| Abstract: | The schedule, length, and number of class meetings have tended to be dictated by tradition, space availability, and instructor convenience. A significant factor which must receive attention is the assimilation time of the student. With the increased emphasis on quantitative analysis as well as the expansion of the boundaries of course content, the ability of the student to successfully absorb and digest the material must be considered. The authors have statistically studied assimilation time as a performance factor in a mathematically-oriented course. Their conclusions indicate that the length and number of class meetings can be modified to a degree with equifinality, but administrators and instructors should empirically verify the best mix for their specific needs. |
