Effects of E-mentoring on Mathematics Interns in Teacher Education in Ghana

This study investigated the effects of e-mentoring and alternative modes of mentoring, on mathematics interns in teacher education in Ghana. A total of 280 7 pre-service mathematics interns and students (210 interns and 70 practicum students) drawn from 40 public schools in five regions out of the ten regions in Ghana constituted the sample for the study. The dependent variables were the post treatment scores and responses. The effect of each of the main independent variables, pure e-mentoring mode, blended mentoring mode and face-to-face mentoring mode on mathematics interns in teacher education in Ghana was tested with six moderated teacher competence indices (ability to plan and prepare adequately for a lesson, ability to apply procedural instructional skills during a lesson, use of effective teaching instructional skills, effective classroom management, good communication skills and the ability to effectively evaluate a lesson). The study employed the quasi experimental design using the pre-testpost-testcontrol group design. Four research instruments: Intern Competence Evaluation Questionnaire; Intern-Participant Interaction Questionnaire; Students‘ Perception of Interns‘ Performance Questionnaire; and Intern Access to Resources Questionnaire were designed and validated by the researcher while one, Teacher Competence Measuring Instrument, was adopted and employed to generate relevant data for the study. Seven research questions and seven hypotheses were formulated to guide the study. The study used ANOVA, ANCOVA and MANOVA to test the formulated hypotheses at 0.05 level of significance. PostHOC pair wise comparison using Bonferroni method was carried out. Out of the seven hypotheses tested, five were rejected and two were accepted in favour of the treatment groups. The findings of the study reveal that: 1. There was a significant difference in effectiveness of the experimental mentoring modes on mathematics interns‘ demonstration of competence. 2. There was a significant impact of mathematics interns‘ exposure to the experimental mentoring modes on the academic achievement of students. 8 3. There was a significant difference in impact of the experimental mentoring modes on the perceptions of students of their mathematics interns‘ performances. 4. There was a significant difference in effect of mentee-mentee interactions between blended mentoring mode and pure e-mentoring mode. 5. There was no significant difference in impact due to gender of the experimental mentoring modes on mathematics interns‘ demonstration of competence. 6. There was no significant difference in impact due to academic background of the experimental mentoring modes and on mathematics interns‘ demonstration of competence. 7. There was a significant difference in mean responses to access to relevant resources by mathematics interns in the experimental mentoring modes. In the light of the findings of this study, the study recommends among others that e-mentoring, blended mentoring and face-to-face mentoring modes be adopted as modes by which mathematics educators in Ghana may ensure teacher professional enhancement. It is also recommended that a variety of approaches be used to ensure that mentors and mentees understand the value of their work to the educational sector, depending on what types of communication patterns routinely occur within the sector. This is because a generally positive attitude toward participation is really not enough; the mentor must make mentoring a priority in order for communication with a mentee to become a regular practice.