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

Journal article

Authors/Editors

Strategic Research Themes

Publication Details

Author list: Jitjumnong K., Suksakulchai S.

Publisher: Faculty of Education, Eskisehir Osmangazi University

Publication year: 2021

Journal acronym: iji

Volume number: 14

Issue number: 2

Start page: 757

End page: 772

Number of pages: 16

ISSN: 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

Languages: English-United States (EN-US)

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Abstract

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.

Keywords

Large university classes, Lectures, Mentored groups, Mentoring