Level 100 Physics students' experiences and perceptions with interactive engagement approaches in teaching: A study in a Ghanaian University

This article reflects on students’ perceptions after interactive engagement (IE)approaches were used to teach them introductory mechanics in their first semesteruniversity programme. The intervention used was a means to improve students’ criticalthinking as well as promoting their participation in learning practice. This was done bydividing lessons into phases of activities that would stimulate students’ intellectualengagement and make them participate fully in the teaching and learning processes.Students (N=20) were made to answer questionnaire items to ascertain their experiencesand perceptions about the use of interactive engagement approaches on their learning.Crucial and important statements of students as related to the strengths and barriers ofIE teaching from the transcription of interviews were clustered into themes. The themes reveal the perceptions of students with the use of interactive engagement approaches to teaching and how they have influenced students’ learning. The results show that interactive engagement approaches promote learning and long retention of what has been learnt. It also promotes students’ responsibility of their own learning, enhance students’ interaction, interest by relating and explaining physics concepts to everyday activities, and makes them active in class. Important elements that could promote congenial implementation of interactive engagement teaching according to the perceptions of students are also discussed