Students' Awareness of Online Peer Mentoring

JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.
Sto. Niño Sur, Arevalo, Iloilo City
Students’ Level of Awareness Towards
Online Peer Mentoring Program
Chapter 1
Introduction of the Study
Chapter One is divided into Five parts: Background of the Study, Statements of
the Problem, Significance of the Study, definition of Terms, Delimitation of the Study.
Part One, Background of the study, explains the present condition of the study
and the factors that cause it.
Part Two, Statement of the Problem, discusses the researchers’ preference of the
problem and the reasons for conducting the study.
Part Three, Significance of the Study, enumerates the benefits that may derived
from the results of the study and persons who would benefit from them.
Part Four, Definition of Terms, gives the meaning of the important terms used in
the study and deals with conceptual and operational definitions.
Part Five, Delimitation of the Study, specifies the scope and coverage regarding
the respondent and the methods and procedures employed.
Background of the Study
Online mentoring has been practiced generally this time of pandemic to guide or
assist mentees and make e-learning manageable. A mentor could be somebody that could
inspire, motivate or encourage mentees. Every students’ success in scholar depends on

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how the instructor interprets impartiality, on how the instructor engage to his or her
students, on how he or she opens the students’ intellect and input the learnings to the
students’ mind to everything they should learn as they progress. However, not every
student is aware of the online programs built by their institutions especially this time of
uncertainty, it all depends on the student’s purpose. Some students aim for the best, but
others aren’t they just want to comply and graduate, but graduating is not a term to be
inferred to students who are struggling on their academic performance. Oblivious of the
online mentoring program, failing students tend to give up and not to continue study.
Lacking promotion in this program of institution, many students suffer and struggling
academically may haven’t had the chance to get back up again especially during this
pandemic. The goal of the institution or us researcher must hundred percent level of
awareness of students towards such programs. “We rise by lifting others” is a saying
which entices us researchers to conceptualize the ideas, methods and approach to be
shown and used as the research progresses.
Mentoring relationships are confidential, trust-based, voluntary arrangements
between a mentor and protege. The mentor is someone with significant experience in an
area, and the protege is someone who either wishes to work in that area or is working
their way through the ranks. he idea is that the mentor can provide guidance based on
their experience, which will help the protege make more informed professional choices.
Mentors are role models, advisers, supporters, network enablers and sources of wisdom,
experience, and inspiration. The most important characteristics of a good mentor (other
than expertise and experience) include a genuine desire to be helpful, good
communication skills and patience (Goldberg, 2016).

3
Social learning theories help us to understand how people learn in social contexts
(learn from each other) and informs us on how we, as teachers, construct active learning
communities. Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that
we learn through our interactions and communications with others. Vygotsky (1962)
examined how our social environments influence the learning process. He suggested that
learning takes place through the interaction’s students have with their peers, teachers, and
other experts. Consequently, teachers can create a learning environment that maximizes
the learner's ability to interact with each other through discussion, collaboration, and
feedback. Moreover, Vygotsky (1962) argues that culture is the primary determining
factor for knowledge construction. We learn through this cultural lens by interacting with
others and following the rules, skills, and abilities shaped by our culture. Developing
Learning Communities; Community of Learners Classroom; Collaborative Learning and
Group Work; Discussion-based Learning (Socratic Questioning Methods). In essence,
Vygotsky recognizes that learning always occurs and cannot be separated from a social
context. Consequently, instructional strategies that promote the distribution of expert
knowledge where students collaboratively work together to conduct research, share their
results, and perform or produce a final project, help to create a collaborative community
of learners. Knowledge construction occurs within Vygotsky's (1962) social context that
involves student-student and expert-student collaboration on real world problems or tasks
that build on each person's language, skills, and experience shaped by everyone’s culture"
(Vygotsky, 1978).
Senate Bill No. 75, an act ensuring the full realization of the constitutional right of
all citizens to quality education ordaining for the purpose "a no Filipino child left behind
4
act of 2010". It is declared a policy of the State to protect and promote the right of the
citizens to quality education and to take appropriate steps to make such education
accessible to all. Towards this end, the State shall provide the necessary framework and
resources for the implementation of education programs, projects and services;
Encouraging local initiatives for the improvement of schools and community-based
learning facilities. Ensure that the schools and other facilities of learning can reflect the
values of the community by allowing the teachers, learning facilitators and other staff to
have flexibility in servicing the needs of the learners. Introduced by Senator Manny
Villar and enacted by the Senate carrel the House of Representatives of the Philippines in
Congress assembled. . In the year 2018, all Filipinos must have obtained and complete
high school education. It is important that every student who need academic help can
have the opportunity to improve academic performance and for the institutions (Taylor,
2016).
In a study carried out by a Trainee Educational Psychologist (TEP) as part of a
Doctorate in Child, Community and Educational Psychology they found out that through
using critical realism as a guiding epistemological position, the study sought to bring
school-based peer mentors and mentees voice to the forefront, by exploring their view of
what works and aimed to offer a framework for understanding and developing peer
mentoring relationships and inform safe and effective peer mentoring practice in
secondary schools (Powell, 2018).
Meanwhile, in a study conducted by the DepEd Pampanga through an action
research to the non-numerates of the last section of Grade 7 at the Tinajero National High
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School – Main Campus in their last two (2) quarters of the school year 2015-2016, they
proposed ‘peer tutoring’ as the solution, results of the pre-test and the post-test showed
significant increase in the number of numerates and nearly numerates after the peer
tutoring. This only showed that peer tutoring is effective in improving the performance of
grade 7 students in the Zero Non-Numerates tests (Sun Star Pampanga, 2016).
This study was conceptualized because the researchers wanted to find out the
level of awareness of JBLFMU-Arevalo BSMT students in the online mentoring services.
Considering some factors like teaching strategies, classroom atmosphere, and instructors
that could affect student’s way of learning. Other students can get distracted from both
internal and external conflicts that made them unable to focus to their academic
performance, one of which is the online mentoring program. So, the researchers would
like to promote this program further if the study would find low awareness rate.
Researchers are determined to help students to get back up again when they fail on their
academics by introducing them the Online Peer Mentoring Program and orienting them
about that kind of program that they are not aware and that this could help them in their
studies.
Statement of the Problem
The main purpose of the Online Peer Mentoring Program is to provide academic
help to students who are struggling academically.
Generally, this study aimed to measure the awareness of students of John B.
Lacson Maritime University-Arevalo towards the Online Mentoring Program.
Specifically, this study sought to answer the following questions:

6
1.) What is the level of awareness of the BSMT students of JBLFMU-Arevalo
towards online mentoring when taken as an entire group?
2.) Is there a significant difference between BSMT students’ towards online
mentoring services when classified according to year level?
Significance of the Study
This study will serve as awareness to the students about the online mentoring
program of the institution where students’ virtual academic performance will improve.
This will also benefit the following:
This research can help the teachers to take necessary steps and recommendations
that could help the students improve their virtual academic performance through the
availing online mentoring services.
This research would be a big contribution to students because of the additional
knowledge and the possible impacts of their awareness towards online mentoring
program. In the pursuit of striving for good academic performance virtually, the result of
this study will greatly enable students to know that such program and services do exist in
the institution by which they can engage and take part as well as learn in a conducive
learning environment.
This research would also make the parents be aware that there is an online
program that could enhance their children’s academic performance that is free of charge
and accessible to anyone.

7
This research would be a great help to the institution since the results of this study
will determine the necessary actions to be undertaken in order to promote programs that
could uplift students’ competency and academic performance.
Definition of Terms
The definition of terms used in this study must give an overview and
understanding of the factors or concepts that will be discussed throughout the study and
these terms is arranged alphabetically.
Awareness--refers to the state or ability to perceive, to feel, or to be conscious of
events, objects, or sensory patterns (Gafoor, 2012).
In this study, “awareness” refers to the knowledge of the students towards peer-
mentoring program.
Level -- refers to the relationship between the numeric values of a variable and the
characteristics that those numbers represent (Lavrakas, 2011).
In this study, “Level” refers to the arrangement of BSMT students towards their
year level.
Mentoring -- refers to a protected relationship in which learning and
experimentation can occur, potential skills can be developed, and in which results can be
measured in terms of competencies gained (Collin, 2017).
In this study, the same definition was applied.
Online -- refers to someone or something currently is connected to the Internet
(Björklund, 2021).

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Student -- refers to a person enrolled full-time in a degree-granting program an
academic institution and is not employed full-time (IAEE, 2022).
In this study, “student” refers to the BSMT students of JBLFMU-Arevalo.
Bachelor of Science in Marine Transportation--is a four-year undergraduate
degree program which leads to a professional career in the maritime industry, as a marine
deck officer. Through this program, the students will be able to acquire the necessary
skills and knowledge needed to accomplish their future duties and responsibilities of a
marine officer, and will be exposed to theories and practices in seamanship, navigation,
ship business, meteorology, and marine laws (Hallmark Education Consultant
International, 2017).
Delimitation of the Study
This study aims to determine the level of awareness of BSMT students in the
online mentoring program inside the virtual campus of John B. Lacson Foundation
Maritime University- Arevalo (JBLFMU - Arevalo). This study is limited only to the
degree of awareness of JBLFMU-Arevalo BSMT students towards online peer mentoring
program.
The respondents must be only bonified BSMT students of JBLFMU-Arevalo who
are randomly selected using stratified sampling. A set of questionnaires are given through
google forms that will be utilized to determine the students’ level of awareness in online
mentoring program and services.

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Chapter 2
Review of Related Literature
Chapter Two presents literatures relevant to the level of awareness
towards online mentoring program. It includes five parts: Online Mentoring & Remote E-
learning, Peer Mentoring Programs for Students with Mental Disabilities, Roles of Peer
Mentoring Relationship in Higher Education, Benefits of Peer Mentoring Program to
Students and Challenges of Peer Mentoring Program in Various Fields.
Part 1, Online Mentoring & Remote E-learning, discusses the overview of online
mentoring.
Part 2, Peer Mentoring Programs for Students with Mental Disabilities, discusses
the peer mentoring programs for students with mental disabilities such as ASD.
Part 3, Roles of Peer Mentoring Relationship in Higher Education, discusses the
roles of peer mentoring program relationships in higher education.
Part 4, Benefits of Peer Mentoring Program to Students, discusses the benefits of
peer mentoring program to students.
Part 5, Challenges of Peer Mentoring Program in Various Fields, discusses the
challenges of peer mentoring program in various fields.
Online Peer Mentoring & Remote E-learning
According to Goodrich (2020), COVID19 altered the manner in which teachers
conduct classes. This shift from face-to-face to online learning presents numerous issues
that necessitate a reevaluation of current teaching practices. Peer mentorship is a frequent
instructional strategy that provides students with fundamental learning opportunities in a

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distant learning setting. This highlights the new learning environment as a theoretical
framework for educational studies on online peer mentoring, including how teachers
advance mentoring, control student engagement, and benefit from online peer mentoring
in the classroom.
According to Krause (2021), student involvement, learning, contentment, and
interaction are lower in many schools. The online peer-to-peer mentoring program
enables learning exchanges between students and restores co-curricular learning. The
peer-to-peer mentoring program encourages students to engage in self-reflection, learn
more about social interactions, create genuine relationships, and inquire with their peers,
so promoting the values of shared knowledge and application of learning.
Peer Mentoring Programs for Students with Mental Disabilities
According to Siew et.al. (2017), the provision of peer mentoring may improve
tertiary education outcomes of students with autism spectrum disorder (ASD). This study
evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a
specialized peer mentoring program for university students with ASD aimed at improving
self-reported well-being, academic success, and retention in university studies. Autism
spectrum disorder (ASD) college enrollment is rising. A mentorship program helps ASD
kids negotiate postsecondary campus life. This is the first Canadian study on students
with Asd and this new approach. Students gave demographic information in the fall and
completed satisfaction surveys each year. Since the program began, enrollment has
doubled. Satisfaction was high. Most students said the curriculum helped them achieve
personal goals. The results improve ASD support development (Ames et.al, 2016).
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Despite the benefits of post-school education for autistic adults, university
completion rates are low. Social Responsiveness Scale, Social Communication, and
Social Motivation all improved post-test. Developing Partnership and Understanding,
Modeling and Practicing Communication, Psychological Support, and Grading and
Planning Skills developed from the interviews (Thompson et.al, 2020). Although the
number of young people with Autism Spectrum Disorders (ASD) is rising, little is known
about appropriate support for the transition to adulthood. University peer mentorship is
growing popularity. This inductive study examined the influence of peer mentor training
on seven student mentors working with ASD College students. Kirkpatrick's paradigm
framed a mixed-methods examination of mentors' training and experience. Overall, the
mentors liked the course and indicated a 29% improvement in ASD understanding.
Results from semi-structured interviews done three months after the training indicated
that mentors believed the ASD knowledge they learned was essential to their work. The
mentors experienced a pleasant overall experience and that training and support were key
to their success as ASD peer mentors (Hamilton et.al, 2016).
Roles of Peer Mentoring Relationship in Higher Education
According to Lyon et.al (2022), most peer-mentoring research examines
structured programs with faculty or staff facilitation, overlooking programs that are
student-initiated and student-led. We present data from focus groups with participants of
a student-led peer-mentoring program at a large North American University. Retention
and persistence of undergraduates are highly discussed topics in higher education, and
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justly so. The training focused on identifying academic patterns that undermine success,
developing effective study and time management techniques, and meeting weekly with a
peer academic coach. These undergraduate peer coaches were specially educated to assist
enrolled students in establishing weekly goals, connecting with campus resources, and
understanding the intricacies of college life. In conclusion, there is a slight, non-
significant increase in GPA among enrolled students and a large increase in retention for
one and two semesters after attending the course (Koke et.al, 2022). Mentors’
approachability alongside their ability to provide practical strategies and academic
examples tailored to students’ learning needs characterised peer learning interactions
between students. Mentors also encouraged students to engage in active help-seeking
behaviours (Melgar & Meyers, 2021).
Benefits of Peer Mentoring Program to Students
Students gained benefits in three main categories: relationship understanding,
self-awareness, and job advancement. Students found difficulties in three main
categories: mastering the mentor role, relating to students, and engaging students. Peer
mentors can have a considerable impact on the achievement of undergraduates, especially
in science programs and for students who identify as first-generation and historically
marginalized. Regarding academic and social roles, peer mentors of this program
perceive a variety of benefits and obstacles, and these perspectives are not unique to first-
generation college programs (Heim & Holt, 2022). Mentors reported a positive
professional learning and development experience. Effective support systems and the
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reciprocity of the mentor-mentee relationship enhanced the mentoring experience.
Findings reveal that mentoring as a component of a university practicum can be a
pleasant and beneficial learning experience, especially in terms of professional
development for future employment in the disability sector (Rillotta et.al, 2022).
In addition, mentees received assistance with career planning, competence
awareness, the development of networks, navigating the research environment, and
emotional support. In our study, we also demonstrate that mentors profited from the
mentoring connection. The mentors benefited from professional advancement,
institutional recognition, and personal fulfillment. We finish with an inventory of
benefits, including an improved research environment for the institution (Schmidt &
Faber, 2016).
Challenges of Peer Mentoring Program in Various Fields
Mentoring relationships can be tough, especially whether you are a mentor or
mentee for the very first time. One of the most essential components of a successful
mentoring program is open communication between mentors, mentees, and program
managers. When we understand one other's goals and objectives, we are able to develop a
program with fewer obstacles (Prince, 2021).
According to Burnett et.al (2022), Professional isolation is a perennial problem
among academics, but it is especially common among traditionally underrepresented
students who lack the social networks that could provide them support. One way to forge
stronger social networks among traditionally underrepresented students is through peer

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mentorship. Underrepresented graduate students often serve as mentors to
underrepresented undergraduate students. Senior underrepresented graduate students in
turn provide mentorship to their more junior counterparts. The forms of peer mentorship
provided are invaluable because they have experience overcoming many of the same
challenges as their less experienced counterparts. Role issues and difficulties with
scheduling meetings in the spring were two challenges. However, these Challenges
seemed to occur when individuals had different expectations about the mentoring
relationship or when discussions between the dyad infringed on relationships outside the
dyad.
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Chapter 3
Methodology
Chapter Three includes five parts: Purpose of the Study and Research Design,
Respondents, Instrument, Data Collection, and Data Analysis.
Part One, the Purpose of the Study and Research Design, presents the reasons on
why and how the study was conducted.
Part Two, Respondents, presents the participants in this study and how they were
chosen.
Part Three, Instrument, describes the number of items and structure of questions.
Part Four, Data Collection, presents procedures or steps in gathering the data
needed for the study.
Part Five, Data Analysis, describes the method used to analyze and interpret the
gathered data in the study.
Purpose of the Study and Research Design
This study aims to determine the awareness of BSMT students of John B. Lacson
Foundation Maritime University-Arevalo in the Online Peer Mentoring Program.
Specifically, this study sought to answer the following questions:

16
1.) What is the level of awareness on online mentoring services of the BSMT
students of JBLFMU-Arevalo when taken as an entire group?
2.) Is there a significant difference between BSMT students’ towards online
mentoring services when classified according to year level?
This were accomplished using a descriptive rating, Likert-type survey which were
used to collect quantitative data from BSMT students of JBLFMU-Arevalo. This
methodology allowed for a statistical analysis of the data. The researchers utilized a
survey design to collect the quantitative data for this study.
In this study, descriptive research serves as the methodological framework. It is
utilized since its purpose is to study and debate the current situation of a phenomenon. In
terms of data collection, descriptive research involves observation (Walliman, 2011). In
addition, according to Nassaji (2015), the objective of a descriptive study is to illustrate
and classify the phenomenon.
Respondents
The respondents on this study were 335 BSMT students, identified through
stratified random sampling.
Table 1
Profile of Respondents
Category N n
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A. Entire Group 2047 335
B. Year Level
1st Year 684 112
2nd Year 672 110
3rd Year 691 113
Instruments
The questionnaire is a Likert-type or coding survey questionnaire. The
respondents will identify their answers through clicking their own appropriate choice
which corresponds to their level of agreement to the statements in the questionnaire given
through google forms. The questionnaires had undergone validity from panel of experts
and reliability testing with a Cronbach alpha of 0.88%.
Data Collection
The questionnaires are personally administered by the researchers. The
questionnaires will be given to BSMT Students of JBLFMU-Arevalo, Inc. Upon the
approval of the research instructor after certain preliminary activities such as construction
of instruments and validation, permission was secured from the subject area head. A
letter will send to the authority in charge to ask permission to allow the researchers to
conduct a survey. Upon approval, the researchers assist and give directions and
instructions to the respondents as to how the questionnaires should be answered. They are
also assured of their secrecy and strict confidentiality of their given responses. Upon
retrieval of the accomplished copies of the instrument, they are scored, and the scores
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will be tallied, classified, tabulated, analyzed and interpreted, and made ready for
statistical procedure.
Data Analysis
After gathering all the completed questionnaires from the respondents, total
responses for each item are obtained and tabulated. Statistical tools used were mean and
standard deviation for descriptive data analysis and one-way ANOVA for inferential
statistics.
Table 2
Data Interpretation
Mean Scale Description Interpretation

1.00 – 1.50 Very Low Students are not aware about Online
Peer Mentoring Program
Low Students are aware about Online
1.51 – 2.50 Peer Mentoring Program
Students are morely aware about
2.51 – 3.50 High
3.51 – 4.00 Very High Students are highly aware about

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Chapter 4
Results
This chapter presents the results of data after the study has been conducted. This
study aimed to determine the level of awareness of students towards online peer
mentoring program.
Part One, Descriptive Data Analysis, presents the results of the study with the
used of description, means, and standard deviation.
Descriptive Data Analysis
Table 3 shows the students’ level of awareness towards online peer mentoring
program when taken as an entire group.
It was found out that the top services students were aware of when they were
taken as an entire group are online mentoring program includes developing a close
relationship with students and faculty (M=2.9731, S.D.= 0.85953), online mentoring
program helps lay the foundation for basic academic subjects that are required for more
advanced disciplines. (M=2.9552, S.D.= 0.86918), online mentoring program is
concerned with developing cognitive thinking, providing emotional and psychological
support, directing assistance with course work, role modeling, developing self-esteem
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and confidence, improving communication skills, strengthening time management skills,
and academic skills that lead to students' success (M=2.9104, S.D.= 0.94665), and online
mentoring is a program in which a person can receive academic assistance and improve
his/her skills (M= 2.8925, S.D.= 0.86192). The item that acquired the lowest mean was
“The program initiates a number of projects that have the potential to improve the
mentee's academic performance.” (M=2.7164, S.D. = 0.89920).

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Table 3
Students' Level of Awareness Students Towards Online Peer Mentoring Program When
Taken as an Entire Group.
Item Mean Description S.D.
Online mentoring program can help students improve
2.9731 high 0.85953
their academic and social skills.
Online mentoring program helps lay the foundation for
basic academic subjects that are required for more 2.9552 high 0.86918
advanced disciplines.
Online mentoring program is concerned with developing
cognitive thinking, providing emotional and
psychological support, directing assistance with course
work, role modeling, developing self-esteem and 2.9104 high 0.94665
confidence, improving communication skills,
strengthening time management skills, and academic
skills that lead to students' success.
Online mentoring is a program in which a person can
2.8925 high 0.86192
receive academic assistance and improve his/her skills.
A student can be a part of the online peer mentoring. 2.8866 high 0.88853
Online mentoring allows a student to participate in
classes or work individually or in small groups with the
2.8836 high 0.94213
assistance of a professor who acts as a mentor or
facilitator.
Mentors act as both a friend and a role model, supporting
and encouraging a younger partner in his or her academic 2.8806 high 0.91105
and personal development.
Online mentoring program focuses on skills that will
2.8806 high 0.90445
benefit students both academically and professionally.
Online Mentoring Program provides information, advice,
2.8627 high 0.88176
support, and encouragement to students.
Online mentoring program includes services like peer
mentoring, academic counseling and mentoring the 2.8418 high 0.89009
mentors.
mentoring, academic counseling and mentoring the 2.8418 high 0.89009
mentors.
There is an existing online mentoring program in the
2.8269 high 0.96022
school.
Online mentoring program includes developing a close 2.8269 high 0.93174
22
relationship with students and faculty.
The online mentoring program is open to everyone. 2.7791 high 0.97829
The program initiates a number of projects that have the
2.7164 high 0.89920
potential to improve the mentee's academic performance.
Note. The mean, description and standard deviation of the level of awareness of students
towards peer mentoring program when they were taken as an entire group is presented in
vertical column. For mean scales, 1.00-1.50= very low, 1.51-2.50= low, 2.51-3.50= high,
3.51-4.00= very high.
Table 4 shows the students’ level of awareness towards online peer mentoring
program when they were classified according to year level (BSMT-1).
It was found out that the top services students were aware of about peer mentoring
program when they were when classified according to year level (BSMT-1) are, online
program helps lay the foundation for basic academic subjects that are required for more
advanced disciplines (M=3.2411, S.D. =0.81920), online mentoring program is
concerned with developing cognitive thinking, providing emotional and psychological
support, directing assistance with course work, role modeling, developing self-esteem
and confidence, improving communication skills, strengthening time management skills,
and academic skills that lead to students' success (M= 3.2321, S.D.= 0.83808), and online
mentoring program focuses on skills that will benefit students both academically and
professionally (M=3.2232, S.D.= 0.79082). The item that acquired the lowest mean were
mentee's academic performance and The program initiates a number of projects that have
the potential to improve the mentee's academic performance. ” (M=2.9643, S.D.
=0.86918).
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Table 4
Level of Awareness of Students Towards Online Peer Mentoring Program When They
Were Classified According to Year Level (BSMT-1).
Item Mean Descriptio S.D.
n
Online mentoring program helps lay the foundation for basic
academic subjects that are required for more advanced 3.2411 high 0.81920
disciplines.
Online peer mentoring program is concerned with
developing cognitive thinking, providing emotional and
work, role modeling, developing self-esteem and 3.2321 high 0.83808
confidence, improving communication skills, strengthening
time management skills, and academic skills that lead to
students' success.
Online mentoring program focuses on skills that will benefit
3.2232 high 0.79082
students both academically and professionally.
Online peer mentoring is a program in which a person can
3.2143 high 0.77609
Online mentoring allows a student to participate in classes
or work individually or in small groups with the assistance 3.2054 high 0.87135
of a professor who acts as a mentor or facilitator.
Online mentoring program can help students improve their
3.2054 high 0.80693
academic and social skills.
and encouraging a younger partner in his or her academic 3.1518 high 0.90255
A student can be a part of the online peer mentoring. 3.1250 high 0.87121
The online peer mentoring program is open for everyone 3.1071 high 0.90402
Online mentoring program includes developing close
3.1071 high 0.88386
There is an existing online peer mentoring program in the
3.1071 high 0.82043
school.
The primary dynamic goal of the program is to assist and
3.0804 high 0.80693
support mentees provided by mentors.
3.0179 high 0.92981
mentoring, academic counseling and mentoring the mentors.
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Online Peer Mentoring Program provides information,
3.0179 high 0.85931
advice, support and encouragement to students.
2.9643 high 0.86918
3.51-4.00= very high.
Table 5 shows the shows the students’ level of awareness towards online peer
mentoring program when they were classified according to year level (BSMT-2).
It was found out that the top services students were aware of about online
peer mentoring program when they were when classified according to year level
(BSMT-2) are, online program helps lay the foundation for basic academic subjects that
are required for more advanced disciplines (M=2.6909, S.D=0.92613), the objective of
the program is to improve student’s academic performance virtually (M=2.6455,
S.D=1.04562), and online mentoring program can help students improve their academic
and social skills (M=2.6091, S.D.= 0.90964). The item that acquired the lowest mean was
mentee's academic performance.” (M=2.3636, S.D.= 0.97423).

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Table 5
Students’ Level of Awareness Students Towards Online Peer Mentoring Program When They
Item Mean Description S.D.

Online mentoring program helps lay the foundation for basic high
academic subjects that are required for more advanced 2.6909 .92613
disciplines.
The primary dynamic goal of the program is to assist and high
2.6455 1.04562
Online mentoring program can help students improve their high
2.6091 .96826
A student can be a part of the online peer mentoring. 2.6091 high .90964
Online mentoring program includes services like peer high
2.6000 .96925
Mentors act as both a friend and a role model, supporting and high
encouraging a younger partner in his or her academic and 2.5909 .91165
personal development.
Online Peer Mentoring Program provides information, advice, high
2.5364 .99242
support and encouragement to students.
Online peer mentoring is a program in which a person can low
2.5091 .95539
There is an existing online peer mentoring program in the low
2.4818 1.13114
school.
Online mentoring program includes developing close low
2.4818 .98364
Online mentoring allows a student to participate in classes or low
work individually or in small groups with the assistance of a 2.4727 .98343
professor who acts as a mentor or facilitator.
Online peer mentoring program is concerned with developing low
cognitive thinking, providing emotional and psychological
support, directing assistance with course work, role modeling,
2.4364 1.07965
developing self-esteem and confidence, improving
communication skills, strengthening time management skills,
and academic skills that lead to students' success.
Online mentoring program focuses on skills that will benefit low
2.4273 .96221
The online peer mentoring program is open for everyone. 2.3727 low 1.03922
The program initiates a number of projects that have the 2.3636 low .97423
26
Note. The mean, description and standard deviation of the level of awareness of students towards
peer mentoring program when they were taken as an entire group is presented in vertical column.
For mean scales, 1.00-1.50= very low, 1.51-2.50= low, 2.51-3.50= high, 3.51-4.00= very high.
Table 6 shows the shows the level of awareness of students towards online peer
mentoring program when they were classified according to year level (BSMT-3).
It was found out that the top services students were aware of about online
peer mentoring program when they were when classified according to year level
(BSMT-3) are, online mentoring program can help students improve their academic and social
skills (M=3.10, S.D.= 0.67), Online mentoring program is concerned with developing
cognitive thinking, providing emotional and psychological support, directing assistance
with course work, role modeling, developing self-esteem and confidence, improving
communication skills, strengthening time management skills, and academic skills that
lead to students' success (M=3.05, S.D.= 0.71), Online mentoring is a program in which a
person can receive academic assistance and improve his/her skills and Online Mentoring
Program provides information, advice, support, and encouragement to students. (M=3.03,
S.D=0.69). The item that acquired the lowest mean was “The program initiates a number
of projects that have the potential to improve the mentee's academic performance.”
(M=2.81, S.D.=0.74).
27
Table 6
Students’ Level of Awareness Towards Online Peer Mentoring Program When They
Item Mean Descriptio S.D.
n
Online mentoring program can help students improve their
3.0973 high .66768
Online peer mentoring program is concerned with
developing cognitive thinking, providing emotional and
work, role modeling, developing self-esteem and 3.0531 high .70509
confidence, improving communication skills, strengthening
time management skills, and academic skills that lead to
students' success.
Online Peer Mentoring Program provides information,
3.0265 high .68739
advice, support and encouragement to students.
Online mentoring program focuses on skills that will benefit
2.9823 high .76744
Online mentoring allows a student to participate in classes
or work individually or in small groups with the assistance 2.9646 high .82299
of a professor who acts as a mentor or facilitator.
Online peer mentoring is a program in which a person can
2.9469 high .69231
The primary dynamic goal of the program is to assist and
2.9381 high .81595
Online mentoring program helps lay the foundation for basic
academic subjects that are required for more advanced 2.9292 high .77594
disciplines.
A student can be a part of the online peer mentoring. 2.9204 high .81440
2.9027 high .70666
and encouraging a younger partner in his or her academic 2.8938 high .83840
Online mentoring program includes developing close
2.8850 high .82106
There is an existing online peer mentoring program in the 2.8850 high .79902
28
school.
The online peer mentoring program is open for everyone 2.8496 high .84749
2.8142 high .73859
3.51-4.00= very high.
Table 7 shows that there is a significant difference between BSMT students’ level
of awareness towards online peer mentoring program was classified according to
students’ year level.
Table 7
Scheffe table: There is a significant difference between BSMT students’ level of
awareness towards online mentoring program. In addition, it was classified according to
classified field.
Section (Students’ Year Level) Mean Classification
SECOND YEAR 2.5218 A
THIRD YEAR 2.9392 B
FIRST YEAR 3.1333 C

29
Chapter 5
Summary, Conclusions, and Recommendations
Chapter Five includes the Summary, Conclusions, and Recommendations of the
study.
Part One, Summary, itemizes the answers to the specific questions.
Part Two, Conclusions, presents the general concept or result of the study.
Part Three, Recommendations, enumerates the things to be done for future
improvement of the study.
Summary
The study aimed to ascertain the level of awareness of students towards peer
mentoring program.
Specifically, the study sought answers to the following questions:
1. What is the level of awareness of the BSMT students of JBLFMU-Arevalo
towards online mentoring when taken as an entire group?

30
2. Is there a significant difference between BSMT students’ level of awareness
towards online mentoring services when classified according to year level?
The respondents of this study were 335 randomly selected students of JBLMU-
Arevalo. Simple stratified random sampling was employed in the selection of the
participants of this study.
The participants were classified according to year level (BSMT-I, BSMT-II,
BSMT-III).
The mean and standard deviation were employed in this study as descriptive and
statistical tools respectively.
The findings of the study were as follows:
1. When taken as an entire group, the students of JBLFMU-Arevalo It was found
out that the top services students were aware of when they were taken as an
entire group are online mentoring program includes developing a close
relationship with students and faculty program helps lay the foundation for
basic academic subjects that are required for more advanced disciplines,
online mentoring program is concerned with developing cognitive thinking,
providing emotional and psychological support, directing assistance with
course work, role modeling, developing self-esteem and confidence,
improving communication skills, strengthening time management skills, and
academic skills that lead to students' success, and online mentoring is a

31
program in which a person can receive academic assistance and improve
his/her skills.
2. When students are classified according to year level, top services that the
students were aware of are as follows: BSMT-I have high level of awareness
in terms of the services rendered by the online mentoring program wherein it
is an online program helps lay the foundation for basic academic subjects that
are required for more advanced disciplines, online mentoring program is
concerned with developing cognitive thinking, providing emotional and
psychological support, directing assistance with course work, role modeling,
developing self-esteem and confidence, improving communication skills,
strengthening time management skills, and academic skills that lead to
students' success, online mentoring program focuses on skills that will benefit
students both academically and professionally and a student can be a part of
the peer mentoring. BSMT-II students were aware that online program helps
lay the foundation for basic academic subjects that are required for more
advanced disciplines, the objective of the program is to improve student’s
academic performance virtually and online mentoring program can help
students improve their academic and social skills. BSMT-3 students highly
aware that online mentoring program can help students improve their
academic and social skills , online mentoring program is concerned with
developing cognitive thinking, providing emotional and psychological
support, directing assistance with course work, role modeling, developing

32
self-esteem and confidence, improving communication skills, strengthening
time management skills, and academic skills that lead to students' success,
online mentoring is a program in which a person can receive academic
assistance and improve his/her skills and Online Mentoring Program provides
information, advice, support, and encouragement.
Conclusions
Based on the findings of the study, the following conclusions were drawn.
1. Generally, the level of awareness of students are varying depending on the
year level. The BSMT students of JBLFMU- Arevalo are has a high level of
awareness in terms of the services offered by the online peer mentoring
program. This needs to be addressed as there are students from these groups
who are struggling in their academic studies so that they could seek assistance
and receive academic guidance.
2. There is a significant difference between BSMT students’ level of awareness
towards online peer mentoring program. Due to these differences, it might be
affected with the students’ length of study at the institution in which they are
not made aware that such programs and services do exist that can uplift their
academic competency. These differences will raise an input regarding the
actions to take by the respective authorities in order to promote the said
program and its services. Furthermore, the awareness of every student about
these program and its services will enable them also to take part and be a peer
mentor that could help their fellows, friends and classmates which will lead to
33
a more progressive, more productive and most competent future seafarers.
Recommendations
The researchers recommend that the students should be aware of the existing
programs and services on their respective institutions in which they can seek guidance
about certain dilemmas. Furthermore, there are programs in which they could also take
part to help those in need.
The researchers recommend that the instructors should inform the students
about these programs in order to raise awareness. They could also conduct mentoring
classes scheduled at a respective time or refer a student who needs academic counseling.
The researchers recommend that the principal should give priority attention to
the recommendation and utilization of the students of the peer mentoring services in
order for them to develop the skills and acquire knowledge needed as a seafarer.
The researchers recommend that the dean should improve facilities and
equipment needed for the mentoring program in order to make the utilization of the
students of the program much more comfortable and ideal place to learn about difficult
lessons and to enhance the competency of students. Furthermore, they could also monitor
and refer students who need academic counseling.
The researchers recommend that the administration should make the necessary
adjustments for facilities and staffing to manage mentoring program and delegate
34
individuals to different specialized trainings and acquisition of new knowledge and
systems in the developed countries for the purpose of uplifting competence.
The researchers recommend that the school should design more projects and
extend services to be able to effectively make this program function. It is important to
systematically measure and analyze students’ progress academically in order to make
necessary adjustments in order to cope up to what students need.
The researchers further recommend that:
1. This study shall encourage the faculties to recommend their students who are
struggling in their academics, in order for them to enroll in the program;
2. More specific effects of mentoring in terms of academic performance;
3. Further researches are to be conducted regarding the factors that may affect the
competency and academic performance of students;
4. Further researches are to be conducted giving emphasis to effectiveness of the
projects launched by the program and;
5. A comparative research must be conducted between the effects on the mentors
and actual mentees as well as between those who undergo mentoring and those who
didn’t.
35
References
Ames et.al (2016). Overview and evaluation of a mentorship program for university
students with ASD. Focus on Autism and Other Developmental Disabilities, 31, 1.
Björklund, A. (2021). What is online vs digital? Zooma.
Burnett et.al (2022). How Can We Address Professional Isolation Among Traditionally
Underrepresented Students? The Importance of Peer Mentorship. Journal of
Political Science Education, 18:3, 425-429.
Collin, A. (2017). Mentoring Matters: ScholarX and Me. Sustainable Education
Foundation.
Gafoor, K. A. (2012). Considerations in the Measurement of Awareness. Calicut: Calicut
University Department of Education.
Goodrich, A. (2020). Online peer mentoring and remote learning. Music Education
Research, 256-269.
36
Goldberg, M. (2016). The Value of Mentoring in the Maritime Industry. Mentoring in
the Maritime Industry.
Hallmark Education Consultant International, (2017). Bachelor of Science in Marine
Transportation.
Hamilton, et.al (2016). Becoming a mentor: The impact of training and the experience of
mentoring university students on the autism spectrum.
Heim & Holt, (2022). Perceived social and academic roles of peer mentors in a pre-health
college program. Mentoring & Tutoring: Partnership in Learning.
IAEE, (2022). Student Participation at Conferences.
Koke et.al (2022). Learning the Whole Story: How Undergraduate Peer Coaches Help
with Retention and Academic Success. Journal of College Reading and Learning,
212-226.
Krause, A. (2021). Creating an Online Peer-to-Peer Mentoring Program: Promoting
Student Relationships, Engagement, and Satisfaction during the Era of COVID-19.
College of Teaching, 296-308.
Lavracas, P. (2011). Level of Measurement. Encyclopedia of Survey Research Methods.
Sage Publications.
Melgar & Meyers, (2021). Peer assisted academic support: a comparison of mentors’ and
mentees’ experiences of a drop-in programme.
Nassaji, H. (2015). Qualitative and Descriptive Research: Data Type versus Data
Analysis. Language Teaching Research, 19, 129-132.

37
Powell, J. (2018). What works? A grounded theory of effective peer mentoring in
secondary schools.
Prince, A. (2021). Top Mentoring Challenges and How to Overcome Them.
Rillota et.al (2022). Experiences of mentoring university students with an intellectual
disability as part of a practicum placement. Mentoring & Tutoring: Partnership in
Learning, 333-354.
Schmidt & Faber (2016). Benefits of Peer Mentoring to Mentors, Female Mentees and
Higher Education Institutions. Mentoring & Tutoring: Partnership in Learning, 24,
137-157.
Siew et.al (2017). A specialist peer mentoring program for university students on the
autism spectrum: A pilot study.
Sun Star Pampanga. (2016). Peer Mentoring to Non-Numerates.Tinajero National High
School.
Taylor, J. E. (2016). Peer mentoring within the middle and high school music department
of the International School of Kuala Lampur: a case study.
Thompson et.al (2020). “I don’t want to be a patient”: Peer mentoring partnership fosters
communication for autistic university students. Scandinavian Journal of
Occupational Therapy, 625-640.
Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.

38
Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press. (Original
work published in 1934).
Walliman, N. (2011). Research Methods: The Basics.
Appendices
39
Appendix A: Letter to the Dean
C/M VIRMARI S. TAN

Dean
JBLFMU-Arevalo, Iloilo City
Dear Sir,
Greetings of Peace and Prosperity!
We, the Polaris 2A BSMT students of this institution, are planning to conduct a research
study entitled “STUDENTS’ LEVEL OF AWAERENESS TOWARDS ONLINE
PEER MENTORING PROGRAM” as a requirement for our subject Research.
In this connection, we are requesting from your good office to allow us to administer a
questionnaire-checklist/survey to the randomly BSMT respondents to gather the desired
data for the study. We, the researchers, will conduct the study with utmost confidentiality
and will only gather the data related to our study.
Your approval for this request is highly appreciated. Thank you!
Sincerely yours,
Daryl Q. Angeles Jayson O. Bayogos

Christianne Manuel B. Belicano Joshua A. Candaganan
John Francis D. De Los Reyes Ramil S. Hualde Jr.
Jomar C. Ngirngir Moises A. Pariñal III
Noted by:
40
Dr. Roderick R. Germo, Ph.D

Research Adviser
Appendix B: Letter to the Validators
December 01, 2021
Mrs. Cecilia S. Salinas

John B Lacson Foundation Maritime University –Arevalo, Inc.
Sto. Nino Sur, Arevalo, Iloilo City
Dear Ma’am:
Greetings!
We are conducting a study entitled, “STUDENTS’ LEVEL OF AWAERENESS

TOWARDS ONLINE PEER MENTORING PROGRAM” in fulfilment of the
requirements for our subject Research.
In this connection, we would ask a favor if you could be one of the evaluators of our
research instrument. Your honest evaluation, together with your comments and
suggestions is highly appreciated.
Attached herewith is a copy of the instrument. Thank you very much!
Sincerely yours,

41
Noted by: Approved by:
Dr. Roderick R. Germo, Ph.D Mrs. Cecilia S. Salinas

Research Adviser Validator
December 01, 2021
Mrs. Mary Mae June P. Esmaya

Dear Ma’am:
Greetings!

Sincerely yours,

42
Dr. Roderick R. Germo, Ph.D Mrs. Mary Mae June P. Esmaya

December 01, 2021
Dr. Roderick R. Germo, Ph.D

Dear Sir:
Greetings!

Sincerely yours,

43
Dr. Roderick R. Germo, Ph.D Dr. Roderick R. Germo, Ph.D

Appendix C: Letter to the Respondents
Dear Students:
Greetings!
We are conducting a research entitled “Students’ Level of Awareness Towards Online

Mentoring Program” as course requirement in the subject Research.
In connection with this, we would like to ask your help to provide the necessary data for
our study, please feel free to answer the questionnaires. We would like to appreciate your
assistance and support in this particular research endeavor.
Thank you very much for your cooperation!
Respectfully yours,
Pariñal, Moises III A. Dr. Roderick R. Germo, Ph.D.
Lead Author Research Adviser

44
Appendix D: Research Instrument
“Students’ Level of Awareness Towards Online Mentoring Program”
Name (optional): Year level:

Directions: Please check the box that corresponds to your level of agreement with the
given statements.
STATEMENT 1 2 3 4
1 There is an existing online mentoring program in the school.
2 Online mentoring is a program in which a person can receive academic
assistance and improve his/her skills.
3 Online mentoring program includes services like peer mentoring, academic
counseling and mentoring the mentors.
4 Online Mentoring Program provides information, advice, support, and
encouragement to students.
5 The program initiates a number of projects that have the potential to improve
the mentee's academic performance.
6 The online mentoring program is open to everyone.
7 A student can be a part of the online peer mentoring.
8 The objective of the program is to improve student’s academic performance
virtually.
9 Online mentoring program focuses on skills that will benefit students both
academically and professionally.
10 Online mentoring program is concerned with developing cognitive thinking,
providing emotional and psychological support, directing assistance with
course work, role modeling, developing self-esteem and confidence,
improving communication skills, strengthening time management skills, and
academic skills that lead to students' success.
45
11 Online program helps lay the foundation for basic academic subjects that are
required for more advanced disciplines.
12 Online mentoring program can help students improve their academic and
social skills.
13 Online mentoring program includes developing a close relationship with
students and faculty.
14 Online mentoring allows a student to participate in classes or work
individually or in small groups with the assistance of a professor who acts as
a mentor or facilitator.
15 Mentors act as both a friend and a role model, supporting and encouraging a
younger partner in his or her academic and personal development.
1-Strongly Disagree 2- Disagree 3- Agree 4-Strongly Agree
Appendix E: Forms
Proposed Research Titles

Section: Polaris 2-A Group No.: 4
Instructor: Dr. Roderick R. Germo, Ph.D.
Leader: Pariñal, Moises III A.
Members:
1. Angeles, Daryl Q. 6. Hualde, Ramil Jr. S.
2. Bayogos, Jayson O. 7. Ngirngir, Jomar C.
3. Belicano, Christianne Manuel B. 8.
4. Candaganan, Joshua A. 9.
5. De Los Reyes, John Francis D. 10.
A. Proposed Titles:
1. Level of Safety Awareness of the BSMT Students towards Online Shipboard Immersion and Familiarization.
2. Level of Awareness of BSMT Students of JBLFMU-A Students in the Proposed Online Peer Mentoring Program.
3. The Perspective of BSMT Students in Coping Academic Stress towards this Pandemic.
Approved Title: Level of Awareness of BSMT Students of JBLFMU-A Students in the Proposed Online
Peer Mentoring Program.
Approved:
Name of Instructor: Signature of Instructor:
Name of Student Research Committee Signature
1. EMILIE C. COO, D. R. Dev.
2. MARIA CORAZON S. NAVALLASCA, Ph.D.
3. RODERICK R. GERMO, Ph.D.

46
4. MARY JEAN L. DE LA CRUZ, Ph.D.
Form 1
Proposed Research Titles
Appendix E: Forms
EVALUATION OF THE STATEMENT OF THE PROBLEM AND INSTRUMENTATION
Section: Group No.:

Instructor: Adviser:
Leader:
Members:
1. 6.
2. 7.
3. 8.
4. 9.
5.
A. Proposed Title:
B. Statement of the Problem:

B. 1. General Problem:
B. 2. Specific Questions:
1.
2.
3.
4.
C. Please attach the questionnaire for evaluation. This is only applicable for studies that are Descriptive.
Comments:
________________________________________________________________________________________________
__________________________________________________________________________________________
Approved:
Name of Instructor: Signature of Instructor:

47
Name of Student Research Committee Signature
1. EMILIE C. COO, D. R. Dev.
2. MARIA CORAZON S. NAVALLASCA, Ph.D.
3. RODERICK R. GERMO, Ph.D.
4. MARY JEAN L. DE LA CRUZ, Ph.D.
Form 2
Evaluation of the Statement of the
Problem and Instrumentation
Appendix E: Forms
Date__________________
DR. MARY JEAN L. DE LA CRUZ

Student Research In-Charge
This University
Dear Madam:
We, the members of Section_____________________of BSMT II, Group ____our approved

research problem entitled, “__________________________________________________________
_________________________________________________________________________________”.
Moreover, we also wish to request Dr./Mrs./Mr./____________________ to act as our Adviser,

and Dr./Mrs./Mr./________________________________ as our Statistician.
Listed below are the names of the group members who will work together on this research
problem. Your approval to this request will enable us to start working on our study and be able to finish it
in due time. Thank you very much for giving this request your favorable approval.
Respectfully yours,
_____________________________________
Signature over Printed Name of Group Leader
Name and Signature of Members:
1. ___________________________ 6. __________________________
2. ___________________________ 7. _________________________
3. ___________________________ 8. __________________________
4. ___________________________ 9. __________________________
5. ____________________________
48
Noted:
______________________________________
Signature over Printed Name of Instructor
Approved:
MARY JEAN L. DE LA CRUZ, Ph.D.

Student Research In-Charge
Form 3
Letter for the Composition of
Adviser and Statistician
Appendix F: Oral Defense Pictures

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JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.

Sto. Niño Sur, Arevalo, Iloilo City

Students’ Level of Awareness Towards

Online Peer Mentoring Program

Introduction of the Study

and the factors that cause it.

problem and the reasons for conducting the study.

the study and deals with conceptual and operational definitions.

the respondent and the methods and procedures employed.

Background of the Study

inspire, motivate or encourage mentees. Every students’ success in scholar depends on

which entices us researchers to conceptualize the ideas, methods and approach to be

shown and used as the research progresses.

Mentoring relationships are confidential, trust-based, voluntary arrangements

than expertise and experience) include a genuine desire to be helpful, good

communication skills and patience (Goldberg, 2016).

Learning Communities; Community of Learners Classroom; Collaborative Learning and

Group Work; Discussion-based Learning (Socratic Questioning Methods). In essence,

context. Consequently, instructional strategies that promote the distribution of expert

involves student-student and expert-student collaboration on real world problems or tasks

resources for the implementation of education programs, projects and services;

Encouraging local initiatives for the improvement of schools and community-based

In a study carried out by a Trainee Educational Psychologist (TEP) as part of a

secondary schools (Powell, 2018).

Meanwhile, in a study conducted by the DepEd Pampanga through an action

level of awareness of JBLFMU-Arevalo BSMT students in the online mentoring services.

Statement of the Problem

help to students who are struggling academically.

Generally, this study aimed to measure the awareness of students of John B.

Lacson Maritime University-Arevalo towards the Online Mentoring Program.

Specifically, this study sought to answer the following questions:

towards online mentoring when taken as an entire group?

2.) Is there a significant difference between BSMT students’ towards online

mentoring services when classified according to year level?

Significance of the Study

This will also benefit the following:

availing online mentoring services.

This research would be a big contribution to students because of the additional

and accessible to anyone.

could uplift students’ competency and academic performance.

these terms is arranged alphabetically.

Awareness--refers to the state or ability to perceive, to feel, or to be conscious of

events, objects, or sensory patterns (Gafoor, 2012).

characteristics that those numbers represent (Lavrakas, 2011).

Mentoring -- refers to a protected relationship in which learning and

measured in terms of competencies gained (Collin, 2017).

In this study, the same definition was applied.

Online -- refers to someone or something currently is connected to the Internet

In this study, the same definition was applied.

academic institution and is not employed full-time (IAEE, 2022).

In this study, “student” refers to the BSMT students of JBLFMU-Arevalo.

Bachelor of Science in Marine Transportation--is a four-year undergraduate

ship business, meteorology, and marine laws (Hallmark Education Consultant

In this study, the same definition was applied.

Delimitation of the Study

degree of awareness of JBLFMU-Arevalo BSMT students towards online peer mentoring

The respondents must be only bonified BSMT students of JBLFMU-Arevalo who

mentoring program and services.

Review of Related Literature

Chapter Two presents literatures relevant to the level of awareness

Mentoring Relationship in Higher Education, Benefits of Peer Mentoring Program to

Students and Challenges of Peer Mentoring Program in Various Fields.