Detail Relationships between English First Language, Test Scores and Collaborative Learning in a Medical Curriculum: Testing a Causal Model (abstract only)   Oleh:  Singaram, Veena S Jenis: Article from Proceeding Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 224. Topik: English; medical Fulltext: Hong Kong-Conference 30.pdf (212.1KB) Isi artikel Little is known about the influence of language background in problem-based tutorial groups (PBL) on group processes and student academic achievement. This study investigates the relationship between language background, secondary school score, tutorial group processes and student academic achievement in PBL. A validated tutorial group effectiveness questionnaire (TGEQ) was administered to undergraduate medical students in a PBL curriculum at the Nelson R Mandela School of Medicine (NRMSM) in South Africa. Fifty eight percent of the students do not speak English as their first language, whereas the tutorials are in English. Furthermore, secondary school scores differ strongly due to inadequate resources between secondary schools. A path analysis was conducted to test a causal model in which two independent variables being English first language (EFL) and secondary school score were the input variables. These variables were assumed to influence the process variables i.e. cognitive, motivational and demotivational group processes. Input and process variables were assumed to influence the two output variables, being the overall group productivity and students’ academic achievement. All data were analyzed at the individual student level (N=387). A very good model fit was found (CMIN/DF=0.68, GFI=1.00, TLI=1.02, CFI=1.00, RMSEA=0.00). EFL and secondary school score positively affect student academic achievement, (respectively beta=0.24 and beta=0.16). EFL negatively affects the motivational group processes (beta=-0.22). Cognitive group processes positively affect the overall group productivity (beta=0.31). Motivational group processes positively affect the overall group productivity (beta=0.27). Demotivational group processes negatively predict academic achievement and overall group productivity (beta=-0.15, and beta=-0.25). The model resulted in an Rsquare of 0.15 and 0.45 for the academic achievement and the overall group productivity, respectively. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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