Integrating selected Tutorials in Introductory Physics in large-enrolment engineering courses: insights from an Italian pilot

Abstract This paper explores the integration of a set of tutorials in introductory physics into a large-enrolment, calculus-based Physics 1 course for mechanical engineering students at an Italian university. The study was guided by two research questions (RQs): (1) To what extent can the tutorials in introductory physics be integrated into the Italian context, and under what conditions? (2) Within these conditions, is there any evidence of correlation between attendance at the tutorials sessions and exam performance? Three tutorials were translated into Italian and incorporated into the existing course structure. To preserve the collaborative character of the approach while accommodating logistical constraints, strategies like structured group organization, technology-supported checkpoints, and whole-class discussions were employed. A multi-methods approach was adopted to investigate the RQs: data sources included student feedback, exam performance in relation to attendance, reflective questionnaires from teaching assistants, and the instructor’s retrospective analysis. The findings suggest that the tutorials were well received by students, who valued both their challenging nature and the opportunity for peer collaboration. A potential threshold effect in exam performance was observed for students who attended all three sessions, although limitations in the exam design preclude causal claims. While challenges remain, the study offers a documented case of adapting a physics education research-validated approach to a different cultural and institutional setting, highlighting both affordances and challenges. The paper concludes with reflections on sustainability and future directions.