Observations of computer-based recitations in the introductory undergraduate mechanics course

This study is an analysis of the effectiveness of the interactive-engagement recitation session that accompanied the introductory mechanics course at the University of Louisville in the summer term of 1996. Observations of the recitation sessions were made, student comments were gathered, and Force Concept Inventory data were taken. A comparison of FCI scores for two recitation groups, one with computer-based problems and one without, was made, and no differences were found. A comparison of the summer 1996 FCI data with previously collected FCI data that was made available for this study, has been made. Again, no significant differences in the students' performance on the FCI between different semesters was found. An analysis of the FCI scores did reveal that females score lower on the FCI than males, and minorities score lower than non-minorities.