Measuring the effects of peer learning on students' academic achievement in first-year business statistics
Measuring the effects of peer learning on students' academic achievement in first-year business statistics
复制标题
衡量同伴学习对商业统计一年级学生学业成绩的影响
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Garth Tarr
中科院分区：
文献类型：
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作者：
D. Dancer;K. Morrison;Garth Tarr
在大多数研究中，同伴辅助学习课程(PASS)已被证明对学生的成绩有积极影响。这项研究在两个方面扩展了这一分析：控制能力和其他因素，重点关注国际学生，并通过提供商业统计的及格结果。普通的最小二乘、随机效应和分位数回归模型被用来对商业统计一年级学生的数据进行建模。调查结果表明，PASS对本地学生和国际学生的影响在两年中都非常显著，但对国际学生的影响更为明显。通过分位数回归，我们还发现，成绩较差的学生从通过考试中获得的边际收益比成绩较高的学生要高。这些发现对于实施类似项目的机构以及机构努力提高学生表现和留住学生，或特别是更有效地支持国际学生具有重要意义。
Peer-assisted study session (PASS) programs have been shown to positively affect students' grades in a majority of studies. This study extends that analysis in two ways: controlling for ability and other factors, with focus on international students, and by presenting results for PASS in business statistics. Ordinary least squares, random effects and quantile regression models have been used to model data from first-year business statistics students. The findings indicate that the impact of PASS has remained highly significant in both years for both local and international students but is more pronounced for international students. We also find that lower-achieving students derive a higher marginal benefit from attending PASS than higher-achieving students using quantile regression. These findings are significant for institutions implementing similar programs as well as institutional efforts to enhance student performance and improve student retention, or specifically to support international students more effectively.