Effectiveness of Peer Mentoring in First-Year Program Classrooms

Abstract

EFFECTIVENESS OF PEER MENTORING IN FIRST-YEAR PROGRAM CLASSROOMS by Katherine Casey First-year programs (FYPs) for college students offer extended orientation to campus resources and provide first-time freshmen with essential skills for academic success, and many believe that the effectiveness of FYPs increases with the presence of peer mentors. The present study measured the added effectiveness of peer mentoring in FYP classrooms with knowledge of campus resources as a dependent measure. Ninety one first-year students in nine sections of FYP classes participated in this quasiexperimental study. Seven of the classes had peer mentors (n = 70), and the two control classes (n = 21) did not have peer mentors in the classroom. A 30-item questionnaire regarding the use and location of several campus resources was administered in the first two weeks of the Fall 2009 semester and again in the last two weeks of the semester. A repeated measures analysis of variance (ANOVA) revealed a main effect of time (change between Testing Time 1 and Testing Time 2) and an interaction effect of time and group (students with peer mentors, controls without peer mentors), on knowledge of campus resources. Students with a peer mentor started out with less knowledge of campus resources, and finished the semester with a similar level of knowledge, when compared to controls. The results only partially supported the research hypothesis that students with peer mentors in their FYP classes learned more about campus resources when compared to students without peer mentors. GPA scores for the first semester at the university did not differ between groups. ACKNOWLEDGEMENTS My sincere appreciation extends to the San Jose State University peer mentors, who assist students with their multi-faceted and dynamic needs in a complex metropolitan university environment. Equal appreciation is extended to student mentees who sought out and confided in peer mentors, along with the Metropolitan University Scholars’ Experience First-Year Program (FYP) students with and without a peer mentor in their FYP classroom. Dr. Ronald Rogers provided me with practical and effective guidance as my advisor. His commitment to educational research gave meaning and purpose to my research interests. Similarly, Dr. Andrew Wood, the former Peer Mentor Program Director, provided support for the present research study to run smoothly and the guidance to collect qualitative data from the peer mentors to formulate the knowledge of campus resources questionnaire. Dr. Cary Feria provided assistance so that I could adhere to the highest writing standards. I appreciate you all as mentors and as stewards of student success and well-being.