Title: The Effects of Formal Mentoring on the Retention Rates for First-Year, Low Achieving Students
Abstract: In this two ‐ year study, we evaluated a formal mentoring program by examining the retention rate and program satisfaction of first ‐ year university students who volunteered to participate. Mentors were Intermediate/Senior preservice teacher candidates, invited to take an additional credit class relating to Teacher Advisor Programs in Ontario Secondary Schools. The retention rates and grade point averages (GPA) of participating students (experimental group) were higher than those for the control group, consisting of first ‐ time students with similar programs of study and exiting secondary school averages (i.e., < 75%). In written comments, students suggested program satisfaction and noted its effectiveness. Key words: social learning theory, theory of involvement, social capital theory Dans cette etude d’une duree de deux ans, l’auteure a evalue un programme de mentorat en examinant les taux de retention et le degre de satisfaction des etudiants de 1 er cycle qui ont accepte d’y participer. Les mentors etaient des stagiaires en enseignement de niveau intermediaire ou superieur invites a prendre un cours a option associe au programme d’enseignants ‐ guides (maitres associes) dans les ecoles secondaires ontariennes. Les taux de retention et la moyenne cumulative des etudiants (groupe experimental) etaient superieurs a ceux du groupe ‐ temoin, compose d’etudiants de 1 er cycle inscrits dans des programmes d’etudes semblables et ayant eu des moyennes comparables a la fin de leurs etudes secondaires (c. ‐ a ‐ d. < 75 %). Dans leurs commentaires ecrits, les etudiants semblaient satisfaits et soulignaient l’efficacite du programme. Mots cles : theorie de l’apprentissage social, theorie de l’implication, theorie du capital social.
Publication Year: 2005
Publication Date: 2005-01-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 136
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