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The main objective of this study was to investigate the effects of mediated learning experience, tutor support and peer collaborative learning on academic achievement and intellectual functioning. The sample comprised 111 first year engineering students (males=38, females=73, age range =16–23), who were randomly assigned to three learning conditions (Mediation: n=45, Tutor: n=36 and Peer: n=30). Data on academic achievement were based on mid-year and end-year examination results, while intellectual functioning was measured by the Ravens Advanced Progressive Matrices and the Organiser. Paired t-tests and Analysis of Covariances (ANCOVAs) were conducted to compare pre- and post- test academic and intellectual scores and comparison between the groups. Following a five-week intervention period, significant improvements in academic and intellectual functioning were found within the Mediation Group. The findings revealed that intervention involving mediation processes was more effective not only in enhancing students' intellectual functioning but also improving their academic achievements.
Seabi et al. (Thu,) studied this question.