title: Correlates of learning in introductory biomechanics.
abstract: Characteristics hypothesized to be related to learning in introductory biomechanics classes were examined. Data from a 2003 national study were supplemented by additional instructor-reported data about experience, tests, laboratory hours, and average course-related expenditures. The number of credit hours of the course (r = .15) and money spent by departments on laboratory classes per year (r = -.18) were significantly and uniquely correlated with learning. Increasing credit hours from 3 to 4 with laboratory experience doubled learning. The results supported national standards for a 4-credit course and an emphasis on conceptual understanding rather than quantitative problem-solving. Researchers should seek to confirm these results as well as explore whether contact hours or the nature of laboratory learning experiences contribute to this effect.
authors: Department of Kinesiology, California State University-Chico, 400 West 1st Street, Chico, CA 95929-0330, USA. dknudson@csuchico.edu
authors: Duane
authors: D
authors: Knudson
authors: Jeff
authors: J
authors: Bauer
authors: Rafael
authors: R
authors: Bahamonde
mesh_terms: D001696:Biomechanical Phenomena / Q000502:physiology; D001703:Biophysics / Q000193:education; D003479:Curriculum; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D010555:Personality Inventory; D018794:Problem-Based Learning; D013334:Students / Q000706:statistics & numerical data; D011795:Surveys and Questionnaires; D013663:Teaching / Q000191:economics