P210 Effect of Class Length and Frequency on Learning in an Upper-Level Nutrition Course

Abstract

Background Debate exists on the merits of twice-per-week classes versus classes that meet more frequently for a shorter length of time. The effect of class length and frequency on student achievement in the college setting is unknown. Objective Assess if class length and frequency affect learning in an upper-level nutrition class. Study Design, Settings, Participants From Fall 2014 through Fall 2017, a total of 251 undergraduate and graduate students (91% female) took an upper-level metabolism course offered at Framingham State University as part of the dietetics curriculum. One hundred and fifty-nine (63%) took the class twice-per-week in a one hour 40 minute time block, while 92 (37%) took the class in a shorter, more frequent time block (50 minutes, four days per week). Measurable Outcome/Analysis Independent T-tests were used to assess the difference in final grades between the two time blocks. Statistical analysis was conducted using IBM SPSS Statistics version 24. Results There was no difference in final grade between groups [twice-per-week mean final grade 81 vs. four days per week mean final grade 83 (P = .254)]. Of the 251 students, 194 were undergraduate and 57 were graduate students. Overall, there was a significant difference in final grade between the graduate vs. undergraduate students (87 vs. 81; P Conclusion This research suggest class length and frequency do not play a major role in student success in an upper-level dietetics course. While there may be advantages to either class schedule based on individual instructor pedagogical style, one class schedule does not appear to enhance student achievement, as measured by final grades. Funding None.