Abstract
The purpose of this study is to explore whether and how allowing students to prepare their own formula sheet (FS) for use in examinations helps them engage in meaningful learning and improve their academic performance. An action research is adopted to conduct the study. Three years (2009-11) of evaluation of the FS policy in introductory physics courses was undertaken. The data collection consists of the students' FS, examination results, and self-reported surveys. The results show that the students who were allowed to bring an FS to the examination outperformed those who were not. It is also found that the quality of individual students' FS was significantly correlated to their examination score (p < 0.001). The reported benefits of using an FS consists of facilitating conceptual understanding, highlighting cognitive demands in learning physics, and alleviating stress in examinations. The FS strategy appears to have the potential for strengthening students' understanding of physics concepts.
| Original language | English |
|---|---|
| Pages (from-to) | 1411-1422 |
| Number of pages | 12 |
| Journal | European Journal of Physics |
| Volume | 34 |
| Issue number | 6 |
| DOIs | |
| Publication status | Published - 2013 Nov 1 |
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All Science Journal Classification (ASJC) codes
- Physics and Astronomy(all)
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Exploration of the value of using a formula sheet for physics examinations. / Chang, Wheijen; Shieh, Ruey S.
In: European Journal of Physics, Vol. 34, No. 6, 01.11.2013, p. 1411-1422.Research output: Contribution to journal › Article
TY - JOUR
T1 - Exploration of the value of using a formula sheet for physics examinations
AU - Chang, Wheijen
AU - Shieh, Ruey S.
PY - 2013/11/1
Y1 - 2013/11/1
N2 - The purpose of this study is to explore whether and how allowing students to prepare their own formula sheet (FS) for use in examinations helps them engage in meaningful learning and improve their academic performance. An action research is adopted to conduct the study. Three years (2009-11) of evaluation of the FS policy in introductory physics courses was undertaken. The data collection consists of the students' FS, examination results, and self-reported surveys. The results show that the students who were allowed to bring an FS to the examination outperformed those who were not. It is also found that the quality of individual students' FS was significantly correlated to their examination score (p < 0.001). The reported benefits of using an FS consists of facilitating conceptual understanding, highlighting cognitive demands in learning physics, and alleviating stress in examinations. The FS strategy appears to have the potential for strengthening students' understanding of physics concepts.
AB - The purpose of this study is to explore whether and how allowing students to prepare their own formula sheet (FS) for use in examinations helps them engage in meaningful learning and improve their academic performance. An action research is adopted to conduct the study. Three years (2009-11) of evaluation of the FS policy in introductory physics courses was undertaken. The data collection consists of the students' FS, examination results, and self-reported surveys. The results show that the students who were allowed to bring an FS to the examination outperformed those who were not. It is also found that the quality of individual students' FS was significantly correlated to their examination score (p < 0.001). The reported benefits of using an FS consists of facilitating conceptual understanding, highlighting cognitive demands in learning physics, and alleviating stress in examinations. The FS strategy appears to have the potential for strengthening students' understanding of physics concepts.
UR - http://www.scopus.com/inward/record.url?scp=84887107525&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84887107525&partnerID=8YFLogxK
U2 - 10.1088/0143-0807/34/6/1411
DO - 10.1088/0143-0807/34/6/1411
M3 - Article
AN - SCOPUS:84887107525
VL - 34
SP - 1411
EP - 1422
JO - European Journal of Physics
JF - European Journal of Physics
SN - 0143-0807
IS - 6
ER -