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THE IMPACTS OF MENTORING ON CHEMISTRY EDUCATION STUDENTS ACADEMIC PROBLEM REDUCTION


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THE IMPACTS OF MENTORING ON CHEMISTRY EDUCATION STUDENTS ACADEMIC PROBLEM REDUCTION

CHAPTER ONE
INTRODUCTION

1.1          Background of the study
This research was undertaken to examine a possible role for mentoring in raising the observed underachievement of Chemistry students studying ‘A’ level (Advanced level, pre- university entrance exams), relative to the performance predicted from their exam grades at 16. Mentoring is commonly regarded in schools as a strategy to improve academic and behavioural outcomes where these are unsatisfactory (Hall, 2003). This study  evaluated  its potential as an intervention to improve academic attainment in a specific subject area in a school in which an earlier study had identified mentoring as a possible means of addressing underachievement.
Conceptions of mentoring
Mentoring is a widely used term, which encompasses a range of interventions all of which have as their focus development, both personal and professional (Sundli, 2007). However, the extant literature is generally not clear about the scope or limitations of mentor-induced development. Sundli (2006; p. 202) noted that, to  date,  mentoring “remains an unquestioned and uncriticised mantra”. Claims for what mentoring can achieve have been varied, and often attribute significant improvements to the intervention. However, there exists a broad concurrence on the set of practices by which mentors achieve developmental gains (Hall, 2003). In considering the potential role of mentoring in enhancing subject knowledge acquisition,  and  especially  as  it  might  be  manifest  in improved exam performance, the component processes can be evaluated for their potential contribution. Of these, three processes are especially relevant to the intervention undertaken in this study; namely, the sharing of knowledge, supporting an evolving identity, and enhancing the development of criticality towards the topic under study.
The first of these mentoring processes is the sharing of knowledge and understanding by an  experienced practitioner. This is the most tangible activity of a mentor and often affords the rationale for mentoring as a means of induction into a role. (Elliott and Calderhead, 1993; Zuljan and Vogrinc, 2007). The process has been found in other studies to operate at subject-specific level where it can be used to support people’s “learning to think like a chemist” (Schön, 1987). The explicit modelling of  thinking  skills, and the opportunity to revise or consolidate thinking processes through explicit discussion, termed metacognition, is believed to be crucial to further development of such skills (Adey and Shayer, 1993).
The last quotation points to the second area in which a mentor’s work has impact, namely, in developing the realignment of the mentored person’s identity. A mentor can have a key role in supporting the learner’s changing sense of self-identity as their insights, practices and aspirations evolve (Ronald, 1999; Butcher, 2002). A mentor may, in addition, promote the development of a professional identity through facilitating imitative adoption of the mentor’s own practices, called ‘modelling’ (Hagger and McIntyre, 1994). In terms of Chemistry-specific knowledge, modelling refers to the development of practical and procedural processes, such as laboratory skills and mathematical  processes (Gabel, 1999). Correy (2005) described his experiences of modelling approaches to thinking about science, and stated




that, through such explicit discussion, students are enabled to become more insightful about the cognitive processes of the subject. This account is a further corroboration of the place of metacognition in improving thinking skills.
Both the sharing of knowledge and fostering a learner’s identity can be categorised as the provision of support, and will enhance development (Ayyavoo et al., 2005). However, other authors on development feel that support alone may lead to only limited development. Optimal and sustained growth is held by these authors to require support combined with a commensurate level of challenge, which  will generate a dissonance between the learner’s previously held views and present experiences (Festinger, 1957; Daloz, 1986; Adey and Shayer, 1993).
In terms of subject knowledge acquisition, such challenge could be expected to move a learner beyond ‘slavish imitation’ (Brooks and Sikes, 1997) of the mentor’s practice towards critical examination of ideas and practice, resulting in a deeper understanding. The support for deeper and more analytical thinking about the  subject  ‘paradigm’  is important if the mentored student is to develop full insight into the subject, rather than simply be a faithful adherent to accepted procedures. (Maynard and Furlong, 1993). Challenge is integral to the difference in subject expertise that exists between the mentor and the mentored student (Hudson et al., 2005) although there is a slight divergence of views on how explicitly the necessary challenge should be presented (Martin, 1996; Butcher, 2003). The preceding analysis of these three constituents of  mentoring  implies that the intervention could reasonably be expected to have a positive impact on learning, and consequently on exam performance.
1.2          Statement of the problem
There may have been previous researches in this subject. This work gives further explanations and analysis in the impacts of mentoring on chemistry education students’ academic problem reduction

1.3          Objectives of the study
1.    To understand the impact of mentoring on chemistry education students’ academic problem reduction
2.    To understand the relationship between mentoring and chemistry education students’ academic problem reduction

1.4          Research questions
1.    What is the impact of mentoring on chemistry education students’ academic problem reduction
2           What is the relationship between students’ orientation levels and their choice of profession in business education

1.5          Research hypothesis
H0: There is no relationship between mentoring and chemistry education students’ academic problem reduction
H1: There is a relationship between mentoring and chemistry education students’ academic problem reduction
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