Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study
Open accessAbstract
The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a traditional mechanics curriculum and the Matter & Interactions (M&I) curriculum. Both were taught with similar interactive pedagogy. Post-instruction FCI averages were significantly higher for the traditional curriculum than for the M&I curriculum; the differences between curricula persist after accounting for factors such as pre-instruction FCI scores, grade point averages, and SAT scores. FCI performance on categories of items organized by concepts was also compared; traditional averages were significantly higher in each concept. We examined differences in student preparation between the curricula and found that the relative fraction of homework and lecture topics devoted to FCI force and motion concepts correlated with the observed performance differences. Concept inventories, as instruments for evaluating curricular reforms, are generally limited to the particular choice of content and goals of the instrument. Moreover, concept inventories fail to measure what are perhaps the most interesting aspects of reform: the non-overlapping content and goals that are not present in courses without reform.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
FCI pretest scores in this study are comparable to those of students at other universities.
“Note that FCI pretest scores are comparable to those of students at other universities29.”
From AI tutoring outperforms in-class active learning: an RCT introducing a novel research-based design in an authentic educational setting (2025) · cites this paper as [29]
Cites
Hake, R. R. (1998) · American Journal of Physics · doi:10.1119/1.18809 · Cited by 6,072 · see citing works
Hestenes, D., Wells, M., & Swackhamer, G. (1992) · The Physics Teacher · doi:10.1119/1.2343497 · Cited by 3,235 · see citing works
Peer Instruction: Ten years of experience and results
Crouch, C. H., & Mazur, E. (2001) · American Journal of Physics · doi:10.1119/1.1374249 · Cited by 2,682 · see citing works
Common sense concepts about motion
Halloun, I. A., & Hestenes, D. (1985) · American Journal of Physics · doi:10.1119/1.14031 · Cited by 852 · see citing works
Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment
Ding, L., Chabay, R. W., Sherwood, B. A., & Beichner, R. J. (2006) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.2.010105 · Cited by 414 · see citing works
Interpreting the force concept inventory: A response to March 1995 critique by Huffman and Heller
Hestenes, D., & Halloun, I. A. (1995) · The Physics Teacher · doi:10.1119/1.2344278 · Cited by 362 · see citing works
Transforming Physics Education
Wieman, C., & Perkins, K. K. (2005) · Physics Today · doi:10.1063/1.2155756 · Cited by 345 · see citing works
Teaching Physics: Figuring out What Works
Redish, E. F., & Steinberg, R. N. (1999) · Physics Today · doi:10.1063/1.882568 · Cited by 259 · see citing works
What does the force concept inventory actually measure?
Huffman, D., & Heller, P. M. (1995) · The Physics Teacher · doi:10.1119/1.2344171 · Cited by 232 · see citing works
Modeling theory applied: Modeling Instruction in introductory physics
Brewe, E. T. (2008) · American Journal of Physics · doi:10.1119/1.2983148 · Cited by 213 · see citing works
Computational physics in the introductory calculus-based course
Chabay, R. W., & Sherwood, B. A. (2008) · American Journal of Physics · doi:10.1119/1.2835054 · Cited by 132 · see citing works
Interpreting the force concept inventory: A reply to Hestenes and Halloun
Heller, P. M., & Huffman, D. (1995) · The Physics Teacher · doi:10.1119/1.2344279 · Cited by 87 · see citing works
Performance on multiple-choice diagnostics and complementary exam problems
Steinberg, R. N., & Sabella, M. S. (1997) · The Physics Teacher · doi:10.1119/1.2344625 · Cited by 85 · see citing works
Nonparametric confidence intervals for the one- and two-sample problems.
Zhou, X.-H., & Dinh, P. (2005) · Biostatistics · doi:10.1093/biostatistics/kxi002 · Cited by 73 · see citing works
The effect of distracters on student performance on the force concept inventory
Rebello, N. S., & Zollman, D. A. (2003) · American Journal of Physics · doi:10.1119/1.1629091 · Cited by 73 · see citing works
Bringing atoms into first-year physics
Chabay, R. W., & Sherwood, B. A. (1999) · American Journal of Physics · doi:10.1119/1.19180 · Cited by 71 · see citing works
Tale of two curricula: The performance of 2000 students in introductory electromagnetism
Kohlmyer, M. A., Caballero, M. D., Catrambone, R., Chabay, R. W., Ding, L., Haugan, M. P., Marr, M. J., Sherwood, B. A., & Schatz, M. F. (2009) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.5.020105 · Cited by 62 · see citing works
Self-citationNieswandt, M. (2001) · Science Education · doi:10.1002/1098-237x(200103)85:2 · Cited by 57 · see citing works
Effects of testing conditions on conceptual survey results
Ding, L., Reay, N. W., Lee, A., & Bao, L. (2008) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.4.010112 · Cited by 39 · see citing works
Chabay, R. W., & Sherwood, B. A. (2004) · American Journal of Physics · doi:10.1119/1.1646134 · Cited by 32 · see citing works
What course elements correlate with improvement on tests in introductory Newtonian mechanics?
Morote, E., & Pritchard, D. E. (2009) · American Journal of Physics · doi:10.1119/1.3139533 · Cited by 29 · see citing works
The use of concept tests and peer instruction in upper-division physics
Pollock, S. J., Chasteen, S. V., Dubson, M. A., Perkins, K. K., Singh, C., Sabella, M. S., & Rebello, N. S. (2010) · AIP conference proceedings · doi:10.1063/1.3515218 · Cited by 20 · see citing works
Student performance in computer modeling and problem solving in a modern introductory physics course
Kohlmyer, M. A. (2005) · Cited by 8 · see citing works
Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Synthesis of discipline-based education research in physics
Docktor, J. L., & Mestre, J. P. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.020119 · Cited by 607 · see citing works
Kestin, G., Miller, K., Klales, A., Milbourne, T., & Ponti, G. (2025) · Scientific Reports · doi:10.1038/s41598-025-97652-6 · Cited by 214 · see citing works
“Note that FCI pretest scores are comparable to those of students at other universities 29 .”
Equity in college physics student learning: A critical quantitative intersectionality investigation
Dusen, B. V., & Nissen, J. (2019) · Journal of Research in Science Teaching · doi:10.1002/tea.21584 · Cited by 86 · see citing works
Best Practices for Administering Concept Inventories
Madsen, A., McKagan, S. B., & Sayre, E. C. (2017) · The Physics Teacher · doi:10.1119/1.5011826 · Cited by 65 · see citing works
Hoskinson, A., Caballero, M. D., & Knight, J. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-09-0149 · Cited by 53 · see citing works
Self-citationP 3 : a practice focused learning environment
Irving, P. W., Obsniuk, M. J., & Caballero, M. D. (2017) · European Journal of Physics · doi:10.1088/1361-6404/aa7529 · Cited by 43 · see citing works
Self-citationTheoretical perspectives of quantitative physics education research
Ding, L. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020101 · Cited by 39 · see citing works
Analysis of the most common concept inventories in physics: What are we assessing?
Laverty, J. T., & Caballero, M. D. (2018) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.14.010123 · Cited by 37 · see citing works
Self-citationTong, D., Tao, Y., Zhang, K., Dong, X., Hu, Y.-Y., Pan, S., & Liu, Q.-Y. (2023) · Asia Pacific Education Review · doi:10.1007/s12564-023-09913-6 · Cited by 35 · see citing works
Brock, R., & Taber, K. S. (2016) · Studies in Science Education · doi:10.1080/03057267.2016.1262046 · Cited by 33 · see citing works
Writing Matters: Writing-to-Learn Activities Increase Undergraduate Performance in Cell Biology
Balgopal, M. M., Casper, A. M., Wallace, A. M. R., Laybourn, P. J., & Brisch, E. (2018) · BioScience · doi:10.1093/biosci/biy042 · Cited by 32 · see citing works
A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes
McLure, F. I., Won, M., & Treagust, D. F. (2020) · International Journal of Science Education · doi:10.1080/09500693.2020.1725174 · Cited by 35 · see citing works
The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students
Milbourne, J., & Wiebe, E. (2017) · Research in Science Education · doi:10.1007/s11165-016-9564-4 · Cited by 36 · see citing works
Optimizing the length of computerized adaptive testing for the Force Concept Inventory
Yasuda, J.-I., Mae, N., Hull, M. M., & Taniguchi, M. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.010115 · Cited by 29 · see citing works
Dusen, B. V., Cian, H., Nissen, J., Arellano, L., & Woods, A. D. (2024) · Sociology of Education · doi:10.1177/00380407241254092 · Cited by 27 · see citing works
Gök, T. (2018) · DergiPark (Istanbul University) · Cited by 23 · see citing works
From F = ma to Flying Squirrels: Curricular Change in an Introductory Physics Course
O’Shea, B. W., Terry, L., & Benenson, W. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-08-0127 · Cited by 22 · see citing works
Research-based assessment affordances and constraints: Perceptions of physics faculty
Madsen, A., McKagan, S. B., Martinuk, M. S., Bell, A., & Sayre, E. C. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010115 · Cited by 21 · see citing works
The Development of a Function Concept Inventory
O’Shea, A., Breen, S., & Jaworski, B. (2016) · International Journal of Research in Undergraduate Mathematics Education · doi:10.1007/s40753-016-0030-5 · Cited by 21 · see citing works
Research-based assessment affordances and constraints: Perceptions of physics faculty
Madsen, A., McKagan, S. B., Martinuk, M. S., Bell, A., & Sayre, E. C. (2016) · K-State Research Exchange (Kansas State University) · Cited by 17 · see citing works
Beyond normalized gain: Improved comparison of physics educational outcomes
Christman, E., Miller, P., & Stewart, J. C. (2024) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.20.010123 · Cited by 16 · see citing works
Student epistemological framing on paper-based assessments
Shar, K., Russ, R. S., & Laverty, J. T. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020101 · Cited by 17 · see citing works
Mears, M. (2019) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.15.020135 · Cited by 17 · see citing works
Lessons from a large-scale assessment: Results from conceptual inventories
Thacker, B. A., Dulli, H., Pattillo, D., & West, K. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.020104 · Cited by 14 · see citing works
Teaching and Learning Bucket Model: Experimented with Mechanics Baseline Test
Ndihokubwayo, K., Nyirahabimana, P., & Musengimana, T. (2021) · European Journal of Educational Research · doi:10.12973/eu-jer.10.2.525 · Cited by 13 · see citing works
Yasuda, J.-I., Hull, M. M., & Mae, N. (2022) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.18.010112 · Cited by 12 · see citing works
Measurement invariance across race and gender for the Force Concept Inventory
Morley, A., Nissen, J., & Dusen, B. V. (2023) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.19.020102 · Cited by 9 · see citing works
Uncovering the hidden meaning of cross-curriculum comparison results on the Force Concept Inventory
Ding, L., & Caballero, M. D. (2014) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.10.020125 · Cited by 8 · see citing works
Self-citationScientific method by argumentation design: learning process for maintaining student’s retention
Siswanto, S., Yusiran, Y., Asriyadin, A., Gumilar, S., & Subali, B. (2018) · Journal of Physics Conference Series · doi:10.1088/1742-6596/983/1/012021 · Cited by 7 · see citing works
Unexpected attitudinal growth in a course combining reformed curricula
Hull, M. M., Lindsey, B. A., Archambault, M., Davey, K., & Liu, A. W. K. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010101 · Cited by 7 · see citing works
Ragusa, G., Allen, E., & de Menezes, G. B. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--34764 · Cited by 6 · see citing works
Enhancing students’ cognitive ability by implanting argumentation activity on inquiry lab
Siswanto, S., Yusiran, Y., Gumilar, S., Hartono, H., Subali, B., Muhlisin, A., Juliyanto, E., Trisnowati, E., & Farikah, F. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1280/5/052003 · Cited by 5 · see citing works
Artamonova, I., Mosquera, J. C., & Mosquera-Artamonov, J. D. (2017) · Revista Educación en Ingeniería · doi:10.26507/rei.v12n23.729 · Cited by 6 · see citing works
Caballero, M. D., Doughty, L., Turnbull, A. M., Pepper, R. E., & Pollock, S. J. (2017) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.13.010118 · Cited by 5 · see citing works
Self-citation“Never at rest”: developing a conceptual framework for descriptions of ‘force’ in physics textbooks
Stavrum, L. R., Bungum, B., & Persson, J. R. (2020) · Nordic Studies in Science Education · doi:10.5617/nordina.7857 · Cited by 4 · see citing works
Insights into cognitive mechanics from education, developmental psychology and cognitive science
Hartshorne, J. K., & Jing, M. (2025) · Nature Reviews Psychology · doi:10.1038/s44159-025-00412-6 · Cited by 4 · see citing works
Combining two reform curricula: An example from a course with well-prepared students
Lindsey, B. A., & Liu, A. W. K. (2013) · American Journal of Physics · doi:10.1119/1.4803532 · Cited by 3 · see citing works
Teaching Introductory Stem with the Marble Game
Nelson, P. H. (2013) · Biophysical Journal · doi:10.1016/j.bpj.2012.11.2943 · Cited by 3 · see citing works
Fajardo, J. L. S. (2018) · CienciaUAT · doi:10.29059/cienciauat.v13i1.974 · Cited by 3 · see citing works
Is the Force Concept Inventory biased across the intersections of gender and race?
Buncher, J. B., Nissen, J., Dusen, B. V., & Talbot, R. M., III (2025) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.21.010137 · Cited by 2 · see citing works
Koca, N. Ö., & Sulaiman, N. (2021) · Maǧallaẗ ǧāmiʿaẗ al-Sulṭān Qābūs li-l-ʿulūm/Sultan Qaboos University journal for science · doi:10.53539/squjs.vol26iss1pp67-75 · Cited by 2 · see citing works
Soft Skills Development of Engineering Students through Mentoring in Cooperative Education
Hening, D. A. (2016) · OhioLink ETD Center (Ohio Library and Information Network) · Cited by 2 · see citing works
Transforming High School Physics With Modeling And ComputationPreprint
Aiken, J. M. (2013) · arXiv (Cornell University) · doi:10.48550/arxiv.1310.3725 · Cited by 2 · see citing works
Chauda, G., & Recktenwald, G. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--37006 · Cited by 1 · see citing works
A COMPARISON OF LEARNING IN DUAL CREDIT INTRODUCTORY COLLEGE PHYSICS
Thies, E. L. (2014) · ScholarWorks (Boise State University)
Assessing Scientific Practices in Physics Paper-based AssessmentsPreprint
Jambuge, A. P., & Laverty, J. T. (2021) · arXiv (Cornell University) · doi:10.48550/arxiv.2106.13028
Cinite, I., & Barinovs, Ğ. (2019) · International Baltic Symposium on Science and Technology Education (BalticSTE) · doi:10.33225/balticste/2019.47
Jones, T. R., & Bug, L. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--42503
Jones, T. R., & Han, K. K. (2024) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--47985
- Authors
- Caballero, M. D., Greco, E. F., Murray, E. R., Bujak, K. R., Jackson Marr, M., Catrambone, R., Kohlmyer, M. A., & Schatz, M. F.
- Affiliations
- Georgia Institute of Technology (US)
- Georgia Institute of Technology School of Psychology, , Atlanta, Georgia 30332
- Advanced Instructional Systems, Inc. , Raleigh, North Carolina 27696
- Venue
- American Journal of Physics
- Published
- 2012-06-18
- Volume
- 80
- Issue
- 7
- Pages
- 638-644
- ISSN
- 0002-9505 (ISSN-L)
- 1943-2909
- OpenAlex
- W2091732000
- Cited by
- 54
- References
- 23
- Citations by year
- 2025: 3 · 2024: 5 · 2023: 3 · 2022: 1 · 2021: 6 · 2020: 4 · 2019: 5 · 2018: 5 · 2017: 5 · 2016: 6 · 2014: 5 · 2013: 6
- FWCI
- 17.12
- Type
- journal article
- Language
- en
- Open access
- green
- arxiv.org
- Locations
- American Journal of Physics (publishedVersion)
- arXiv (Cornell University) (submittedVersion)
- arXiv (Cornell University)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Educational Methods and Outcomes
- Keywords
- Force Concept Inventory, introductory mechanics, calculus-based physics, physics curriculum reform, interactive teaching methods, student conceptual understanding, curriculum comparison, student preparation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
