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PERC 2014 Abstract Detail Page

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Abstract Title: Training factors affecting improvement in student fluency with vector algebra
Abstract: In addition to struggling with deep comprehension of physics concepts, students also struggle with essential, procedural skills that are necessary for the types of problem solving expected of them during introductory physics classes. Students in both semesters of calculus-based introductory physics have been shown to struggle with the essential skills of computing vector components and vector products. Following up on the AAPT presentation of the same title, this poster presents further data on the effectiveness of simple computer-based training with varying levels of answer-based feedback on student fluency with these vector skills. The effectiveness of this training is explored in depth, including an analysis of learning curves, timing data, measures of efficiency, longitudinal data, and comparisons with effects of instruction. In general, higher levels of feedback were more efficient for low-performing students, while high-performing students were able to make use of lower feedback levels.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Brendon D Mikula
The Ohio State University
1040 Physics Research Building
191 W Woodruff Ave
Columbus, OH 43210
Co-Author(s)
and Co-Presenter(s)
Andrew F Heckler (The Ohio State University)