Articles

Reducing Student Writing Time and Instructor Grading Time of Laboratory Reports

Authors
  • David Hoffa (Western Kentucky University)
  • Steven Freeman (Iowa State University)

Abstract

A previous study by the authors demonstrated with 95% confidence that the synopsis laboratory report format, a brief, information-rich summary, provides students with an equally positive learning experience in comparison to the longer, introduction/results/ conclusion “traditional” laboratory report format. This study examined the additional benefits of the synopsis laboratory report format; reduced student writing time and instructor grading time. A convenience sample of 56 Iowa State University industrial technology students was randomized into one of two groups that were required to write either five synopses followed by four traditional reports or four synopses followed by five traditional reports. The analysis of grading times using the paired-samples t-test revealed that synopsis reports required 4.5 to 5.8 fewer minutes to grade than traditional reports (p < 0.001). The analysis of student writing times using the paired- samples t-test revealed that synopsis reports required 32 to 44 fewer minutes to write than traditional reports (p < 0.001). The results of an end-of-semester exit survey revealed that students also perceived the difference in writing time (p < 0.001).

Keywords: administration|curriculum|higher education|research|research methods|teaching methods

How to Cite:

Hoffa, D. & Freeman, S., (2006) “Reducing Student Writing Time and Instructor Grading Time of Laboratory Reports”, The Journal of Technology, Management, and Applied Engineering 22(3).

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Published on
30 Jun 2006
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