Comparative evaluation of laboratory teaching in an AC Circuit Analysis course

The AC Circuit Analysis course is a requirement for electrical engineering and electrical engineering technology curricula. In the traditional teaching method, concepts are introduced during lectures. The students conduct experiments to observe these concepts during laboratory. Recently, new techniques based on the CLABS model developed at University of Houston (UH) that rely on real-world problem-based laboratory experiments have been adopted at Texas A&M University-Corpus Christi (TAMU-CC). In this paper, a direct comparison between the traditional method and the new CLABS method within one class at TAMU-CC is reported. The results obtained at UH are presented for a comparative evaluation. The results from TAMU-CC show that CLABS experiments are perceived to have a higher learning impact in new practical applications. Results obtained at UH show high student satisfaction in most aspects of the CLABS pedagogy. This work also revealed challenges in within-class comparative studies.