The impact of supplemental instruction on learning competence and academic performance
The impact of supplemental instruction on learning competence and academic performance
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补充教学对学习能力和学业成绩的影响
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
K. Downing
中科院分区：
文献类型：
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作者：
Hoi Kwan Ning;K. Downing
本研究探讨了同伴辅助学习方式——补充教学对学生学习能力和学业成绩的影响。由高年级学生推动的补充教学干预，重点是培养学生使用学习技巧，提高他们的学习动机和学习成绩。采用干预前和干预后的学习能力测量（学习与学习策略量表的10个量表）对来自香港某大学的430名本科一年级商科学生（补充教学，n = 109；非补充教学，n = 321）进行测量。结构方程模型表明，在控制了干预前的学习策略分数和以前的学习成绩后，补充教学通过直接和间接地提高学生的学习能力对学习成绩有显著的影响。本研究证明补充教学是一种非常有效的促进大学生学习的教学策略。
This study investigated the effects of supplemental instruction, a peer‐assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students’ use of study skills and enhancing their motivation and academic performance. Pre‐ and post‐intervention learning competence measures (the 10 scales of the Learning and Study Strategies Inventory) were available for 430 first year undergraduate business students (Supplemental Instruction, n = 109; Non‐Supplemental Instruction, n = 321) from a university in Hong Kong. Structural equation modeling demonstrated that supplemental instruction had a significant effect on academic performance, both directly and indirectly via enhancement of student learning competence, after controlling for pre‐intervention learning strategy scores and previous academic achievement. This study provides evidence that supplemental instruction can be a very effective instructional strategy for promoting undergraduate student learning.