Effects of Mediated Learning Experience, Tutor Support and Peer Collaborative Learning on Academic Achievement and IntellectualFunctioning among College Students
Date
2009
Authors
Seabi, J
Cockcroft, K
Fridjhon, P
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Psychology in Africa
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.
Description
Keywords
Mediated learning experience, academic achievement, peer collaborative learning, intellectual functioning