  Physics education researchers have developed many evidence-based
instructional strategies to enhance physics students' conceptual learning.
These strategies have historically been tested using assessments such as the
Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation
(FMCE). We have performed a review and analysis of FCI and FMCE data published
between 1995 and 2014. We confirm previous findings that interactive engagement
teaching techniques are significantly more likely to produce high student
learning gains than traditional lecture-based instruction. We also establish
that interactive engagement instruction works in many settings, including for
students with a high and low level of prior knowledge, for liberal arts and
research universities, and for small and large class sizes.
