Document Type


Publication Date

Spring 3-2013


New studies show that students do better in science classes that are taught interactively. We compare two different pedagogical approaches in teaching introductory physics: the lecture-based method, the active learning laboratories. We present the data on student performance on exams, homework, lab activities and tests, from 126 students taking the 200-level introductory physics courses at Marshall University, in Huntington, WV. We discuss the efficiency of each method in fostering the success of students in the introductory physics courses. We find that subtle differentiations can be implicitly detected in students’ exam grades, homework, participation, and choice of major.


Poster presented at APS March Meeting 2013. Copyright © 2013 The Author. All rights reserved.

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