Mind Mentoring In A Literature Class: Impacts On Students

Abstract

The study determined the impacts of engagement in mind mentoring activities on the learning self-efficacy and academic performance of sixteen learning pairs in a major subject of BSED English.   Descriptive-correlational method was used. Mean, standard deviation and t-test set at 0.05 significance level were employed.  Results revealed that there was a significant increase in the level of learning self- efficacy and academic performance of the respondents when taken as a whole and when classified as to tutors and tutees after engagement in the mind mentoring activities. Also, a significant difference existed between the level of self-efficacy and academic performance before and after the mind mentoring activitie