Title: Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content,
Abstract: Instructional labs are widely seen as a unique, albeit expensive, way to
teach scientific content. We measured the effectiveness of introductory lab
courses at achieving this educational goal across nine different lab courses at
three very different institutions. These institutions and courses encompassed a
broad range of student populations and instructional styles. The nine courses
studied had two key things in common: the labs aimed to reinforce the content
presented in lectures, and the labs were optional. By comparing the performance
of students who did and did not take the labs (with careful normalization for
selection effects), we found universally and precisely no added value to
learning from taking the labs as measured by course exam performance. This work
should motivate institutions and departments to reexamine the goals and conduct
of their lab courses, given their resource-intensive nature. We show why these
results make sense when looking at the comparative mental processes of students
involved in research and instructional labs, and offer alternative goals and
instructional approaches that would make lab courses more educationally
valuable.