放大:对虚拟学习环境的干预改善了少数民族学生的成绩在以色列的两个实地实验中
Kinneret Endevelt1, Eran Halperin1, Roni Porat2,3
1Department of Psychology, The Hebrew University of Jerusalem, Jerusalem 9190501, Israel.
概括
少数民族学生的学生.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 高等教育中的少数民族学生经常经历缺乏归属感,导致成绩差距.
- 培养归属感对于学业成功和留守至关重要.
研究的目的:
- 调查将母语元素纳入学习环境的影响,以增强少数民族学生的归属感.
- 评估简单,低成本干预措施对学术成果的有效性.
主要方法:
- 在COVID-19大流行期间,以色列进行了两次大规模现场实验 (n>20,000),通过Zoom进行在线课程.
- 干预涉及讲师在他们的Zoom个人资料上显示他们的阿拉伯名字与英语/希伯来语一起.
主要成果:
- 干预显著改善了巴勒斯坦学生的归属感和课堂参与.
- 学业成绩显著改善:实验1的平均成绩提高了10分,实验2的学期成绩提高了4分.
结论:
- 小,精心设计的制度变化,如纳入母语元素,可以大大提高少数民族学生的归属感和学术成功.
- 这种干预提供了一个可扩展和有效的战略,用于解决教育差异,并促进包容性学习环境.
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