This project aimed to reduce statistics anxiety and enhance confidence and curiosity. Year 2 and Year 3 student mentors assisted Year 1 and Year 2 students respectively in one-to-one and group sessions. A dual, mixed methods approach evaluated project impact. Students viewed the scheme positively, particularly for SPSS, statistical concepts and broader academic guidance (e.g. time management and assignment feedback). Identified barriers included time, mentor availability, confidence in mentors and students’ own anxiety in asking for help. Mentors found mentoring intrinsically rewarding, with empathy being a source of altruistic motivation. Many developed problem-solving and context-dependent skills around pedagogical flexibility, which enhanced confidence levels both within and beyond their degree. Due to an underlying pressure to be “the expert”, mentors often over-prepared, but this solidified statistical knowledge. There are great benefits of the scheme within HE, but more work is required to understand mentee expectations and to clarify the mentor role.
|Publication status||Published - 31 Jan 2018|
|Event||Images of Research 2017-2018 - The University of Northampton, Northampton, United Kingdom|
Duration: 31 Jan 2018 → 31 Jan 2018
|Exhibition||Images of Research 2017-2018|
|Period||31/01/18 → 31/01/18|