs of force vs. time. I use contingency tables and the chi-squared test of independence to measure the correlations between responses and consistency plots to represent how student responses change after a full term of algebra-based introductory mechanics. Consistency plots display the wide variety of students' learning trajectories. Preliminary analyses reveal that student responses to graph questions improve more than their responses to verbal/description questions.

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Last Modified December 16, 2015

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