Twenty-sixth International Conference on Learning

Abstract

As active learning has been disseminated to physics faculties, many papers often reported that it could support student engagement and provide better improvements to university courses comparing with the traditional lecture format. However, it still is low embraced in large lecture classes. In this study, the attention is not in the path of comparing between two groups—traditional lecture and active lecture styles as former research studies. Based on the fact of our classes, in every year guided worksheets-based lectures have been used in the introductory calculus based physics course aiming to encourage students interactive engagement together with to improve student learning outcomes. Therefore, in this study we focus on to investigate how much guided worksheets could help to facilitate active learning in the classes across 3 years and their effectiveness on student understanding of electrostatics. We analyzed time that lecturer devoted to carry out classes’ activities by using video-recording and measured student learning gains by pre- and post-tests. With the different effort of developing the course in every year, these contributed the different lecturer activities. We noted the guided notes provided interactivity in classes about 20-35%. The result shows that the last two years mainly taught with the developed worksheets called new worksheets were devoted more time to interactivity having the higher average normalized gains than the year conducted the old worksheets. Additionally, we found that the more time of last two year devoted to the interactivity had higher time allocated to the areas of students’ learning difficulties on electrostatics.