A comparison of achievement in large university classes using mentored groups versus lectures

บทความในวารสาร

ผู้เขียน/บรรณาธิการ

กลุ่มสาขาการวิจัยเชิงกลยุทธ์

รายละเอียดสำหรับงานพิมพ์

รายชื่อผู้แต่ง: Jitjumnong K., Suksakulchai S.

ผู้เผยแพร่: Faculty of Education, Eskisehir Osmangazi University

ปีที่เผยแพร่ (ค.ศ.): 2021

ชื่อย่อของวารสาร: iji

Volume number: 14

Issue number: 2

หน้าแรก: 757

หน้าสุดท้าย: 772

จำนวนหน้า: 16

นอก: 1694-609X

eISSN: 1308-1470

URL: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103629746&doi=10.29333%2fiji.2021.14242a&partnerID=40&md5=24552995b0628bacb0ecf9bc6c6c4674

ภาษา: English-United States (EN-US)

ดูในเว็บของวิทยาศาสตร์ | ดูบนเว็บไซต์ของสำนักพิมพ์ | บทความในเว็บของวิทยาศาสตร์

บทคัดย่อ

The purpose of this study was to determine if there were achievement gains in large classes with lectures alone versus with lectures and mentored groups. To measure achievement, mid-term to final-grade gains were compared between two sections (n=82 and n=99) of a undergraduate course in Digital Circuit Design that had lectures alone versus three sections (n=131, n=104, n=115) of the course that had lectures as well as mentored groups. In addition, the study surveyed students in one section in order to identify students' (n=115) satisfaction with the groups and mentors' (n=19) satisfaction with mentoring. Quantitative analysis using SPSS involved t-tests to identify significant differences. Results revealed statistically significant higher achievement for the three classes with lectures plus mentored groups versus the classes with lecture alone. Regarding satisfaction, 85% of students reported that they learned better in mentored groups. All mentors reported learning more as a mentor. © 2021 Eskisehir Osmangazi University. All rights reserved.

คำสำคัญ

Large university classes, Lectures, Mentored groups, Mentoring