Optimizing High School Physics Learning: Examining Different Practice Strategies for Electric and Magnetic Fields

Abstract

This thesis examines the impact of interleaving and blocking practice strategies on high school students' comprehension of electric and magnetic fields. Conducted among 153 physics students across four Hong Kong schools, the study employed a computer-based learning platform for pre-testing, self-practice, post-testing, and surveying. Students were divided into three groups: one practiced blocking, focusing on one field type at a time, while two others employed interleaving, alternating field types. One interleaving group was informed of the practice rationale and structure, while the other was not. The study found both interleaving and blocking to be effective learning strategies with no significant difference observed due to informing the interleaving group. Further, this research reveals a form of learning induced by testing and identifies distinct topic-specific performance patterns across the groups. The implications of these findings for instructional design in physics are also discussed.