June 24, 2017
June 24, 2017
June 28, 2017
Division Experimentation & Lab-Oriented Studies
Several studies have shown that laboratories that implement interactive learning and cooperative group exercises lead to an improvement in student outcomes as compared to the passive listening characteristic of traditional lectures. The disparity in these experiences is one of many reasons that several undergraduate engineering subjects are taught with both lecture and lab sessions in parallel. At the authors’ university, Vibrations and Controls is a junior level class in mechanical engineering that has a 3 credit lecture and 1 credit lab that are co-requisites, but are not required to be taken in the same semester. This offers a unique opportunity to analyze student performance for the three distinct groups of students enrolled in lab only, lecture only, and lecture plus lab. We hypothesized that students in the lecture plus lab group would have higher grades in the lecture course than the students enrolled only in the lecture. Our results support this hypothesis.
Roberts, D., & Haidar, D. R. (2017, June), Manipulation Matters: Isolating the Impact of Lecture vs. Lab Experience in an Undergraduate Engineering Controls Class Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28648
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015