Even though classroom response systems (“clickers”) were used in both cases, students in classes using tutorials outperform those not using tutorials on a conceptual test. (The FMCE nationally has a normalized gain (defined as (post-pre)/(100-pre) of 25% with traditional lecture and 45% with interactive lecture (Hake, 1998). Similarly, CU-Boulder students scored 42% with interactive lecture, but improved to 64% with tutorials. The most common FMCE post-test score in the tutorial classes was 100%)
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