Date of Award
Summer 2022
Document Type
Thesis
Degree Name
Master of Science (MS)
First Advisor
Magiera, Marta
Second Advisor
Rowe, Daniel
Third Advisor
Cox, Teodora
Abstract
A single-interaction self-guided lesson was designed to teach basic vector concepts to introductory physics students. The self-guided lesson was tested for efficacy by comparing pre-test and post-test subscores on a Test of Understanding of Vectors (TUV) and comparing subscore differences to students in the same physics courses who had not taken the self-guided lesson. Analysis showed no significant differences in subscore differences between students taking the self-guided lesson and those in comparable control groups, indicating that more robust interventions are needed and/or further work must be done on the self-guided lesson to improve student vector understanding.