JBLFMU-AREVALO Mentoring Programs: Their Impact in the Academic Success of Mentees

by: Dr. Geneva M. Eler
( Academic Coordinator 2009-2018)

INTRODUCTION

Mentoring is characterized by numerous activities and processes. Mentoring refers to a supportive relationship between a mentor and the mentee. The mentor usually acts as a role model and a guide, encouraging and guiding the mentees towards their prescribed goals or outcomes.

John B. Lacson Foundation Maritime University has embarked on the Mentoring Services since 2009. These services include: Peer Mentoring, Academic Counseling, Academic Tutoring, Mentoring the Community, and Mentoring the Mentors.

About thirty percent (30%) of the college freshmen entering the John B. Lacson Foundation Maritime University qualify for scholarships sponsored by the different Shipping Agencies and those sponsored by the University and private benefactor. It means that seventy percent (70%) or two thirds of the freshmen are non- scholars.

Looking into the University Admission Test (UAT) it reveals that a great number of students have very weak background in the three components - English, Science & Mathematics.

Lack of proficiency in these three subjects certainly results to difficulty in learning the subjects covered in BSMT program. This scenario poses a great and crucial challenge to the University.

How will the University make students learn well and turn them into quality graduates as well as capable, committed and globally competitive workforce in the maritime industry?

One effective way of achieving this is for teachers and other adults to work with students, one-to-one or in small groups, in tutoring, coaching or mentoring mode.

IMPLEMENTATION

This study is anchored on the study of Jacobi (1999) from La Torre University Australia Mentoring Programs on five (5) key features of a mentoring relationship.

The five (5) phases of this Mentoring Project Plan includes:
Phase 1: Planning and Development;
Phase 2: Mentor Recruitment and Training;
Phase 3: Mentee Recruitment and Commencement; and
Phase 4: Program Conclusion and Evaluation

On the part of JBLFMU –Arevalo, Phase 1 include the system wide conceptualization and implementation of the program. The Peer Mentoring Program is a mentor-mentee relationship where students are involved. For Academic Counselling, faculty members take time to counsel students whereas for Tutorial Services, a group of ten students or more are catered by the faculty members. Schedules are being prepared for a particular course/subject.

For the Phase 2 plan, initial recruitment of mentors is conducted in the peer mentoring program. A system wide seminar –workshop is conducted so the peer mentors will be aware of their responsibilities. Also, they are made aware of the peer mentees’ responsibilities. They are taught how to conduct the mentoring program and the conferencing. Every year after, new mentors participate in the training-workshop.

For phase 3, mentees are identified based on their grades and at the same time the referral system is being looked into. Schedule of mentoring is then posted followed by the conduct of mentoring.

Phase 4 - Evaluation then follows. This study utilized the descriptive research (both quantitative and qualitative) design. It aimed to determine the impact of the Mentoring Program to the academic success of mentees.

The students who were referred to avail the mentoring programs were given activities (mathematical drills, solving math problems, plotting navigation problems, seamanship concerns, interview in English and review of maritime related topics) to address their academic concerns in specific courses/subjects.

These activities included Peer Mentoring, Academic Counselling and Academic Tutorial which will be held in the Mentoring Center of the university.

The respondents of the study were the 1,923 students who were referred to the Mentoring Center to avail the mentoring program.

In order to analyze the gathered data, the grades of students were processed before and after the intervention. This enabled the researcher to identify the total number of students who passed and dropped. Likewise, the evaluation of the program was conducted.

The mentors were composed of students and faculty. The students who were referred to avail the mentoring programs were given activities:

• mathematical drills,
• solving math problems,
• plotting navigation problems,
• Seamanship concerns,
• interview in English and
• review of maritime related topics) to address their academic concerns in specific courses/subjects.

RESULTS OF THE PRACTICE

The grades of students were processed before and after the intervention. For the peer mentoring program, 194 (f-194, 100%) passed in their subjects/courses. No students failed or dropped. For Academic Tutorial,the result showed that :Of the 204 students, 198 (f-194, 97.06%) passed in their subjects and the remaining 6 (f-6, 2.94%) were dropped from their classes due to erratic or excessive absences. For academic counseling results of 1, 525 (f-1, 525, 100%), all students made it in their areas of academic deficiencies particularly passing the retakes during the assessments.

LESSON LEARN

To assess the impact of the program, the mentees were given the chance to share their thoughts on the intervention program. In terms of academic guidance some of their statements were as follows:

• "It provides advice on my course /subject deficiencies and academic goals";
• "helps me to work effectively with my classmate/s";
• "Provides feedback on my presentation and writing skills especially on problems solved";
• "the teacher mentor offered his/her expertise in the topics";
• "I appreciate the efforts of the mentors";
• "my self-esteem was revived";
• "I felt happy because I know how to solve";
• "I wish that the program be sustained";
• "I find it hard to look for teachers to mentor me due to time conflict";
• "I felt ashamed at first to join in the mentoring, but it’s worth it";
• "through the program, I pass my subject";
• "my grades increased";
• "some of the mentors offered extra time to help us";
• "the mentors listen carefully to my concerns";
• "the mentors monitor my progress";
• "the mentors provides timely feedback";
• "through electronic gadget or social media, my mentor is accessible anytime".

The impact on student experience after the mentoring program creates sense of belonging and support. It contributes to academic success of the mentees; and contributes to relationships and
contributes to sense of community.

CONCLUSION

For Academic tutorial, 97.06% passed their subjects. Each Mentoring relationship will require time, commitment and a clear plan of action.

For academic counselling results, all students made it in their areas of academic deficiencies particularly passing the retakes during assessments.

These academic intervention reflect the belief that mentoring can improve students’ levels of academic achievements, assist students at risk for attrition to graduate. There is a critical need for more research about mentoring, especially as it applies to undergraduate academic success.