Interesting research about a small modification to Peer Instruction sequence (from Sept 2011 issue of The Physics Teacher).
What I fine maybe most interesting though is this chart:
Leaving aside the E&M results (students should be able to review clicker questions, obviously) the interesting thing to me is that the gains here are smaller than we often see elsewhere, which makes me curious about the nature of the assessment instruments chosen here — I’ve been curious what gains look like when concept inventories are not used. It looks like the MBT (the Mechanics Baseline Test), for instance, is heavily quantitative and formula driven.
Mind you, these gains still exceed gains on most interventions — I’ll take them. But I am curious.