Title page for ETD etd-11042009-165355


Type of Document Dissertation
Author Trahan Jr., Gabriel N.
Author's Email Address gtraha1@lsu.edu
URN etd-11042009-165355
Title A Comparison of the Effectiveness of Two Alternative Instructional Strategies for Teaching Basic Construction Surveying Concepts
Degree Doctor of Philosophy (Ph.D.)
Department Human Resource Education Workforce Development
Advisory Committee
Advisor Name Title
Burnett, Michael F. Committee Chair
Harvey, Craig Committee Member
Machtmes, Krisanna L. Committee Member
Verma, Satish E. Committee Member
Lou, Yiping Dean's Representative
Keywords
  • alternative applied science instruction
  • alternative engineering teaching methods
  • engineering education
  • surveying education
  • construction education
Date of Defense 2009-10-23
Availability unrestricted
Abstract
The purpose of this experiment was to compare the effectiveness of two alternative instructional strategies for teaching basic construction surveying concepts. The basic concepts of construction surveying, office, field, angles, distance and elevation must be thoroughly understood before complex construction surveying applications can be performed. Instruction in applied science courses such as construction surveying is constantly being impacted by advances in technology. Technological developments require an evolving pedagogy incorporating change while maintaining the integral basics. The dynamics of change require an instructor to maintain basic construction surveying concepts consideration while developing authentic experiences which can be incorporated into the new technologies.

This experiment was performed using two different instructional formats, integrated and separated, for instructing study participants in basic construction surveying. The integrated format presented the related collaborative instructional components, theoretical and practical, during the same class while the separated format presented the related instruction, theoretical and practical, in a traditional manner with separated lecture and lab. Pre and post achievement tests were given to all four intact classes used in this experiment for measuring the study participantís pre-instruction and post-instruction knowledge.

The experimental results indicated that the designed curriculum was effective in teaching the basic construction surveying concepts. The two alternative instructional treatments, integrated and separated were both found to be statistically similar. Additionally, class time and class size were determined to have no measurable effect on achievement. This research provides applied science instructors the flexibility to design courses which can be used for a variety of different situations. Based on the results of this experiment, traditionally large classes can utilize the separated lecture-lab format with the expectation that student achievement will be the same for the small classes which can be instructed using the integrated format. These findings can also be used as the basis for a distance education class which can present the lecture portion in a self directed web-based format while keeping the lab portion in a context which utilizes the typical instructor student lab.

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