Faculty Advisor

Iannacchione, Germano S.

Abstract

This project investigated whether or not interactive-engagement through context-rich problem solving in groups can augment the comprehension of concepts in introductory electricity and magnetism courses. The average gain was 4.26±14.5, meaning students exposed to context-rich problem solving in groups improved, on average, by five more points on their final exams. This study suggests context-rich problem solving is helpful but, due to a large standard deviation, is not statistically conclusive. In addition to this general result, several subgroups were analyzed (declared major, year of graduation, and gender). It was found that while context-rich problem solving is useful overall, some groups may benefit more than others, and some groups may be hindered by exposure to these methods.

Publisher

Worcester Polytechnic Institute

Date Accepted

April 2014

Major

Physics

Project Type

Major Qualifying Project

Accessibility

Unrestricted

Advisor Department

Physics

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