Student Work


Physics Education Research: The effects of context-rich problem solving in groups in introductory electricity and magnetism courses Public

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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.

  • This report represents the work of one or more WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review.
  • E-project-042114-170447
  • 2014
Date created
  • 2014-04-21
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