Effects of Mentoring Enhanced Strategy on Self-regulation in Physics among Secondary School Students in Benue State, Nigeria

The study determined the effects of mentoring enhanced strategy on secondary school students’  self-regulation (SR) in physics in education zone ‘C’ of Benue State, Nigeria. The study was guided by two research questions while two hypotheses were formulated and tested at 0.05 level of significance. The design of the study was the quasi-experimental, non-randomized, pre-test and post-test control groups. The population of the study consisted of 4,064 SS Two physics students in the 94 schools in Education Zone C. The sample comprised 406 SS Two physics students drawn from 10 schools using multi-stage sampling technique. The research instrument adapted and used for data collection was Students’ Self-Regulation Scale (SSRS). The research instruments was subjected to a reliability analysis using Cronbach’s Alpha Formula which yielded a reliability co-efficient of 0.85. Data collected were analyzed using descriptive statistics of mean and standard deviation to answer the research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings revealed that students who were exposed to mentoring exhibited higher self-regulation levels (P = 0.007 ˂ 0.05) than those students who were not exposed to mentoring. There was no significant difference between male and female students’ self-regulation level (P = 0.036 ˃ 0.05). Based on these findings, it was recommended among others that the use of mentoring enhanced strategy should be encouraged and used in physics instruction in secondary schools.