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Abstract Title: Meta-analysis of Teaching Methods on the FCI and FMCE
Abstract: We conduct a meta-analysis of data from all papers published in PhysRevST-PER, the PERC proceedings, and AJP that measure student performance on the FCI and FMCE in college-level courses (76 papers, ~51k students). The papers' descriptions of teaching methods are coded according to their level of interactive engagement (a lot, some, and none). We augment published data about teaching methods with institutional data such as Carnegie Classification and SAT scores. We statistically determine the effectiveness of different teaching methods as measured by FCI and FMCE gains and mediated by institutional and course factors. In contrast to the landmark 1998 Hake study, a broader distribution of normalized gains occurs in each of traditional and IE classes. Over time, average gains in classes described as "traditional" have increased, suggesting that the definition of traditional teaching has drifted.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Edward W Schenk
Kansas State University
Co-Author(s)
and Co-Presenter(s)
K Alison Gomez, University of Texas-Brownsville
Chase Shepherd, Georgia State University
Tyrel Heckendorf, Georgia State University
Adrian M Madsen, American Association of Physics Teachers
Sarah B McKagan, American Association of Physics Teachers
Joshua Von Korff, Georgia State University
Eleanor C Sayre, Kansas State University