Active-learning settings and physics lectures: a performance analysis

Abstract

We have divided a non-physics undergraduate student cohort into two parallel teaching settings. We offered a highly interactive flipped class (SCALE-UP) to one group of 52 students and a reformed LECTURE to the remaining 318 students. We compared student performance in both settings, based on a common midterm exam. The SCALE-UP students performed significantly better on conceptual problems, but for numerical problems, SCALE-UP and LECTURE students showed similar results.