Academic Peer-Mentorship Programs: Comparing College Readiness for Academically At-Risk College Students
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Counseling
Date of Award
Spring 2019
Abstract
The purpose of this study was to examine the impact of academic peer-mentorship programs on predicted persistence and predicted academic performance of academically at-risk students. A quasi-experimental design was used; the model was a non-equivalent (pretest and posttest) control group design. First-time, full-time college students were administered the ACT Engage at the beginning and end of their first semester. The ACT Engage Academic Success Index and Retention Index were used to determine if a significant difference occurred between students who participated in the academic peer-mentorship program and those who were part of a weekly study skills course intervention group at another institution. A MANOVA was used to assess for significant differences in the results. No statistically significant differences were found, but findings indicated enough difference to suggest practical implications.
Advisor
Chester Robinson
Subject Categories
Education | Higher Education | Student Counseling and Personnel Services
Recommended Citation
Jones, Nolan A., "Academic Peer-Mentorship Programs: Comparing College Readiness for Academically At-Risk College Students" (2019). Electronic Theses & Dissertations. 360.
https://digitalcommons.tamuc.edu/etd/360
