1. Influence of E-Mentoring on Self-esteem, Self-efficacy, and Academic Achievement of Secondary School Students in Nairobi and Kiambu Counties, Kenya
By Ndeke Florentina Ndunge E83/12895/2009 School of Education Educational Psychology Department Kenyatta University June/July 2015

2. Background
Mentoring is an old practice that has gained momentum in recent years
Mentoring traced back to the Greek mythology of Homer’s Odyssey in the 8th Century- A goddess named Athena impersonated herself in human form and undertook to mentor Telemachus son of King Odyssey
Mentors provide guidance and support to the developing individuals

3. Background cont....
In African set up, a mentor ( aunties, uncles, grandparents etc) was seen as a person entrusted with care and teachings of the youth as they underwent different apprenticeship to instil different skills. Mentoring was carried on face to face
Omulewa (1980)- observed mentor’s role was to inculcate moral etiquette and acquisition of skills e.g. carpentry, weaving, blacksmithing etc. However, things are no longer the way they used to be...

4. Background cont....
Collier(2009) observed that changing times have seen parents and significant others away from home making it impossible to mentor the young in the traditional way.
Various studies are available to confirm this.

5. Background cont....
ICT revolution has seen the concept of mentoring change from earlier form (face to face) to a new way through electronic- thus the birth of e-mentoring
E-mentoring is a relationship between two parties who are separated for example geographically
Laura &Sharan (2002): e-mentoring a computer-mediated and mutually beneficial relationship between a mentor and mentee

6. Statement of the problem
Adolescence stage has been known to be very critical and sensitive period of development
Emergence of modern lifestyle has seen family structures change and adults who traditionally guided the youth are no longer available to carry on with the important task
Advent of technology has left the youth at the expense of all types of teachings

7. Statement cont.....
E-mentoring has thus come up as an effective tool to support mentoring relationships at a time face to face relationships are proving impractical.

8. Statement cont....
Internationally, studies have explored influence and impact of e-mentoring on both academic, attitudinal- such as self-esteem and other domains and findings may not be generalized to our African context; moreover, e-mentoring programmes in Africa are quite scarce particularly due to lack of ICT technology facilities.

9. Statement cont....
In Kenya, importance of mentoring is acknowledged widely and face- to –face programmes exist in some secondary schools where mentoring is done by old students and teachers particularly for academic purposes.
However, in as much as mentoring is gaining momentum in Kenya, there is lack of systematic ways that support the upcoming programmes towards finding out their effectiveness

10. Statement cont....
Therefore, the aforementioned observations inspired this study which sought to establish at the local level (Kenya) the influence of e-mentoring on self-esteem, self- efficacy , and academic achievement of secondary school girls in Nairobi County

11. Research Questions (5)
Is there a significant difference in the levels of self- esteem between those students in the e-mentoring programme and those not participating in the programme?
Is there a significant difference in the levels of self- efficacy between those students in the e-mentoring programme and those not participating in the programme?

12. Research Questions Cont….
Is there a significant difference in the levels of self- esteem between students at different years in the e- mentoring programme?
Is there a significant difference in the levels of self- efficacy between students at different years in the e- mentoring programme?
Is there a significant difference in academic achievement between those students in the e- mentoring programme and those not in the programme?

13. Null Hypotheses
Ho1: There is no significant difference in self-esteem levels among those students in and those not in the e- mentoring programme. – t-test for independent samples
H02: There is no significant difference in self-efficacy levels among those students in and those not in the e- mentoring programme.- t-test for independent samples
H03: There is no significant difference in self-esteem levels among students at different years of the e- mentoring - ANOVA

14. Null Hypotheses Cont…..
H04: There is no significant difference in self- efficacy levels among students at different years of the e-mentoring. ANOVA.
H05: There is no significant difference in academic achievement scores between those students in and those not in the e-mentoring programme. Test statistic used was t-test for independent samples.

15. Theoretical Framework
Two Theories were used, namely:
Theory of communication in mentoring relationships by Kelbfleisch(2002)
The looking glass self –Theory by Cooley (1902)

16. Literature Review Reviewed accordingly
Empirical studies were available
Reviewed following the five objectives

17. Research Design The research used the following two designs:
Qualitative design- Purposive and Focus Group Discussions Guide
Quantitative design- ex post facto design

18. Sampling Techniques Non-probability sampling- Purposive sampling
For schools with GGBC programme and all GGBC members in form 3 and 4
Probability Sampling-Simple random sampling
for non GGBC members involved in the study

19. Sample size The sample size was: 47 GGBC participants
45 Non- GGBC participants
Total = 92

20. Purposeful Sampling and Simple random92
47 GGBC Members
45 Non- GGBC members

21. Research Instruments 4 Research Instruments were used
Self-Esteem Questionnaire (Rosenberg 1965)
Self-Efficacy Questionnaire (Sherer and colleagues )
Document Analysis
Focus Group Discussion Guide

22. Data Analysis 1. Descriptive Statistics Means
2. Inferential Statistics
t- Test
and
ANOVA

23. Findings( 1st Objective )
To establish the levels of self-esteem of students in the e-mentoring programme with those of students not participating in the programme The results indicate that there was a significant difference: (m=3.4, sd = 0.802) and (m = 2.30, sd = 1.042), (t (90) =13.021, p<0.01).

24. Findings( 2nd Objective)
To contrast the levels of self -efficacy of students in e- mentoring programme with those of students not participating in the programme.
The results indicate that there was a significant difference
(m=4.4.0, sd = 0.902) and (m = 2.30, sd = 1.042).,
(t (90) =8.818, p<0.01).
The Null Hypothesis was rejected in favors of the alternative hypothesis

25. Findings( 3rd Objective)
To compare the levels of self-esteem of students at different years in the mentoring programme
One-way ANOVA test was conducted to test hypothesis- results were significant at the 0.05 significant level (F (3, 52) =18.384, p >.05). F- ratio being significant
Null Hypothesis was rejected.
Bonferroni post hoc test was used. Differences were found among different years.

26. Findings (4th Objective)
To Establish the level of Self-efficacy of students at different years in the e-mentoring a one-way ANOVA was computed. Results - were significant at the 0.05 significant level (F3, 52 (0.05) =15.220, p<0.01).
To determine the nature of the differences Bonferroni post hoc test was used. Differences were found among different years.
Null Hypothesis was rejected

27. Findings (5th Objective)
To compare the academic achievement of students in the e-mentoring programme with those of students not in the programme.
There was a difference in the group means of the two groups.
To find out if the difference was significant, An independent t-test was conducted.
Results : (t (90) =2.675, p<0.01). – Null Hypothesis was rejected

28. Contributions of the Study
The evidence about existence of statistically significant differences between those who had been in the e-mentoring programme and those not in the programme in regards to:
Self-esteem
Self-efficacy
Academic achievement

29. Contributions of the Study cont….
Length of e-mentoring programme
Study found staying in the programme for more than three years did not add any more value, so what else can the programme do in terms of other activities
The theoretical framework: useful in understanding the unique experiences of e-mentees.
The e-mentees seemed to be encouraged by their successful e-mentors and hence the importance of quality of e-mentors in all aspects of life

30. Future Research
Perception of e-mentors on their role in the e- mentoring programme.
Pretest of self-esteem, self-efficacy levels and academic achievement before carrying out the study
Same study but conducted among boys’ schools

31. Future Research
Relationships between e-mentees, their parents and teachers
Study to be done using case study instead of survey
Similar study on students who do not have financial privileges after secondary school

32. The End
The end!
Thanks