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

References

• Alderman, B. (2000). Get Real! Collaborative Learning in Higher Education, 4(1). Retrieved December 16, 2008, from http://www.gu.edu.au/school/art/text
   Google Scholar
• Astin A., & Alexander, W. (1993). Engineering Outcomes. ASEE Prism, September, 27–30.
   Google Scholar
• Beaufait, A., & Fred, W. (1991). Engineering Education Needs Surgery. Proceedings—Frontiers in Education Conference, September, 519–522.
   Google Scholar
• Cross, K. P. (1985). Education for the 21st century. NASPA Journal, 23(1), 7–18.
   Google Scholar
• Dale, V.H., Nasir, L., & Sullivan, M. (2005). Evaluation of student attitudes to cooperative learning in undergraduate veterinary medicine. Journal of Veterinary Medical Education, 32(4), 511–516.
   PubMed Web of Science ®Google Scholar
• Doise, W., & Mugny, G. (1984). The social development of the intellect, Pergamon Press, Oxford.
   Google Scholar
• Feldman, K. A., & Newcomb, T. M. (1969). The impact of college on students. San Francisco: Jossey-Bass.
   Google Scholar
• Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore, MD: University Park Press.
   Google Scholar
• Feuerstein, R. (1980). Instrumental Enrichment: An Intervention Programme for Cognitive Modifiability. Baltimore, MD: University Park Press.
   Google Scholar
• Feuerstein, R., & Feuerstein, S. (1991). Mediated learning experience: A theoretical review. In R. Feuerstein, P.S. Klein. & A. Tannenbaum, Mediated Learning Experience (pp. 213–240). London: Freund Publishing House.
   Google Scholar
• Feuerstein, R., Rand, Y., & Hoffman, M. (1979). The dynamic assessment of retarded performers: The learning potential assessment device (LPAD). (Rev. ed.). Baltimore, MD: University Park Press.
   Google Scholar
• Feuerstein, R. (2003). The Dynamic Assessment of Cognitive Modifiability. Jerusalem: ICELP Press.
   Google Scholar
• Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22–30.
   Google Scholar
• Greenwood, C. R., Carta, J. J., & Kamps, D. (1990). Teacher-mediated versus peer-mediated instruction: A Review of educational advantages and disadvantages. In H. C. Foot, M. J. Morgan & R. H. Shute (Eds.), Children Helping Children. London & New York: John Wiley.
   Google Scholar
• Grieve, K.W., & Viljoen, S. (2000). An exploratory study of the use of the Austin maze in South Africa. South African Journal of Psychology, 30(3), 14–18.
   Web of Science ®Google Scholar
• Guon, D. G. (1988). Minority access and retention: An evaluation of multi-university peer counselling programme. Paper Presented at the Annual Meeting of the Mid-Western Psychological Association, Chicago. April.
   Google Scholar
• Henderson, N., Fadali, M. S., & Johnson, J. (2002). An investigation of first-year engineering students’ attitude toward peer-tutoring. Thirty-second ASEE/IEEE Frontiers in Education Conference, Boston, 6–9 November.
   Google Scholar
• Johnston, V. (1997). Why do first year students fail to progress to their second year? An academic staff perspective. Paper presented at the British Educational Research Association Annual Conference, University of York, Education-Line, September 11–14.
   Google Scholar
• Kvam, P. H. (2000). The effect of active learning methods on student retention in engineering statistics. The American Statistician, 54(2), 136–140.
   Web of Science ®Google Scholar
• Mearig, J. S. (1987). Assessing the learning potential of kindergarten and primary-age children. In C. S. Lids (Ed.), Dynamic Assessment: An interaction approach to evaluating learning potential (pp. 237–267). New York: The Guilford Press.
   Google Scholar
• Mehl, M. C. (1991). Mediated learning experience at university level—A case study. In R. Feuerstein, Klein, (Eds.), Mediated learning experience: Theoretical, psychological learning implications, (pp. 157–178). Tannenbaum, London: Freund.
   Google Scholar
• Pascarella, E., & Terenzini, P. (1991). How college affects students. San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• Poellhuber, B., Chomienne, M., & Karsenti, T. (2008). The effect of peer collaborative learning on self-efficacy and persistence in a learner-paced continuous intake model. Journal of Distance Education, 22(3), 41–62.
   Google Scholar
• Raven, J. C., Court, J. H., & Raven, J. (1977). Manual for Raven's Progressive Matrices and Vocabulary Scales. London: H. K. Lewis & Co., Ltd.
   Google Scholar
• Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven's Progressive Matrices and Vocabulary Scales: Section 1, General Overview. Oxford: Oxford Psychologists Press Ltd.
   Google Scholar
• Schur, Y., Skuy, M., Zietsman, A., & Fridjhon, P. (2002). A thinking journey based on constructivism and mediated learning experience as a vehicle for teaching science to low functioning students and enhancing their cognitive skills. School Psychology International, 23(1), 36–67.
   Web of Science ®Google Scholar
• Scott, I. (2008). Failing the majority. Mail & Guardian, 10 October, 2008, pp. 15.
   Google Scholar
• Skuy, M., Gewer, A., Osrin, Y., Khunou, D., Fridjhon, P., & Rushton, P. (2002). Effects of mediated learning experience on Raven's matrices scores of African and non-African university students in South Africa. Intelligence, 30, 221–232.
   Web of Science ®Google Scholar
• Skuy, M., Mentis, M., Arnott, A., & Nkwe, I. (1990). Combining instrumental enrichment and creativity/socio-emotional development for disadvantaged gifted adolescents in Soweto: Part 2. International Journal of Cognitive Education & Mediated Learning Experience, 1(2), 93–102.
   Google Scholar
• Skuy, M., Mentis, M., & Mentis, M. (1996). Mediated learning in and out of the classroom. Arlington Heights, II: Skylight.
   Google Scholar
• Skuy, M., Rushton, P., Fridjhon, P., & Seabi, J. (2002). Background variables related to IQ test scores and university grades of first year African and non-African engineering students in South Africa. Paper presented at the Conference of the International Society for Intelligence Research, December 4–7.
   Google Scholar
• Skuy, M., & Schmukler, D. (1987). Effectiveness of the Learning Potential Assessment Device with Indian and Coloured adolescents in South Africa. International Journal of Special Education, 2, 131–149.
   Google Scholar
• Smith, G. (2002). Survivor college style. Career World, 30(6), 29–31.
   Google Scholar
• Totten, S. Sills, T. Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research. New York: Garland.
   Google Scholar
• Tzuriel, D. (1998). Cognitive modifiability: The dynamic assessment of learning potential. Tel-Aviv: Sifriat Poalim.
   Google Scholar
• Tzuriel, D., & Kaufman, R. (1999). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrants in Israel. Journal of Cross-Cultural Psychology, 30, 359–380.
   Web of Science ®Google Scholar
• Van Walsum, E.J., Sanders, C., Fossum, T., Sadoski, M., Bramson, R., & Wiprud, R. (2004). Attitudes of veterinary medical students and medical students toward collaborative learning: An experiment. Journal of Veterinary Medical Education, 31(1), 76–78.
   PubMed Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in Society. Boston: Harvard Press.
   Google Scholar
• Vygotsky, L. S. (1987). Emotions and their development in childhood. In Reiber & Carton (Eds.) Collected Works of L.S. Vygotsky, 1, (pp. 325–337). New York: Plenum.
   Google Scholar
• Wong, E. S. (2003a). Action research philosophy: The fountain of living research. Perth: Centre of Professional Practitioner Resources Publication.
   Google Scholar