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School-Based Peer Mentoring in High School : = A Program Evaluation Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	School-Based Peer Mentoring in High School :/
Reminder of title:	A Program Evaluation Study.
Author:	Cooper, Felicia Cecile.
Description:	1 online resource (99 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	School counseling. -
Online resource:	click for full text (PQDT)
ISBN:	9780355158229

School-Based Peer Mentoring in High School : = A Program Evaluation Study.
Cooper, Felicia Cecile.

School-Based Peer Mentoring in High School :A Program Evaluation Study. - 1 online resource (99 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--University of West Georgia, 2017.

Includes bibliographical references

The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a Nonparticipant group were compared based on archival summative data. The Participant group met with a 10 th--12th grade assigned peer mentor, while the Nonparticipant group with equal group qualifications, did not. Quantitative analysis, resultant from an independent t-test and d effect size analysis for each inquiry, with further application of the Welch t test to the attendance data and the additional Mann-Whitney U test to the referrals data, provided interpretive results. Findings revealed the increased likelihood of the PMP to improve attendance. Findings further indicated the school's Peer Mentoring Program did not improve academic performance or decrease referrals. It was concluded that the PMP is indicated for employment with mentees who are interested in improving attendance. The PMP improvement initiative is recommended to (a) utilize the PMP evaluation, (b) incorporate an evidence-based student success model such as the Student Success Skills (Webb & Brigman, 2007), (c) provide a dedicated program coordinator, and (d) add fun and enjoyable activities. Further study with the application of a true experimental design utilizing pre-and post-data results as well as incorporating a qualitative analysis is recommended.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355158229Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

School-Based Peer Mentoring in High School : = A Program Evaluation Study.
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504 $a Includes bibliographical references
520 $a The dissertation is an initial investigation of a peer mentoring program in a suburban high school in the southeastern United States. Additionally, the Peer Mentoring Program (PMP) study examined whether the Program improves academic performance and attendance, and decreases referrals. Utilizing an experimental design, a Participant and a Nonparticipant group were compared based on archival summative data. The Participant group met with a 10 th--12th grade assigned peer mentor, while the Nonparticipant group with equal group qualifications, did not. Quantitative analysis, resultant from an independent t-test and d effect size analysis for each inquiry, with further application of the Welch t test to the attendance data and the additional Mann-Whitney U test to the referrals data, provided interpretive results. Findings revealed the increased likelihood of the PMP to improve attendance. Findings further indicated the school's Peer Mentoring Program did not improve academic performance or decrease referrals. It was concluded that the PMP is indicated for employment with mentees who are interested in improving attendance. The PMP improvement initiative is recommended to (a) utilize the PMP evaluation, (b) incorporate an evidence-based student success model such as the Student Success Skills (Webb & Brigman, 2007), (c) provide a dedicated program coordinator, and (d) add fun and enjoyable activities. Further study with the application of a true experimental design utilizing pre-and post-data results as well as incorporating a qualitative analysis is recommended.
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