Abstract:

The first university year is usually decisive in students dropping out. Depending on the previous preparation, the introduction of propaedeutic/preparatory subjects is recommended [1]. This study analyzes the performance of upper-year students as peer-mentors and that of the professor as a tutor in propaedeutic Physics subjects.

The fact that in the first university year of engineering studies the previous training in Physics is quite diverse (including students who have not studied Physics in the two years prior to entering university), makes it necessary and essential for the creation of a preparatory subject. This training was initially done only by professors from the Physics department as an optional subject; but in the last eight years, students from higher courses have started to participate as mentors, with the professor’s activity transitioning to supervise the mentors and the learning process (and in some particular cases, being close to coaching).

The evolution is analyzed based on the comparison with previous studies [2,3]. Obviously, there is a need for ongoing training and supervision of mentors. It should be noted that some student mentors with considerable experience have reached a high degree of autonomy. The intention of working with peer-mentoring is the detection that part of the students feel more comfortable interacting with other students, who they consider to be closer, to aid them in the solving of the problems they may encounter.

Students with a low initial education in Physics had a higher percentage of dropping out of university studies than their peers. The introduction of the new subject has helped to reduce the dropout rate, being similar to the rest.

Nowadays, there is a lot of support material that students can access from the university's web platform. During the pandemic, in addition, the relationship with the students was also virtual (synchronous online sessions); unlike face-to-face sessions that have been recovered afterwards. The perception collected from students shows that they prefer face-to-face interaction to online interaction, a perception similar to that collected in [4].

References:
[1] O. Akinla, P. Hagan, W. Atiomo. A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical student. BCM Medical Education. 2028, 18, 98.
[2] L. Escoda, J. Planella, J.J. Suñol. Students support in higher education: an experience with mentors. Edulearn19 Proceedings. 2019, 5977-5982.
[3] J.Daza, L. Escoda, J. Planella, M. Soler, J.J. Suñol. Peer mentoring: students Support in higher education. Iceri20 Proceedings. 2020, 7860-7865.
[4] Y. Kurt, C.G. Ozkan, H. Ozturk. Comparison of the effects of face-to-face and electronic peer mentoring on student’s care plan preparation and motivation levels. Nurse Education Today. 2022, 116, 105455.

Keywords:

Mentoring, tutoring, Physics, first-year, learning.