Abstract
ABSTRACTThe goal of this study was to explore the differences in academic performance between students who took the full 16-week fall-spring semester courses and students that took the compressed 10-day mini-mester course in construction surveying. There were no instructional design differences between semester courses with respect to instructor, contact hours, instructional design, delivery method, materials, activities, applications, quizzes, exams or grading. This study found that students taking the compressed mini-mester course had significantly better achievement on the laboratory activities and the reading quizzes than that of the students taking the full-semester courses. However, the students taking the full-semester courses significantly exhibit better achievement on the two course exams than did the students taking the compressed mini-mester course. No significant difference was found on total course points. Student undergraduate Grade Point Average (GPA), Scholastic Aptitude Test (SAT) and Test of Logical Thinking (TOLT) scores were also found to be good predictors of course achievement.
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