Framework and implementation for improving physics essential skills via computer-based practice: Vector math

Abstract

We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with a careful identification of target skills and the study of specific student difficulties with these skills. It then employs computer-based instruction, immediate feedback, mastery grading, and well-researched principles from cognitive psychology such as interleaved training sequences and distributed practice. We implemented this with more than 1500 students over 2 semesters. Students completed the mastery practice for an average of about 13 min =week, for a total of about 2-3 h for the whole semester. Results reveal large (>1 SD) pretest to post-test gains in accuracy in vector skills, even compared to a control group, and these gains were retained at least 2 months after practice. We also find evidence of improved fluency, student satisfaction, and that awarding regular course credit results in higher participation and higher learning gains than awarding extra credit. In all, we find that simple computer-based mastery practice is an effective and efficient way to improve a set of basic and essential skills for introductory physics.

Observed hierarchy of student proficiency with period, frequency, and angular frequency

“…Refs. [14,15]). Such practice could increase the fluency and retention of these skills and help students to solve more complex problems.…”

“…The third goal is to determine the extent to which a short group-work activity can significantly improve student proficiencies with these skills. The determination of period, frequency, and angular frequency is such a fundamental, critical set of skills for several areas of science that we consider them "essential skills" in the sense discussed by Mikula and Heckler [14]. That is, these skills are relatively simple procedural skills, these skills are necessary for completing more complex problems commonly found in the curriculum, and these skills are largely automated in experts.…”

“…Given the relatively simple nature of these procedural skills, it is possible that only brief, targeted instruction is needed for significant improvements in proficiency (e.g., see Refs. [14,15]).…”

Comparing student behavior in mastery and conventional style online physics homework

“…By enabling students to spend different amounts of time and effort on learning, it is proposed that significantly more students in a mastery learning condition will achieve the desired level of mastery. There have been several recent attempts at implementing mastery style online homework in introductory physics courses with encouraging outcomes [4,6,7].…”

Beyond linear regression: A reference for analyzing common data types in discipline based education research

“…Physics education researchers have used linear regression models to test many hypotheses related to educational outcomes such as student performance, e.g., Refs. [3][4][5][6][7][8] and student evaluation scores [9].…”