Characteristics hypothesized to be related to learning in introductory biomechanics classes were examined. Data from a 2003 national study were supplemented by additional instructor-reported data about experience, tests, laboratory hours, and average course-related expenditures. The number of credit hours of the course (r = .15) and money spent by departments on laboratory classes per year (r = -.18) were significantly and uniquely correlated with learning. Increasing credit hours from 3 to 4 with laboratory experience doubled learning. The results supported national standards for a 4-credit course and an emphasis on conceptual understanding rather than quantitative problem-solving. Researchers should seek to confirm these results as well as explore whether contact hours or the nature of laboratory learning experiences contribute to this effect.
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