Active Learning in Introductory Physics: Enhancing Academic and Soft Skills Performance

At the Escuela Politécnica Nacional in Quito, Ecuador, we taught an introductory physics course to 255 students during the 2024 spring semester. Six instructors, each employing different methodologies, participated. Some relied primarily on lectures, others used a combination of methods, and one focused exclusively on active learning strategies. Each instructor chose their preferred approach.

We integrated active learning techniques, specifically adapting and developing worksheets for the use of PhET simulations in the classroom (PhET Interactive Simulations, 2024). Multiple-choice questions were regularly posed, first for individual response, followed by class discussions where students defended their answers, and finally group responses using Eric Mazur’s peer instruction method (Mazur, 1997).

We also assessed the development of soft skills. Using an observational tool we adapted, a psychologist evaluated various factors such as student participation in discussions, teamwork, use of technology, and overall class structure (Rodríguez M. et al., 2016).

The results revealed that the group using primarily active learning outperformed the others on average by 10% in all common evaluations and by 21% in the final exam. Additionally, this group demonstrated superior performance in soft skills assessments.

References

Mazur, E. (1997). Peer instruction: A user’s manual. Prentice Hall.

PhET Interactive Simulations. (2024). University of Colorado Boulder.

Rodríguez Acosta, M., Guerrón Torres, M. I., & Pérez Navío, E. (2016). Desarrollo de competencias docentes en la Universidad de las Fuerzas Armadas ESPE-Ecuador. Profesorado. Revista de Currículum y Formación de Profesorado, 20(2), 218–236.