The effects of peer mentoring on a college developmental learning strategies classroom
This research explored effects of using undergraduate upper class students to work with first semester freshman enrolled in a developmental learning strategies class. Quantitative analysis was used to compare grade point average, attendance, learning strategy skills, and reading scores with a control group that did not receive mentoring. Qualitative analysis was used to explore benefits to mentors, mentor training techniques, and factors that influenced mentee participation. The researcher provided training for 9 mentors, and served as instructor for both learning strategy classes. Quantitative analysis showed no significant differences between groups; however, qualitative analysis uncovered details that helped explain program dynamics. Mentors felt training methodology should strive to emulate real issues and encounters, but had doubts about potential for training to emulate daily issues that came up. Mentors suggested learning how to mentor was more efficient when visual, cognitive, and lecture methodologies were combined in hands on, realistic styles of teaching. Mentors that are at least several years older and have the same gender proved important. Students who worked with the three eldest mentors had a higher grade point average and attended sessions more frequently. The study paired mentors according to similar deficiencies in specific learning strategy skills as measured by a survey. Most mentors felt this helped give focus and organization to the sessions, but doubted the validity of using the survey, because of a lack of sincerity and focus when filling it out. According to the mentors, study skills that developed most successfully related to attitude, anxiety and motivation.
Curriculum development|Higher education
James Bernard Rubin,
"The effects of peer mentoring on a college developmental learning strategies classroom"
ETD Collection for Tennessee State University.