Asset Details
Do you wish to reserve the book?
EXAMINING LABORATORY-BASED EDUCATION IN ENGINEERING: BRIDGING THEORY AND PRACTICE
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
EXAMINING LABORATORY-BASED EDUCATION IN ENGINEERING: BRIDGING THEORY AND PRACTICE
Do you wish to request the book?
EXAMINING LABORATORY-BASED EDUCATION IN ENGINEERING: BRIDGING THEORY AND PRACTICE
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
EXAMINING LABORATORY-BASED EDUCATION IN ENGINEERING: BRIDGING THEORY AND PRACTICE
2025
Overview
The present study aimed to investigate the implementation status of laboratory-based courses in engineering disciplines. The research employed a survey method. The statistical population consisted of all undergraduate students and graduates engineering fields up to the year 2023 at Azarbaijan Shahid Madani University. The total population was 5,321 individuals, from which a sample of 357 was selected. Systematic random sampling was used to determine the sample size. Data were collected using a researcher-made questionnaire. The face and content validity of the questionnaire were confirmed by five educational experts holding PhD degrees. Reliability was assessed using Cronbach’s alpha coefficient, which was estimated at 0.781 for the entire questionnaire. In addition to descriptive statistics, one-sample t-test and Friedman test were used to analyze the data and answer the research questions. The findings indicated that the implementation status of laboratory courses across six key components: Objectives, content, materials and facilities, activities and methods, learning time, and educational space, was above average. Furthermore, the Friedman test results revealed that the content dimension had the highest mean rank, followed by activities and methods, while the objectives component ranked last.
Publisher
Iran Academy of Science
