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. and 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). doi: 10.47408/jldhe.vi20.605.

Issue

No. 20 (2021)

Section

Papers

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