Student and teacher views on reforms in teaching methods in introductory physics

Abstract

In teaching general physics courses, a significant number of students fails the introductory courses each year. Teaching methods has a direct effect on this number. In the National Institute of Physics (NIP), the most prominent change is the increase in failing rate for the academic year 1993–1994. It is in this year where the examination model was modified from a combined problem solving and multiple choice exam to a multiple-choice exam composed of both conceptual and problem solving type of questions. Other significant changes that took place were: (1) the shift from small classes to the "traditional model" which is the 3 hr/week lecture and a 1 hr/week of recitation class in 1991–1992, (2) the abolition of lower-level physics courses for non-science and non-engineering courses in 1992–1993 and (3) the change of textbook in 1994–1995. A fairly consistent failing rate from 1994–2000 averaging at about 31% per year where no modifications on the "traditional model" were introduced.
In our efforts to improve the quality of physics education, it is of utmost concern to minimize the failing rates without compromising our standards. A number of groups in the US have introduced active-engagement instructional methods which is student oriented as an alternative to the traditional way which is content oriented. Eric Mazur of Harvard University, for instance, has incorporated peer instruction in his lectures, creating an environment where students can participate in class.
We want to initiate reforms on two aspects: classroom setting and class handling. Finding out the views of teachers and students in these aspects will help identify the places where reforms might be easier to implement as well as the difficulties we might encounter. In this paper, we present a comparison of the opinions of teachers and students about reforms inside the classroom.