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106 Teaching and Learning in General Educationand motion, which are covered in every first-semester postsecondary physicscourse. The FCI is composed of carefully developed and tested questions thatusually require students to apply the concepts of force and motion in a realworldcontext, such as explaining what happens when a car runs into a truck.The FCI—now administered in hundreds of courses annually—normally isgiven at the beginning and end of the semester to see how much students havelearned during the course.Hake (1998) compiled the FCI results from 14 different traditionalcourses and found that in the traditional lecture course, students master nomore than 30 percent of the key concepts that they did not already know atthe start of the course (see Figure 4). Similar sub-30-percent gains are seenin many other unpublished studies and are largely independent of lecturerFraction of Courses0.50.40.30.20.11 (A) (B) (C)(D)(E)20.00.080.120.160.200.240.280.320.360.400.440.480.520.560.600.640.680.72Figure 4 Fractional Improvement in FCI Score 1quality, class size, and institution. The consistency of those results clearlydemonstrates that the problem is in the basic pedagogical approach: Thetraditional lecture is simply not successful in helping most students achieve1 From "Interactive-engagement versus traditional methods: A six-thousand-student surveyof mechanics test data for introductory physics courses," by Hake, R. (1998). The AmericanJournal of Physics, 66 (1), 64–74.