This research explored effects of using undergraduate upper class students to work with first semester freshman enrolled in a developmental learning strategies class. Quantitative analysis was used to compare grade point average, attendance, learning strategy skills, and reading scores with a control group that did not receive mentoring. Qualitative analysis was used to explore benefits to mentors, mentor training techniques, and factors that influenced mentee participation. The researcher provided training for 9 mentors, and served as instructor for both learning strategy classes.Block aamp; M. Pressley (Eds.), Comprehension instruction: Research-based best practices (365-379). ... Office of Educational Research and Improvement. ... Accelerated learning groups enhance supplemental instruction for at-risk students.
|Title||:||The Effects of Peer Mentoring on a College Developmental Learning Strategies Classroom|
|Author||:||James Bernard Rubin|
|Publisher||:||ProQuest - 2008|