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Assessment of Influence of Teaching Modality On Student Learning Outcomes and Perception of Instructors In Laboratory Classes

This paper analyzes data from summers 2019 and 2020 of the Materials Laboratory course to provide a direct assessment of the influence of teaching modality on student learning outcomes. The modality change, from in person to online, was dictated as a part of the college COVID-19 pandemic response. Direct assessment consists of student performance on a material properties quiz. Statistical analyses were performed using the collected data. The results showed no significant differences in student performance across the two delivery formats. However, students in the online section gave the instructor slightly higher ratings than they did in the face-to-face section. Additionally, the pedagogical approaches employed in face-to-face and online versions are discussed.