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We also studied students who completed the first-semester class, and then went on to study Phys 212, Electricity and Magnetism the following semester (longitudinal study).
We examined outcome measures that would give a valid indication of student achievement — the average exam score that students received in the course, and two widely accepted standardized tests designed to measure a student’s mastery of physics concepts taught during the first year of university.
We wanted to explore if use of Mastering Physics helps students achieve better results in exams and external standardized tests.
We partnered with Penn State University, and conducted two studies with students who were enrolled in the Fall 2015 and Fall 2016 semesters in the first-semester introductory physics course, Phys 211, General Physics Mechanics (correlational study).
Instructors ensure students arrive ready to learn by assigning educationally effective content before class and encourage critical thinking and retention with in-class resources such as Learning Catalytics.
Students can further master concepts after class through traditional and adaptive homework assignments that provide hints and answer-specific feedback.
Professor Delena Bell Gatch of Georgia Southern University found that students who practiced homework assignments outside of class were more prepared for class and lab, and performed better on assessments.
Read the educator study Professor Delena Bell Gatch, of Georgia Southern University, implemented Mastering Physics to provide her students with immediate feedback and grading so they know where they need to improve.