  We report on a project to introduce interactive learning strategies (ILS) to
physics classes at the Universit\'e Pierre et Marie Curie (UPMC), one of the
leading science universities in France. In Spring 2012, instructors in two
large introductory classes, first-year, second-semester mechanics, and
second-year introductory E&M, enrolling approximately 500 and 250 students
respectively, introduced ILS into some sections of each class. The specific ILS
utilized were Think-Pair-Share questions and Peer Instruction in the main
lecture classrooms, and UW Tutorials for Introductory Physics in recitation
sections. Pre- and post-instruction assessments (FCI and CSEM respectively)
were given, along with a series of demographics questions. We were able to
compare the results of the FCI and CSEM between interactive and non-interactive
classes taught simultaneously with the same curriculum. We also analyzed final
exam results, as well as the results of student and instructor attitude surveys
between classes. In our analysis, we argue that Multiple Linear Regression
modeling is superior to other common analysis tools, including normalized gain.
Our results show that ILS are effective at improving student learning by all
measures used: research-validated concept inventories and final exam scores, on
both conceptual and traditional problem-solving questions. Multiple Linear
Regression analysis reveals that interactivity in the classroom is a
significant predictor of student learning, showing a similar or stronger
relationship with student learning than such ascribed characteristics as
parents' education, and achieved characteristics such as GPA and hours studied
per week. Analysis of student and instructors attitudes shows that both groups
believe that ILS improve student learning in the physics classroom, and
increases student engagement and motivation.
