The Effects of Student Assistants as “Facilitators” and Teacher Support in Active Learning-type Classes

Abstract

This study focused on Student Assistants (SAs) who act as “Facilitators” in active learning-type classes, examining both their support for students and the assistance they receive from teachers. The results showed that direct support from teachers to students enhances the activities of SAs, and that the management of classes by SAs promotes their support for students. Furthermore, support from SAs to students was found to positively influence self-evaluation of course outcomes, either directly or indirectly through mediating factors such as the psychological safety of the classroom and students' self-efficacy. On the other hand, it was observed that support from teachers to SAs directly hinders the SAs' ability to support student group work, and that SA support for student group work directly diminishes students' motivation for the course. In classes led by facilitator-type SAs, teachers are expected to play a role in moderating student motivation by supporting SAs with an appropriate level of intervention. SAs are anticipated to enhance self-evaluation of course outcomes for students through their support activities in class management and group work.