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PERC 2012 Abstract Detail Page

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Abstract Title: Do Common Exam Question Scores Vary Significantly Between Different Modes of Instruction?
Abstract: The instructors of six introductory calculus-based physics sections at Florida International University included a common question about force and acceleration on their final exams in the fall 2011 semester. We grouped the sections into Lecture, Lecture plus Recitation, and Inquiry-based Reformed Instruction. The exam question was broken down into two subparts: graphical representation and mathematical manipulation. We conducted statistical analyses to compare the total scores, as well as the scores of the subparts, between section groups. We determined that there is a statistically significant difference in scores from a both macro (total question points) and a micro (subpart points) view. We have also provided a brief overview of the differences in the representation use between sections.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Amber Frazier
3307 Third Ave W
Seattle, WA 98119
Phone: 2062812021
and Co-Presenter(s)
Adrienne L. Traxler, Laird Kramer- Florida International University