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Effects of mentoring and feedback on the cognitive task performance of Nigerian undergraduate students

DE Okurame, M Ajayi International Journal of Evidence Based Coaching and Mentoring 2017

This study examines whether the strategies of mentoring and feedback enhanced the cognitive task performance of students in a university faculty. The sex of the respondents was a significant control variable, suggesting that it is an important factor to be considered. The findings reveal that type of mentoring (formal and informal) as well as feedback (positive, negative, no-feedback) results in comparable levels of cognitive task performance. Also, the results reveal a significant interaction effect of mentoring and feedback on cognitive task performance, laying a foundation for the theory that feedback and mentoring interface. The practical implications of findings are discussed.

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