Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom.

We found a moderately significant ( P < 0.05) interaction between students’ background physics knowledge as measured by the FCI and their FOL as measured by question 2: “I feel like I learned a great deal from this lecture.” The sign of this interaction was positive, which means that students with more prior expertise had a stronger (more positive) correlation between FOL and actual performance on the test.

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