Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

A survey of pre/post-test data using the Halloun-Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of students N = 6542. A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if a rough measure of the average effectiveness of a course in promoting conceptual understanding is taken to be the average normalized gain (g). The latter is defined as the ratio of the actual average gain (%[post]-%[pre]) to the maximum possible average gain (100 -%[pre]). Fourteen "traditional" (T) courses (N = 2084) which made little or no use of interactive-engagement (IE) methods achieved an average gain [g](T-ave)= 0.23+/-0.04 (std dev). In sharp contrast, 48 courses (N = 4458) which made substantial use of IE methods achieved an average gain [g](IE-ave)= 0.48 +/- 0.14 (std dev), almost two standard deviations of [g](IE-ave) above that of the traditional courses. Results for 30 (N = 3259) of the above 62 courses on the problem-solving Mechanics Baseline test of Hestenes-Wells imply that IE strategies enhance problem-solving ability. The conceptual and problem-solving test results strongly suggest that the classroom use of IE methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice. (C) 1998 American Association of Physics Teachers.