Peer Mentoring Research Proposal

2021-07-13 09:19:50
5 pages
1225 words
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Harvey Mudd College
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Research proposal
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Peer mentoring is a mentorship that happens between an individual who has a particular experience and an individual who is weak to that experience, for instance, one student being a peer mentor to another student in a certain subject. In the UK, mentoring program is significant in the learning environment for offering social support. Peer mentoring provides extra education support and encouragement to people to move beyond their comfort zone. The primary goal of a peer mentor is to give rise to other students so that they can own their particular history. Involving students in this process will help produce positive results and learning opportunities for both participants. The concept of peer mentoring in the education system is for assisting students who are vulnerable to delinquency with study skills, test preparation, goal setting, and time management and also in grade monitoring. Students who are susceptible in involving themselves with misbehaviors are profoundly affected in their learning systems thus performing poorly.

School Context overview

The university leadership is viewed as the influence on the students' outcomes. However, the school conditions are unrelated to contrasts in the students' results, as school-level impacts are predominated by the capable implications of the home environs for students learning. In spite of the fact that policymakers pull suggestions from the positive effect on learning of the extent of White understudies in the institute, the impact of racial synthesis is little contrasted with the considerable significance of individual family foundation factors. The growth in non-traditional students in the institution calls for more help to the students to cope with the university life. The mentors in this project will be recruited from the academic community to match the suitable students. This support program will be combined responsibility between the peer mentor and the class representatives to ensure that this process is in line with the learning issues identified from the students.

The class representatives who have been working closely with the students in need will develop regular meetings in the classrooms to facilitate a consistent approach for the mentoring program. They will be taking even reports that will provide the mentors with updates regarding the mentee learning issues. Mentorship will be provided twice weekly for six months and will focus on academic and study support needs to these students. In the UK education context, peer mentoring program associates with the aspects of mutual peer support where the mentor assists in promoting the overall school experience for all students.

Central Learning Issue Overview

The biggest problem in the institution is the students' misbehavior. Students' misbehavior affects the education system and handling it can take a considerable amount of time. Students' behavior depends on the level of a teacher's teaching experience and also the environmental factors. Misbehavior is a practice that hampers with education and hurts student's school modification. Taking actions for enhancing academic performance and positive outcomes begin with improving students' behavior. Most of the students' misbehavior come about when one has a low self-confidence. A general anxiety of disappointment happens when a student feels that he/she cannot in any way, shape expectations. Students misbehave as an approach to avoid from partaking in anything that may prompt disappointment. In spite of the fact that the student may appear to be entirely precise with school-related exercises outside of the classroom, he/she acts unequipped for working in a learning domain.

Student's misbehavior develops disturbance in classrooms with interfering with teachers teaching abilities and also interfering with other students' attentiveness. This behavior act as physical and verbal threats to the trainee and the other students. Regularly schools must concentrate on time and assets that could be utilized somewhere else on endeavoring to stop questionable conduct in students. However, students' misbehavior detracts them from the instructive order of most schools, which is generally to give a protected, compelling learning condition for all students. It likewise takes away assets and subsidizing, which could be better used to enhance the educational environ for all students rather than only one.

Literature overview

To take steps to improve students' behavior for a positive academic outcome is not easy. According to the Journal of College Student Retention (Nora, A., & Crisp, G. 2007), peer tutoring in advanced education is viewed as a viable intercession to guarantee the achievement and maintenance of vulnerable students. I will, however, have to actualize some coaching program as a component of the student support administrations. While extensive research underpins the utilization of peer tutoring to enhance scholastic execution and abatement students' attrition. However, peer coaching incorporates students in need with the kind of associate most appropriate to satisfy these functions. Mentoring and Tutoring (Terrion, J. L., & Leonard, D. 2007). Learning together: Peer tutoring in higher education (Falchikov, N. 2001) suggests that, peer mentoring program objectives is to provide experience to assist students in modifying their behavior and fully participate in classwork and other school activities.

Methodology Overview

In addressing my research, I will utilize the qualitative method. This means I will have to inquire information from the institution about their view to the students' in need. However, the center of the research will come from the teachers' concerns. During this period I will also observe the peer mentors activities, and with this, I will be able to link the students in need with the appropriate peer mentors. The most suitable way to ensure that I meet my goals is by developing a critical model that will show how significant peer mentoring will help achieve the desired results.

The research participants might fail to disclose the information I want to carry out the support program. I might experience this from some students anxiety that they can later be harassed. Due to this, I will guarantee their details will be kept confidentially and the transcripts destroyed within the shortest time as possible.

The field of morals in students' support research has committed a lot of regard for the ethical issues that emerge when several students and workforce create mentor-mentee connections. Nonetheless, little consideration has been given to analyzing the part of students' graduates acting as peer mentors. Students frequently oversee and assess students as a part of research and showing obligations, and may go about as tutors to other students in need. Moreover, the qualities based point of view includes working with the strengths and skills effectively controlled by the person in need and using these to execute change. Acknowledging the abilities and qualities monitored by experienced mentors, and using them to offer help, is a focal component of a peer tutoring plan.

References

Bettinger, E. P., Boatman, A., & Long, B. T. (2013). Student supports Developmental education and other academic programs. The Future of Children, 23(1), 93-115.

Boyle, F., Kwon, J., Ross, C., & Simpson, O. (2010). Student-student mentoring for retention and engagement in distance education. Open Learning, 25(2), 115-130.

Collings, R., Swanson, V., & Watkins, R. (2014). The impact of peer mentoring on levels of student wellbeing, integration, and retention: a controlled comparative evaluation of residential students in UK higher education. Higher Education, 68(6), 927-942.

Falchikov, N. (2001). Learning together: Peer tutoring in higher education. Psychology Press.Nora, A., & Crisp, G. (2007). Mentoring students: Conceptualizing and validating the multi-dimensions of a support system. Journal of College Student Retention: Research, Theory & Practice, 9(3), 337-356.

Terrion, J. L., & Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring, 15(2), 149-164.

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