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

摘要

The main objective of this study was to investigate the effects of mediated learning experience, tutor support and peerudcollaborative learning on academic achievement and intellectual functioning. The sample comprised 111 first yearudengineering students (males=38, females=73, age range =16-23), who were randomly assigned to three learningudconditions (Mediation: n=45, Tutor: n=36 and Peer: n=30). Data on academic achievement were based on mid-year andudend-year examination results, while intellectual functioning was measured by the Ravens Advanced ProgressiveudMatrices and the Organiser. Paired t-tests and Analysis of Covariances (ANCOVAs) were conducted to compare pre- andudpost- test academic and intellectual scores and comparison between the groups. Following a five-week interventionudperiod, significant improvements in academic and intellectual functioning were found within the Mediation Group. Theudfindings revealed that intervention involving mediation processes was more effective not only in enhancing students’udintellectual functioning but also improving their academic achievements.