An Evaluation of Student Performance on Traditional vs. Synopsis Laboratory Reports in Industrial Technology
Date
Authors
Major Professor
Advisor
Committee Member
Journal Title
Journal ISSN
Volume Title
Publisher
Authors
Research Projects
Organizational Units
Since 1905, the Department of Agricultural Engineering, now the Department of Agricultural and Biosystems Engineering (ABE), has been a leader in providing engineering solutions to agricultural problems in the United States and the world. The department’s original mission was to mechanize agriculture. That mission has evolved to encompass a global view of the entire food production system–the wise management of natural resources in the production, processing, storage, handling, and use of food fiber and other biological products.
History
In 1905 Agricultural Engineering was recognized as a subdivision of the Department of Agronomy, and in 1907 it was recognized as a unique department. It was renamed the Department of Agricultural and Biosystems Engineering in 1990. The department merged with the Department of Industrial Education and Technology in 2004.
Dates of Existence
1905–present
Historical Names
- Department of Agricultural Engineering (1907–1990)
Related Units
- College of Agriculture and Life Sciences (parent college)
- College of Engineering (parent college)
- Department of Industrial Education and Technology, (merged, 2004)
Journal Issue
Is Version Of
Versions
Series
Department
Abstract
Prior research demonstrated that writing synopsis laboratory reports (succinct syntheses of the experiment, lecture, and readings) instead of traditional laboratory reports, did not influence student learning as measured by comprehensive exam scores. This study extended this research by investigating the impact of these lab report formats on student learning as measured by laboratory report scores. Fifty-six Iowa State University industrial technology students were randomized into one of two groups that were required to write five synopsis reports followed by four traditional reports or vice-versa. The analysis of mean laboratory report scores using the paired-samples t-test revealed no significant difference between treatments. The analysis of the mean scores of the nine individual laboratory reports using two-sample t-tests revealed no treatment effect for seven of the nine reports. The results of an exit survey revealed that students believed the synopsis format helped them to achieve higher grades on their laboratory reports.
Comments
Copyright 2008 by Georgia Southern University reproduced with permission from International Journal for the Scholarship of Teaching & Learning