Bibliographic Details
| Title: |
Mastery-Based Assignments for Introductory Physics Courses and a Comparison to Standard Online Assignment Delivery. |
| Authors: |
Baker, Mark Robert1 (AUTHOR) mbaker66@uwo.ca |
| Source: |
Physics Teacher. Apr2026, Vol. 64 Issue 4, p312-316. 5p. |
| Subjects: |
Mastery learning, Teaching methods, Problem solving, Student engagement, Psychological feedback, Physics, Evaluation methodology, Online education |
| Abstract: |
This article focuses on comparing a mastery-based assignment method to standard online software assignments in university-level introductory physics courses. The mastery-based method requires students to submit handwritten solutions, receive detailed instructor solutions, and then resubmit corrected work, emphasizing learning from mistakes and process understanding rather than just final answers. A survey of 39 students who experienced both methods found strong student preference for the mastery-based approach, particularly in understanding errors, problem-solving skills, feeling supported, and reduced stress. The study highlights limitations of standard online systems, such as minimal feedback and overemphasis on final answers, and suggests the mastery-based method as a viable alternative that supports deeper engagement without excessive grading demands. [Extracted from the article] |
|
Copyright of Physics Teacher is the property of American Institute of Physics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Engineering Source |
