Improving the Students' Achievement by Comparing the Effectiveness of Two Methods of Teaching Physics to Undergraduate Students: A Small Number of Complex Tasks and a Large Number of Graded Difficulty Tasks

Abstract

This study examines the impact of two different types of physics assignments on the academic performance of undergraduate students. In particular, it compares how completing a a small number of complex tasks versus a large number of graded difficult tasks affects student success, as measured by test results and homework. Two groups were used in the quasi-experimental project: one was allocated to the main group (which used a small number of complex tasks), and the other was allocated to the control group (which used a large number of classified complex tasks). The data obtained indicate that there was no noticeable difference in the assimilation of knowledge between the two groups, which suggests that neither approach had a significant impact on students' academic achievements in terms of GPA. In addition, the study did not reveal a noticeable effect of gender differences on the assimilation of information by students.