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Evaluating the effectiveness of two methods to improve students' problem solving performance after studying an online tutorial
written by Zhongzhou Chen, Kyle M. Whitcomb, Matthew W. Guthrie, and Chandralekha Singh
An earlier study using sequences of online learning modules found that a significant fraction of undergraduate students were unable to solve similar new problems after learning from an online problem solving tutorial. The current study examines the effectiveness of two methods to improve students' subsequent problem solving performance. First, an "on-ramp" module designed to help students develop proficiency in relevant basic skills was added prior to the tutorial. We found that students' performance on subsequent modules improved significantly over the previous year, and in one of the two sequences we found evidence to support that the improvement was due to the addition of the on-ramp module rather than other irrelevant factors. Second, a new "transfer" module was added after the tutorial and before the final quiz module in which half of the students were given a compare-contrast task and the other half were asked to answer tutorial-style scaffolding questions. On the subsequent quiz module, we did not find significant performance differences between the two conditions, nor did students' performance significantly improve over the previous year. The study demonstrated that mastery-style online homework can serve as an efficient and flexible method for evaluating the effectiveness of new instructional designs.
Physics Education Research Conference 2019
Part of the PER Conference series
Provo, UT: July 24-25, 2019
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
- Instructional Material Design
= Tutorial
- Pedagogy
= Advance Organizers
- Technology
= Computers
= Distance Education
Education - Basic Research
- Problem Solving
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2019.pr.Chen
NSF Number:
1845436
Keyword:
PERC 2019
Record Creator:
Metadata instance created December 31, 2019 by Lyle Barbato
Record Updated:
December 31, 2019 by Lyle Barbato
Last Update
when Cataloged:
December 31, 2019
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
Z. Chen, K. Whitcomb, M. Guthrie, and C. Singh, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15241&DocID=5156).
AJP/PRST-PER
Z. Chen, K. Whitcomb, M. Guthrie, and C. Singh, Evaluating the effectiveness of two methods to improve students' problem solving performance after studying an online tutorial, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15241&DocID=5156>.
APA Format
Chen, Z., Whitcomb, K., Guthrie, M., & Singh, C. (2019, July 24-25). Evaluating the effectiveness of two methods to improve students' problem solving performance after studying an online tutorial. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved April 6, 2020, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15241&DocID=5156
Chicago Format
Chen, Z, K. Whitcomb, M. Guthrie, and C. Singh. "Evaluating the effectiveness of two methods to improve students' problem solving performance after studying an online tutorial." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15241&DocID=5156 (accessed 6 April 2020).
MLA Format
Chen, Zhongzhou, Kyle M. Whitcomb, Matthew W. Guthrie, and Chandralekha Singh. "Evaluating the effectiveness of two methods to improve students' problem solving performance after studying an online tutorial." Physics Education Research Conference 2019. Provo, UT: 2019. of PER Conference. 6 Apr. 2020 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15241&DocID=5156>.
BibTeX Export Format
@inproceedings{ Author = "Zhongzhou Chen and Kyle M. Whitcomb and Matthew W. Guthrie and Chandralekha Singh", Title = {Evaluating the effectiveness of two methods to improve students' problem solving performance after studying an online tutorial}, BookTitle = {Physics Education Research Conference 2019}, Address = {Provo, UT}, Series = {PER Conference}, Month = {July 24-25}, Year = {2019} }
Refer Export Format

%A Zhongzhou Chen
%A Kyle M. Whitcomb
%A Matthew W. Guthrie
%A Chandralekha Singh
%T Evaluating the effectiveness of two methods to improve students' problem solving performance after studying an online tutorial
%S PER Conference
%D July 24-25 2019
%C Provo, UT
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15241&DocID=5156
%O Physics Education Research Conference 2019
%O July 24-25
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Chen, Zhongzhou
%A Whitcomb, Kyle M.
%A Guthrie, Matthew W.
%A Singh, Chandralekha
%D July 24-25 2019
%T Evaluating the effectiveness of two methods to improve students' problem solving performance after studying an online tutorial
%B Physics Education Research Conference 2019
%C Provo, UT
%S PER Conference
%8 July 24-25
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15241&DocID=5156


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The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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