Lessons Learned from the Formative Evaluation of Physics Recitation
Mario E. Calixte, Rongbin Wu, & Dr. Jennifer M. Brill
Department of Learning Sciences and Technologies, Virginia Tech
Abstract: Recitation is an integral part of many introductory physics courses. Facilitated by multiple, often
less experienced, instructors such as Graduate Teaching Assistants (GTAs) in a smaller classroom
environment of 40-45 students, the recitation is intended to provide students with additional practice and
feedback in solving problems of physics. Our client, the physics department GTA supervisor at a large
research institution, was interested in data-based recommendations for improving recitation. A formative
evaluation was conducted over a 16-week period and was organized around four key questions. Five
hundred and thirty five students from one Foundations of Physics’ class were surveyed. In addition, three
recitation instructors (GTAs) were observed leading their recitations and then interviewed. Evaluation
findings led to significant recommendations to the physics department for refining and establishing a more
pedagogically effective and engaging recitation.
Background
The traditional lecture method is a widespread method that has been used to teach physics for over one hundred
years and almost every college and university physics instructor learned physics in this way (Saul, 1998). A
traditional lecture physics course is often complemented with recitation and laboratory sections. Research has been
conducted and instructional approaches have been developed to make the traditional recitation more engaging and
collaborative. For example, the University of Washington has developed a set of instructional materials, Tutorials in
Introductory Physics, intended to supplement lectures and textbooks, and adaptations thereof, such Activity-Based
Tutorials, have been developed at the University of Maryland. Another recitation method, Cooperative Group
Problem Solving, which utilizes collaborative learning, has been developed at the University of Minnesota (Docktor
& Mestre, 2011). However, according to Saul (1998), when instructors follow the traditional lecture method along
with recitation sections, they often don’t include support for how to build an expert-like understanding or expert-like
problem solving skills.
At the research university reported on here, all majors in engineering, building construction, and chemistry are
required to take the four credit hour “Foundations of Physics” sequence. This calculus-based sequence includes
lectures, laboratory sections, and recitations. The recitations are taught by Graduate Teaching Assistants (GTAs) and
are intended to help students understand concepts discussed during lectures and to facilitate interaction between
students. Our client, the supervisor of the GTAs leading the recitations, was interested in a formative evaluation of
the recitations to determine the degree to which they were meeting goals and how they might be improved. This
work reports on the methods, findings, conclusions, and recommendations drawn from the evaluation.
Methodology
For this evaluation, three data collection methods and two data sources were used to support data triangulation
(Russ-Eft & Preskill, 2009). First, three GTAs were observed leading three different recitations by the two
evaluators. Second, 535 recitation participants were surveyed with 120 of those participants responding, a 22%
response rate. Third, the same three GTAs that were observed were also interviewed. Data were analyzed using both
quantitative and qualitative methods, resulting in descriptive statistics for the quantitative data as well as themes
identified through constant comparative coding for the qualitative data (Glaser & Strauss, 1967).
Findings and Recommendations
For the purpose of this evaluation, four key questions served as a guide to analyze the data collected and to
communicate the findings, which will be reported on in full during the presentation. Partial findings and
recommendations on two of the key questions follow:
What is the purpose of the recitation sessions?
Of the 120 participants that completed the survey, 78 responded to this question. Some of the responses provided by
the participants are coherent and have some similarities, while others are very different and inconsistent. The
variation in responses suggested that students were not well informed of the purpose of the recitation. Unclear or
uncommunicated goals can negatively impact learning (Gagne, Briggs, Wager, 1992). Thus, we recommended that
students should be explicitly informed of the goals of the recitation so that they can understand where they are
headed and be prepared to use their time productively. While 67% of students agreed or strongly agreed that the
recitations help them to clarify ideas and concepts from the text and lectures, perhaps this percentage could be
increased if recitation sessions were connected explicitly to learning goals common to all three learning resources.
How are the recitation sessions organized?
The recitation sessions are held once a week for 50 minutes. Each week, the GTA Supervisor creates a problem
worksheet that is distributed to the students prior to the recitations. Students have the option of solving the
problem(s) at home, turning in their work at the beginning of the recitation, and then leaving. Or, students can work
in groups to solve the problem(s), asking questions as they proceed. Opportunities for such practice and feedback,
including peer feedback, are vital to developing knowledge, skills, and expertise (Brill & Hodges, 2011; Gagne,
Briggs, & Wager, 1992). Thus, we recommended that recitation instructors formalize and require a cooperative
group learning strategy during recitations. We also recommended the inclusion of an explicit problem-solving
strategy such as one influenced by the work of Reif (2008) or Shoenfeld (1994).
Conclusion
This evaluation project provided the opportunity for the GTA supervisor and GTAs to understand more clearly how
the Foundation of Physics recitation was currently operating and being perceived by students and how it could be
improved upon. Recitation, as one of the common elements of the traditional structure of Foundations of Physics,
can play a greater role in student learning with the consistent integration of such important instructional elements as
explicit goals, collaborative practice and feedback, and problem-solving strategies. Data-based decision-making
processes, such as formative evaluation, can guide the way to targeted improvements.
References
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