Influence of a Supervised Mentoring Program on the Achievement of Low‐Income South Korean Students
From Section:
Teacher Educators
Authors:
Choi Sumi, Lemberger Matthew E.
Countries:
South Korea
Published:
Sep. 10, 2010

Source: Mentoring & Tutoring: Partnership in Learning, Volume 18, Issue 3, 2010, p. 233-248.

The current study examined the effectiveness of a supervised mentoring program on the academic achievement of low‐income students in Seoul, South Korea.

834 elementary and secondary school students participated in this study.

When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension.

Additionally, the duration of the mentoring relationship affected the achievement of participating students.

These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts.

Updated: Jan. 17, 2017
Keywords:
Academic achievement | Elementary school students | Mathematics | Mentoring | Reading comprehension | Secondary school students
Link to Item: http://657498.mkmkn8.uno/article/2426