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2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska

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Examining Correlations Between Lecture Conceptual Question Responses and Course Performance
  Location: KFC Courts
  Date: Tuesday, Aug.2
  Time: 5:15 PM -6:00 PM
  Author: Jeffrey Morgan, University of Northern Iowa
  Co-Author(s): Cynthia Wakefield
  Abstract: We have implemented peer instruction in an introductory level conceptual physics course for non-science majors, based on the success that others report with this method.(1) We expected to see that learning from peer conversation, as evidenced by answering conceptual questions correctly following discussion, would correlate with course grade, but did not observe any link. We did, however, note moderate correlation between answering a conceptual question correctly prior to peer conversation and course grade, indicating that while peer conversation improves the interactivity of a lecture course, interaction may be more important to student success than arriving at the correct answer.
  Footnotes: 1. Crouch, C. H. and E. Mazur, "Peer Instruction: Ten years of experience and results." American Journal of Physics 69 (9), 970-977.
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