Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

Hake, Richard R.

doi:10.1119/1.18809

Cited by 6,072Innovative Teaching MethodsScience Education and PedagogyEducational Methods and Outcomes

Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

Hake, Richard R.·1998·American Journal of Physics

DOI 10.1119/1.18809

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Abstract

A survey of pre/post-test data using the Halloun–Hestenes Mechanics Diagnostic test or more recent Force Concept Inventory is reported for 62 introductory physics courses enrolling a total number of students N=6542. A consistent analysis over diverse student populations in high schools, colleges, and universities is obtained if a rough measure of the average effectiveness of a course in promoting conceptual understanding is taken to be the average normalized gain 〈g〉. The latter is defined as the ratio of the actual average gain (%〈post〉−%〈pre〉) to the maximum possible average gain (100−%〈pre〉). Fourteen “traditional” (T) courses (N=2084) which made little or no use of interactive-engagement (IE) methods achieved an average gain 〈g〉T-ave=0.23±0.04 (std dev). In sharp contrast, 48 courses (N=4458) which made substantial use of IE methods achieved an average gain 〈g〉IE-ave=0.48±0.14 (std dev), almost two standard deviations of 〈g〉IE-ave above that of the traditional courses. Results for 30 (N=3259) of the above 62 courses on the problem-solving Mechanics Baseline test of Hestenes–Wells imply that IE strategies enhance problem-solving ability. The conceptual and problem-solving test results strongly suggest that the classroom use of IE methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice.

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Authors: Hake, R. R.
Affiliations: Indiana University Bloomington (US)
Corresponding author: Hake, Richard R.
ORCID: Hake, Richard R.
Venue: American Journal of Physics
Publisher: American Association of Physics Teachers (AAPT)
Published: 1998-01-01
Volume: 66
Issue: 1
Pages: 64-74
ISSN: 0002-9505 (ISSN-L)
1943-2909
DOI: 10.1119/1.18809
OpenAlex: W2008785686
Cited by: 6,072
References: 32
Citations by year: 2026: 364 · 2025: 281 · 2024: 291 · 2023: 386 · 2022: 356 · 2021: 388 · 2020: 545 · 2019: 415 · 2018: 317 · 2017: 279 · 2016: 295 · 2015: 279 · 2014: 239 · 2013: 226 · 2012: 215
FWCI: 169.87
Type: journal article
Language: en
Open access: closed
Locations: American Journal of Physics (publishedVersion)
Topics: Social Sciences › Education › Innovative Teaching Methods
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Education › Educational Methods and Outcomes
Keywords: traditional lecture-based instruction, introductory physics education, mechanics education, conceptual understanding, N-gain, Force Concept Inventory, problem-solving skills

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Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

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