The effectiveness of experiment-based physics instruction for students of military and law enforcement universities
DOI:
https://doi.org/10.56380/mjer.si.2026.05-20Keywords:
Laboratory-based learning, Physics education, Learning gains and performance gaps, Remedial effectAbstract
This study investigated the effect of experiment-based instructional methods on the conceptual understanding and academic performance of first-year university students with weak foundational knowledge in physics. The research evaluated students from the National Defense University of Mongolia and the University of Internal Affairs by analyzing pre- and post-test mean scores, standard deviations, and the results of statistical tests. The findings indicated that post-instruction scores increased significantly (p < 0.05). Experiment-based instruction demonstrated a compensatory effect by improving the performance of low-achieving students and reducing performance disparities, while a ceiling effect was observed among high-achieving students.
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References
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