Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’

Authors

  • Chris Maharaj The University of the West Indies
  • Erik Blair University of West London
  • Margo Burns The University of the West Indies

DOI:

https://doi.org/10.47408/jldhe.vi20.605

Keywords:

mentoring, grade-point average, attainment, Attribution Theory

Abstract

This paper outlines an early intervention programme based upon the belief that being proactive rather than reactive increases a student’s academic and social success. Twenty-one students from a cohort of 40 who were identified as being ‘at risk’ participated in a three-session mentoring programme. Grade-point averages (GPAs) were recorded pre- and post- intervention, for both the intervention group and those who did not participate in the programme. Results are interpreted through the lens of Attribution Theory – in which outcomes are related to how perceived challenges are addressed. The results show that, on average, the GPAs for those who received mentoring improved by 35% between semester 1 and semester 2, whereas the non-intervention group only increased their GPAs by an average of 15%.

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Published

30-03-2021

How to Cite

Maharaj, C., Blair, E., & Burns, M. (2021). Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’. Journal of Learning Development in Higher Education, (20). https://doi.org/10.47408/jldhe.vi20.605

Issue

No. 20 (2021)

Section

Papers

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