A comparison of three types of course organization for engineering graphics instruction

Abstract

The null hypothesis for the study stated that there was no significant difference in the achievement of college freshman, engineering graphics student in selected units of instruction when taught in classes implementing the three types of course organization. Further attention was focused on assessing the achievement of students who had different amounts of high school drafting. The investigation involved a comparison of the laboratory class, the modified laboratory class, and the class with a lecture-demonstration period plus a separate laboratory period. In the laboratory class the teacher distributed the assignment at the beginning of each laboratory period, offered individual instruction when requested, and gathered the laboratory work at the end of each period. Students were not encouraged to study outside the class period. Drafting classes organized as laboratory classes or modified laboratory classes generally meet two hours each day, three days each week for two semester hours credit. During the modified laboratory class the teacher delivered a short lecture-demonstration at the beginning of each laboratory period, offered individual and small group instruction when needed, and gathered the laboratory work at the beginning of the next period. Students were encouraged to study and draw outside of the laboratory period. For the lecture-demonstration with separate laboratory class the teacher delivered one lecture demonstration at the beginning of the unit of instruction, offered individual instruction during the laboratory period when requested, and gathered the laboratory work at the end of the period..