An investigation of the impact of virtual peer mentoring on students’ academic performance in Dutse Central LGA, Jigawa State.
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Background of the Study:
In recent years, the rapid evolution of digital communication has transformed educational support systems. Virtual peer mentoring has emerged as a dynamic approach to supplement traditional face‐to‐face mentoring, particularly in regions experiencing infrastructural constraints. In Dutse Central LGA, Jigawa State, educational institutions have increasingly integrated online mentoring platforms to enhance academic performance and foster collaborative learning. This transformation is driven by an urgent need to bridge gaps in academic support, as many students lack ready access to conventional tutoring resources. Research over the past few years indicates that virtual peer mentoring not only provides academic guidance but also cultivates a sense of community and belonging among learners (Smith, 2023). Digital platforms facilitate real‐time interactions, enabling students to receive personalized feedback and share experiences that improve problem‐solving skills and subject comprehension. Furthermore, the use of video conferencing, messaging apps, and discussion forums creates an environment where students can develop confidence in their abilities, ultimately contributing to improved academic outcomes (Johnson, 2024). However, challenges such as internet accessibility, technological literacy, and cultural adaptation remain significant. Studies have shown that when peer mentoring is tailored to local needs, including language and context‐specific challenges, the impact on academic performance is notably positive (Williams, 2025). The current investigation explores these dynamics in Dutse Central LGA, where the interplay of socioeconomic factors and evolving educational practices provides a rich context for examining the effectiveness of virtual peer mentoring. By analyzing student performance metrics and qualitative feedback, the study seeks to understand how these digital interactions influence learning outcomes, the motivation to excel academically, and the overall satisfaction with the educational experience. The evolving landscape of digital education necessitates that policymakers and educators remain adaptive to new mentoring models to ensure inclusivity and effectiveness (Bello, 2023). Thus, this study contributes to the ongoing debate regarding technology’s role in education and offers insights into how virtual support can be optimized to benefit students in less‐resourced areas.
Statement of the Problem:
Despite the increasing adoption of virtual peer mentoring in educational institutions within Dutse Central LGA, there is limited empirical evidence on its direct effect on students’ academic performance. Although digital mentoring is posited to bridge educational gaps, issues such as inconsistent internet connectivity, limited digital literacy among both mentors and mentees, and challenges in establishing trust in an online environment undermine its potential (Okafor, 2023). Many students continue to underperform despite access to mentoring platforms, indicating that other mediating factors such as cultural expectations, the quality of mentor–mentee interactions, and technological constraints may be at play. In addition, the rapid shift to virtual modalities has not allowed for a standardized framework for monitoring academic progress, leading to variability in outcomes. There is also a paucity of longitudinal studies that track academic performance over extended periods in a digital peer‐mentoring context. While some preliminary studies have reported improvements in grades and engagement (Adamu, 2024), the consistency and sustainability of these outcomes remain uncertain. Moreover, external factors such as socioeconomic background, the home learning environment, and institutional support further complicate the efficacy of virtual mentoring programs. These unresolved issues highlight the critical need to rigorously investigate the relationship between virtual peer mentoring and academic performance, taking into account the multifaceted challenges that students face. The current study intends to fill these gaps by employing mixed methods to evaluate both quantitative performance data and qualitative feedback from participants, thereby providing a comprehensive understanding of the impact of virtual peer mentoring in this unique local context (Ibrahim, 2025). The insights garnered will be essential for educators and policymakers to design more effective digital mentoring strategies that are responsive to the needs of students in Dutse Central LGA.
Objectives of the Study:
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To evaluate the effectiveness of virtual peer mentoring on enhancing academic performance.
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To assess the quality of digital interactions between mentors and mentees.
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To identify the key factors that influence the success of virtual mentoring initiatives.
Research Questions:
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What is the relationship between virtual peer mentoring and students’ academic performance in Dutse Central LGA?
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How do technological and cultural factors affect the outcomes of virtual peer mentoring?
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What are the perceptions of students regarding the support provided by digital mentors?
Research Hypotheses:
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Virtual peer mentoring has a statistically significant positive impact on students’ academic performance.
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Students receiving regular virtual mentoring exhibit higher engagement levels compared to those who do not.
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Technological accessibility significantly moderates the effectiveness of virtual peer mentoring.
Significance of the Study:
This study is significant as it provides evidence on the efficacy of virtual peer mentoring in improving academic performance. It informs educators and policymakers on how to integrate digital mentoring effectively, thereby enhancing learning experiences. The findings could lead to better-designed interventions that address technological and cultural barriers, ultimately contributing to improved educational outcomes (Smith, 2023; Johnson, 2024).
Scope and Limitations of the Study:
The study is limited to evaluating virtual peer mentoring practices and their impact on academic performance in Dutse Central LGA. It focuses solely on the technological, cultural, and interpersonal factors influencing the mentoring process, without addressing broader regional educational reforms.
Definitions of Terms:
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Virtual Peer Mentoring: A digital method of providing academic and social support through online platforms.
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Academic Performance: Measurable outcomes of students’ educational achievements.
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Dutse Central LGA: A local government area in Jigawa State where the study is conducted.
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