Peer Mentoring and Students’ Engagement in Social Work Classes: A Case Study in a Government College in Bangladesh

Abstract

This study advocates integrating peer mentoring to boost student engagement in Bangladeshi social work higher education. Research objectives include evaluating the current status of peer mentoring in the college, analyzing merits and drawbacks of implementing peer mentoring in social work classes for student engagement, and investigating the relationship between peer mentoring practices and the level of student engagement. Qualitative study explores peer mentoring and student engagement in tertiary education using interviews, FGDs, and Classroom Observation. Thematic analysis, small sample size, and diverse representation ensure validity and reliability. The study uncovers traditional lectures and informal peer mentoring fostering student engagement. Formal peer mentoring significantly contributes to a peer learning environment, enhancing engagement through active learning. Strategies include scaffolding and motivation, addressing challenges through orientation and training. The study assesses integrating peer mentoring with traditional lectures in social work, uncovering limitations. Peer mentoring fosters a learning environment, emphasizing strategies for enhanced student engagement.