Effects of Mediated Learning Experience, Tutor Support and Peer Collaborative Learning on Academic Achievement and IntellectualFunctioning among College Students

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dc.contributor.author Seabi, J
dc.contributor.author Cockcroft, K
dc.contributor.author Fridjhon, P
dc.date.accessioned 2011-11-11T14:27:17Z
dc.date.available 2011-11-11T14:27:17Z
dc.date.issued 2009
dc.identifier.issn ISSN 1433-0237
dc.identifier.uri http://hdl.handle.net/10539/10790
dc.description.abstract The main objective of this study was to investigate the effects of mediated learning experience, tutor support and peer collaborative learning on academic achievement and intellectual functioning. The sample comprised 111 first year engineering students (males=38, females=73, age range =16-23), who were randomly assigned to three learning conditions (Mediation: n=45, Tutor: n=36 and Peer: n=30). Data on academic achievement were based on mid-year and end-year examination results, while intellectual functioning was measured by the Ravens Advanced Progressive Matrices and the Organiser. Paired t-tests and Analysis of Covariances (ANCOVAs) were conducted to compare pre- and post- test academic and intellectual scores and comparison between the groups. Following a five-week intervention period, significant improvements in academic and intellectual functioning were found within the Mediation Group. The findings revealed that intervention involving mediation processes was more effective not only in enhancing students’ intellectual functioning but also improving their academic achievements. en_US
dc.language.iso en en_US
dc.publisher Journal of Psychology in Africa en_US
dc.subject Mediated learning experience, academic achievement, peer collaborative learning, intellectual functioning en_US
dc.title Effects of Mediated Learning Experience, Tutor Support and Peer Collaborative Learning on Academic Achievement and IntellectualFunctioning among College Students en_US
dc.type Article en_US


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