An appraisal of the influence of peer mentoring on students’ learning outcomes in secondary schools in Keffi LGA, Nasarawa State
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- NGN 5000
Background of the Study
Peer mentoring in educational settings has been increasingly recognized as a vital tool for enhancing academic performance. In many secondary schools, including those in Keffi LGA, Nasarawa State, peer mentoring programs foster a collaborative learning environment that not only reinforces academic content but also promotes social development. By pairing more experienced students with their peers, these programs facilitate the demystification of complex subjects and boost self-confidence, thereby contributing to improved learning outcomes (Obi, 2023). The evolution from traditional teacher-centered models to student-centered approaches reflects a broader trend in educational reform that emphasizes active, experiential learning. In Keffi LGA, the cultural emphasis on communal support further reinforces the benefits of peer mentoring. Research suggests that when students engage in reciprocal learning, they develop enhanced critical thinking skills, problem-solving abilities, and improved interpersonal communication (Adebayo, 2024). Moreover, peer mentoring can ease the instructional burden on teachers by creating an internal support system among students. The dynamic nature of these relationships encourages a more interactive and engaging classroom environment, which is essential for effective knowledge construction. However, the success of peer mentoring programs depends on structured implementation, adequate training, and continuous monitoring. Inconsistent practices and a lack of standardized guidelines have, in some cases, led to uneven outcomes, thereby necessitating a critical appraisal of these initiatives (Chinwe, 2025). Overall, while preliminary studies indicate the potential for improved academic outcomes through peer mentoring, there remains a significant gap in localized research that examines the specific influences and challenges within the Keffi LGA context. This study aims to bridge that gap by exploring how peer mentoring contributes to academic achievement and identifying the key factors that enhance or inhibit its success. It will provide insights that can inform policy and practice, ensuring that peer mentoring becomes a robust, integral part of the educational framework in secondary schools.
Statement of the Problem
Despite the growing interest in peer mentoring, there is a paucity of empirical data specifically addressing its impact on students’ learning outcomes in secondary schools in Keffi LGA, Nasarawa State. While national studies have highlighted the potential benefits of peer-led initiatives, localized research remains limited, thereby hindering effective policy formulation and program implementation. One challenge is the inconsistency in program design and mentor training, which may lead to variable outcomes across different schools. In many instances, the absence of standardized guidelines for peer mentoring results in uneven benefits, potentially exacerbating existing educational disparities (Ibrahim, 2023). Furthermore, the influence of socio-cultural dynamics on the mentoring relationship is often overlooked, yet it plays a crucial role in determining the success of these programs. The lack of contextualized research means that educators and policymakers are operating with limited evidence, which can result in ineffective strategies and underutilization of peer mentoring potential (Chinwe, 2025). Additionally, concerns persist about the possibility of fostering dependency rather than autonomy if mentoring is not properly structured. The current monitoring and evaluation mechanisms are inadequate to capture the nuanced impacts of peer mentoring on learning outcomes. Consequently, without a robust appraisal of these initiatives, schools in Keffi LGA may continue implementing programs without fully understanding their efficacy or limitations. This study aims to fill this gap by providing a detailed examination of how peer mentoring influences academic achievement and by identifying factors that either mitigate or enhance its impact (Obi, 2023).
Objectives of the Study
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To assess the impact of peer mentoring on academic performance in secondary schools.
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To examine the role of peer mentoring in developing critical thinking and interpersonal skills.
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To identify challenges and opportunities in implementing effective peer mentoring programs.
Research Questions
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How does peer mentoring influence students’ academic performance in secondary schools?
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What role does peer mentoring play in enhancing critical thinking and interpersonal skills among students?
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What challenges are associated with the implementation of peer mentoring programs in Keffi LGA?
Research Hypotheses
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H1: Peer mentoring has a positive effect on students’ academic performance.
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H2: Peer mentoring significantly improves students’ critical thinking and interpersonal skills.
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H3: Implementation challenges negatively affect the outcomes of peer mentoring initiatives.
Significance of the Study
This study is significant as it contributes to understanding peer mentoring as an effective educational strategy in secondary schools. The findings will offer valuable insights for educators and policymakers on optimizing mentoring programs to enhance academic performance and holistic student development. Additionally, the study provides a framework for replicating successful strategies in similar contexts, ensuring that peer mentoring initiatives are both impactful and sustainable. Ultimately, it aims to inform policy adjustments and improve educational outcomes within Keffi LGA, thereby supporting broader educational reform initiatives.
Scope and Limitations of the Study
The study is limited to examining peer mentoring in secondary schools within Keffi LGA, Nasarawa State. It does not consider other educational levels or geographical areas, and it focuses solely on the influence of peer mentoring on learning outcomes.
Definitions of Terms
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Peer Mentoring: A process where experienced students provide guidance and support to their peers.
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Learning Outcomes: Measurable academic achievements and skills acquired through the learning process.
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Secondary Schools: Educational institutions that offer secondary education.
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