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Abstract Title: The Relative Effectiveness of an Interactive Teaching Approach Using PDAs as Interaction Tool*
Abstract: Using a quasi-experimental pretest-posttest comparison group research design, the relative effectiveness of an interactive teaching approach using personal digital assistants (PDAs) as interaction tool (experimental group) was compared with a similar teaching approach which used flashcards as the interaction tool (comparison group). Two introductory algebra-based physics classes were purposely selected as participants of the study. The descriptive analysis of the mean gain scores in the Force Concept Inventory (FCI) showed that there is a significant difference on the mean gain scores between the experimental and comparison groups. Furthermore, the calculated Cohen's index of effect size (d=0.6988) indicates that the average gain scores in the experimental group exceeds 76% of the gain scores of the comparison group. Our data suggest that the interactive teaching approach using PDAs as classroom interaction device is more effective in promoting conceptual understanding compared to an interactive teaching approach using flashcards.

*This work is in part funded by the National Science Foundation-DUE-CCLI 0737375.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Edgar de Guzman Corpuz
Physics and Geology Department, The University of Texas-Pan American
1201 W. University Dr.
Edinburg, TX 78539
Phone: 956-381-2153
and Co-Presenter(s)
Rolando Rosalez
Physics and Geology Department
The University of Texas-Pan American
1201 W. University Dr.
Edinburg, TX, 78539
rollie_roses -at- yahoo.com