ROLE OF MENTORSHIP FOR EFFECTIVE ETHICAL STANDARDS IN THE ACADEMIC PROGRESSION OF UNDERGRADUATES IN RIVERS STATE UNIVERSITY

Abstract

This research investigated the role of mentorship for effective ethical standards in the academic progression of undergraduates in Rivers State University, with two (2) research questions and two (2) hypotheses. The descriptive design was adopted. The population of the study consisted of an estimated 1,870 academic and non-academic staff in Rivers State University. A Sample size was 329 academic and non-academic staff using Taro Yamane. A self-designed questionnaire titled “Role of Mentorship for Effective Ethical Standards in the Academic Progression of Undergraduates in Rivers State University (RMEESAPURSU)” was used to elicit responses from the sample. Mean and standard deviation were used to answer the research questions, while t-test was used to test the hypothesis at 0.05 level of significance. The findings showed that faculty mentorship programmes enhanced effective ethical standards in the academic progression of undergraduates in Rivers State University with overall mean of 3.13. Formal mentorship programmes also enhanced effective ethical standards in the academic progression of undergraduates in Rivers State University with overall mean of 3.29. There was no significant difference between the mean ratings of academic and non-academic staff on the faculty mentorship programmes. The study concluded that faculty mentorship programmes and formal mentorship programmes serve as crucial mechanisms for fostering ethical standards and academic excellence among undergraduates at Rivers State University. Thus, the study recommended regular mentorship sessions, academic workshops, and ethical discussions.