The need to improve the systematic failures of higher education has led to various studies that promote the implementation of certain types of teaching interventions with the aim of increasing student performance. This study investigates the effects of these interventions on student performance in a multiple-intervention environment by developing an attendance construct proxy, as well as an alternative to the class attendance intervention construct proxy. The benefits of these interventions were analysed to determine whether certain interventions have a more significant impact on student performance than others in the context of increasing student performance. Using a survey approach to determine the record of participation in the interventions by the students, the findings of participation were analysed using the academic records of the students to identify the effect. The results suggest that increased levels of attending classes, which include traditional and additional face-to-face sessions, have a significant positive effect on student performance. When analysing the additional face-to-face sessions, specifically the further class attendance of tutorial classes where students are given the opportunity to work on their own or in groups and only request assistance where needed, the greatest significant positive effect on student performance was observed. The findings further suggest that certain interventions – often seen as alternatives to class attendance, such as attending mentor sessions, external tutoring, and watching videos of beginners’ classes – do not necessarily have a positive significant effect on student performance. Interestingly, the perceptions of students are consistent with the findings of the study, with the majority of students not recommending the use of external tutoring services. The findings of the study therefore provide insightful value to the design of modules at higher education institutions, aiding in identifying and responding to which interventions would have a significant impact on student performance.

中文翻译：

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调查班级出勤，辅导，指导会议，视频演示和外部辅导的互动及其对学生成绩的影响

改善高等教育系统性失败的需要导致了各种研究，这些研究促进了某些类型的教学干预措施的实施，目的是提高学生的表现。本研究通过开发一种出勤结构代理，以及班级出勤干预结构代理的替代方法，研究了这些干预对多干预环境中学生表现的影响。分析了这些干预措施的好处，以确定在提高学生表现的情况下，某些干预措施对学生表现的影响是否大于其他干预措施。使用调查方法确定学生参与干预的记录，使用学生的学术记录对参与调查的结果进行分析，以确定其效果。结果表明，包括传统课程和其他面对面课程在内的参加课程的增加，对学生的学习表现出显着的积极影响。分析额外的面对面会议时，特别是辅导班的进一步上课，在该班中，学生有机会独自或分组工作，仅在需要时寻求帮助，这对学生的学习表现出最大的积极影响。调查结果进一步表明，某些干预措施（通常被视为课堂出勤的替代方案），例如参加辅导员会议，外部补习，以及观看初学者课程的视频–不一定会对学生的表现产生积极的显著作用。有趣的是，学生的看法与研究结果一致，大多数学生不建议使用外部补习服务。因此，该研究结果为高等教育机构的模块设计提供了深刻的价值，有助于识别和响应哪些干预措施将对学生的表现产生重大影响。