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The cyclic format of the undergraduate physics curriculum depends onstudents' ability to recall and utilize material covered in prior courses inorder to reliably build on that knowledge in later courses. However, there isevidence to suggest that people often do not retain all, or even most, of whatthey learned previously. How much information is retained appears to bedependent both on the individuals' approach to learning as well as the style ofinstruction. In particular, there is evidence to suggest that active engagementtechniques in the classroom can improve students' retention of the materialover time. Here, we report the findings of a longitudinal investigation ofstudents' retention of conceptual understanding as measured by the Force andMotion Conceptual Evaluation (FMCE) following a first-semester, calculus-basedintroductory physics course, which features significant active engagement inboth lecture and recitation. By administering the FMCE at the end of afirst-semester physics course and again at the beginning of the subsequentsecond-semester physics course, we examine students' knowledge retention overtime periods ranging from 1-15 months. We find that the shift in students' FMCEscores between these two courses is positive but corresponds to a small effectsize, indicating that students retained effectively all of their conceptuallearning (as measured by the FMCE). This finding largely persists even as thelength of the gap between the two courses increases. We also find that, whenbreaking out students' performance on individual questions, the majority ofstudents maintain their score on individual questions. Averaged over allquestions, roughly a fifth of the students switched their answers from right towrong or wrong to right on any given item.

Retention of conceptual learning after an interactive introductory physics course