The study of academic achievement in the General Physics II course of undergraduate students intervened by personalized reduction of prior fundamental knowledge deficit

In this research, we investigated the impact of a tailored intervention on our undergraduate students enrolled in the General Physics II course who displayed a deficit in specific fundamental knowledge aligned with their high-school standard curriculum in Thailand. First, we assessed students' prior fundamental knowledge deficits using pre-lesson tests to gauge their academic preparedness in specific topics based on the Thai Institute for the Promotion of Teaching Science and Technology (IPST)'s curriculum. We found that the concerning level of deficit in most of the topics. After we administered the complementary exercise, the custom-tailored assignments to address each student's specific knowledge gaps, we evaluated their academic achievement in advanced course content and found their post-lesson above the 50% passing criteria. Our findings indicated a significant enhancement in their academic achievement. This study provides insight into a more structured approach for assessing students' specific fundamental knowledge and implementing remedial measures before introducing more complex course materials.