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Instructional labs are widely seen as a unique, albeit expensive, way toteach scientific content. We measured the effectiveness of introductory labcourses at achieving this educational goal across nine different lab courses atthree very different institutions. These institutions and courses encompassed abroad range of student populations and instructional styles. The nine coursesstudied had two key things in common: the labs aimed to reinforce the contentpresented in lectures, and the labs were optional. By comparing the performanceof students who did and did not take the labs (with careful normalization forselection effects), we found universally and precisely no added value tolearning from taking the labs as measured by course exam performance. This workshould motivate institutions and departments to reexamine the goals and conductof their lab courses, given their resource-intensive nature. We show why theseresults make sense when looking at the comparative mental processes of studentsinvolved in research and instructional labs, and offer alternative goals andinstructional approaches that would make lab courses more educationallyvaluable.

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content