Teaching circuit analysis in the studio format: a comparison with conventional instruction

This paper describes an instructional experiment conducted at Rensselaer Polytechnic Institute in the spring of 1997. The introductory course on circuit analysis was taught in two different modes: (1) a conventional large-lecture version with separate problem and laboratory sections; and (2) an experimental studio version with integrated activities. The director and coverage of both courses was the same, and students in both versions took the same exams. Exam results indicate that the studio version is at least as effective, if not more so, from the viewpoint of cognitive-domain learning. More significantly, surveys of student attitudes revealed that the studio format substantially improved student morale, despite the requirement for more preparation and participation on their part. Thus, since the instructional costs were about the same for both versions, the studio format appears to be superior.