Collaborative Learning vs. Lecture for Introductory Physics Students: A One-Year Longitudinal Study

Abstract A collaborative group-learning classroom was implemented on a trial basis at ETH Zürich in the Spring 2017 semester. Data on conceptual understanding, problem-solving ability, and student feedback were collected from the class and compared to a parallel large lecture class. In addition, a comprehensive Final Exam was given in January 2018 to assess the overall learning achievements of the students in both sections. These comparative data will be presented in order to gauge the effectiveness of the collaborative pedagogical approach.