Relationship Between Course Length and Graduate Student Outcome Measures

Carol A. Carman, Robert A. Bartsch

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

One method to increase flexibility in class offerings is through the use of compressed courses, classes that have the same number of contact hours but over a shorter time period (e.g., 8 weeks vs. 15 weeks). Before offering these courses, it is important to determine whether they lead to equivalent or better student outcomes. This study examined 11 traditional-length and 8 compressed sections of the same graduate-level statistics course. Results indicated students in the compressed class scored significantly higher on both the third exam and final course grade. Student course evaluations were also significantly higher in the compressed courses. Graduate students rated traditional-length and compressed courses similar in difficulty. Implications for course offerings are discussed.

Original languageEnglish (US)
Pages (from-to)349-352
Number of pages4
JournalTeaching of Psychology
Volume44
Issue number4
DOIs
StatePublished - Oct 1 2017
Externally publishedYes

Keywords

  • course length
  • graduate instruction
  • student learning

ASJC Scopus subject areas

  • Education
  • General Psychology

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