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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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