Many educational researchers have proposed teaching statistics with less lecture and more active learning methods. However, there are only a few comparative studies that have taught one section of statistics with lectures and one section with activity-based methods; of those studies, the results are contradictory. To address the need for more research on the actual effectiveness of active learning methods in introductory statistics, this research study was undertaken. An introductory, university level course was divided into two sections. One section was taught entirely with traditional lecture. The other section was taught using active learning methods and a minimal amount of lecture. Both sections were taught by the same instructor during the same semester. The experiment was repeated the next semester. Students' exam scores were analyzed to determine if the activity-based teaching approach led to higher student comprehension and understanding of statistical concepts, and the ability to apply statistical procedures. Surveys were also administered to students to ascertain if the lecture or activity-based approach led to higher, more positive student attitudes toward statistics. Analysis of the data did not show that the activity-based teaching method led to higher student comprehension or procedural ability. Neither teaching method led to signicantly higher student attitudes. Student comments indicated a positive response to the activity-based methods, but the responses also indicated a student desire for more teacher-centered time in the activity course.

The problem of this study was to determine the relative effectiveness of the note-test system and the traditional lecture system of teaching basic college chemistry.

The goal of this study was to investigate ways of improving student learning, par- ticularly conceptual understanding, in undergraduate mathematics courses. This study focused on two areas: course design and animation. The methods of study were the following: Assessing the improvement of student conceptual understanding as a result of team project-based learning, individual inquiry-based learning and the modi ed empo- rium model; and Assessing the impact of animated videos on student learning with the emphasis on concepts. For the first part of our study (impact of course design on student conceptual understanding) we began by comparing the following three groups in Fall 2010 and Fall 2011: 1. Fall 2010: MAC 1140 Traditional Lecture & Fall 2011: MAC 1140 Modi ed Empo- rium 2. Fall 2010: MAC 1140H with Project & Fall 2011: MAC 1140H no Project 3. Fall 2010: MAC 2147 with Projects & Fall 2011: MAC 2147 no Projects Analysis of pre-tests and post-tests show that all three courses showed statistically signifi cant increases, according to their respective sample sizes, during Fall 2010. However, in Fall 2011 only MAC 2147 continued to show a statistically signifi cant increase. Therefore in Fall 2010, project-based learning - both in-class individual projects and out-of-class team projects - conclusively impacted the students' conceptual understanding. Whereas, in Fall 2011, the data for the Modifi ed Emporium model had no statistical signifi cance and is therefore inconclusive as to its effectiveness. In addition the diff erence in percent of increase for MAC 1140 between Fall 2010 - traditional lecture model - and Fall 2011 - modi fied emporium model - is not statistically signi ficant and we cannot say that either model is a better delivery mode for conceptual learning. For the second part of our study, the students enrolled in MAC 1140H Fall 2011 and MAC 2147 Fall 2011 were given a pre-test on sequences and series before showing them an animated video related to the topic. After watching the video, students were then given the same 7 question post test to determine any improvement in the students' understanding of the topic. After two weeks of teacher-led instruction, the students took the same post-test again. The results of this preliminary study indicate that animated videos do impact the conceptual understanding of students when used as an introduction into a new concept. Both courses that were shown the video had statistically signifi cant increases in the conceptual understanding of the students between the pre-test and the post-animation test.

Problem-based learning (PBL) is an active teaching strategy that could be implemented in the South African educational system to assist in developing problem-solving skills, critical thinking skills, collaborative skills, self-directed learning and intrinsic motivation in students. Even though it is not easy to drift from a teacher-centred strategy to a student-centred strategy, but this drift is supposed to be a paradigm drift for the nation. ‘Physics is difficult’ has been the anthem of students in South African high schools. This has led to lower pass rates in physics and as a result low physics career person in society. Physics students in high schools need to be exposed to the PBL strategy since the PBL strategy focuses on real-life problems to develop problem-solving skills, critical thinking skills and self-directed learning in students which are the skills needed for concept formation in Physical Science. Basically, the education of Physical Science students focused on the ability to acquire skills to solve real-life problems. This study focuses on exploring the experiences of high school physics teachers at Entsikeni cluster, South African, when implementing problem-based learning (PBL) in their physics classrooms. The study uses the mixed-method approach where three different research instruments were used to collect quantitative and qualitative data sequentially. Questionnaires, RTOP and interview protocol were employed. The findings of the study indicate that teachers project positive attitudes toward the PBL strategy but may probably not continue to use it because it requires more time than that which is allocated in the Curriculum Assessment and Policy Statement (CAPS) Physical Science document and as a result may not be able to finish their ATP on time. Teachers are teaching physics with no specialization in physics, which probably could lead to poor, pass rates in Physical Science. Teachers were inexperienced in teaching physics in the FET and could probably affect students’ academic performance. It is recommended they apply the PBL strategy to correct the negative effect of their inexperience on students’ performance. It is evident that if inexperienced trained teachers apply an instructional strategy based on research, they tend to develop students' performance as compared to applying the traditional instructional strategy. / Science and Technology Education / M. Sc. (Physics Education)