Improving Academic Achievement in General Physics through Online Problem-Diversified Interim Exam Program Based on Mastery Learning Concept

Objectives The purposes of this study were to implement an interim-exam program based on the concept of mastery learning for first-year engineering students enrolled in General Physics, and to promote efficient and effective improvement in academic achievement. Methods The achieve this, a three-phase process consisting of an initial exam and first and second retake exams was designed as a single cycle, which was implemented four times over a semester for 80~90 students in four class sections. Utilizing a self-developed online examination system, which features a diversified set of exam questions, the series of interim exams was effectively conducted, simultaneously enhancing the effectiveness of learning at each exam stage. Results The average scores of the experimental group on post-program regular exams demonstrated a significant enhancement in comparison to those of control group students in other General Physics sections. This improvement was even more evident when juxtaposed with the exam scores of students enrolled in the same course last year. However, the variance in those regular exam scores between the experimental and control groups did not exhibit a statistically significant difference. Conclusions The implementation of problem-diversified interim exams based on the mastery learning concept has proven effective in enhancing the academic achievements of engineering students enrolled in General Physics. Nonetheless, the task of improving the academic outcomes for students exhibiting very low course participation and academic performance remains an additional challenge.