Influence of Academic Mentorship Programmes on Lecturers’ Productivity in Delivering Skill-Oriented Education in Public Universities in Rivers State
DOI:
https://doi.org/10.5281/Keywords:
Academic Mentorship, Peer Mentorship, Senior–Junior Mentorship, Lecturers’ Productivity, Skill-Oriented EducationAbstract
This study investigated the influence of academic mentorship programmes on lecturers’ productivity in delivering skill-oriented education in public universities in Rivers State. Guided by two research questions and two null hypotheses, the study adopted a descriptive survey design to examine the extent to which mentorship initiatives enhance teaching effectiveness and practical skill delivery. The population comprised 3,356 lecturers from three public universities: University of Port Harcourt (1,385), Rivers State University (1,585), and Ignatius Ajuru University of Education (386). Using Taro Yamane’s (1967) formula at a 0.05 margin of error, a sample of 357 lecturers was determined. Proportionate stratified sampling ensured representativeness, with 147 lecturers from the University of Port Harcourt, 169 from Rivers State University, and 41 from Ignatius Ajuru University of Education, consisting of 140 male and 217 female lecturers. Data were collected using a validated instrument, titled: Influence of Academic Mentorship Programs on Lecturers’ Productivity in Delivering Skill-Oriented Education Questionnaire, reviewed by experts in Educational Management and Measurement and Evaluation at Rivers State University, with a reliability coefficient of 0.81. Descriptive statistics, including mean and standard deviation, addressed the research questions, while hypotheses were tested using z-test statistics at the 0.05 significance level. Findings indicated that both peer mentorship programs and senior–junior lecturer mentorship programs significantly and positively influenced lecturers’ productivity, particularly in enhancing skill-oriented instruction. The study recommended that public universities in Rivers State institutionalize academic mentorship programmes, ensuring regular, structured sessions, pairing experienced lecturers with junior colleagues, and setting clear objectives to promote practical, skill-based teaching and professional growth.
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