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Evaluation of Online Mentoring Processes: An Input to Developed Modules in Undergraduate Course Structure for Basic Research By Dr. Marita G. Sanchez- Institutional Research Abstract Teaching a technical subject like Basic Research is not an easy task. It needs patience; endurance for constraints on time, labor and skills in order to succeed in producing good outputs. However, not all teachers of technical subjects are skilled in technology and the use of the processes of online mentoring is far behind the teachers vocabulary. Online mentoring processes can be dynamic or apathetic. The two opposites in the processes depends the success of the mentor to provide extra time, labor and skills to his protge. Self-motivation of the protge on the other hand is to use the chat online. A guide to online manuscript review for the mentor to proceed in the mentoring process is a procedure that needs enhancement on the part of the teacher who implements online mentoring. This pattern is an original main concept feature of online mentoring that was developed from 2009 to 2010. Executive coaching is the order of the day in online mentoring that boost competence, enhances working life, expand network, promotes career development, and fosters knowledge and confidence in the virtual world. (Viroleinen, 2009). A significant number of 35 respondents from Research 1 in second Semester 2011-12 compared to a total of 105 respondents who took the Basic Research subject in first semester 2011-12 is the coverage of this study. The result of comparison in the syllabus content, PowerPoint Presentation, Strategies Used in teaching and mentoring, and the performance output delimits its evaluation where online mentoring processes was subjected to correlation with the two-grouped course structure used by the mentors. Results found that the main source of comparison of e counseling applied in online mentoring process is: using of appropriate colors in e mailing strategy; group process on valuing the components of e mentoring; and pace of discussion in the following: a) Review of literature/studies and proper use of authorities with their sources versus writing the bibliographic references; b) writing the statement of the problem versus conceptual frame and the instrument; c) using of spreadsheet versus writing the interpretation and discussions; d) the funneling in the introduction versus the title of the study. Findings on the strategies used in the offline mentoring, targeting the needs of majority respondents found to be effective than grouping by titles. On sources of discrepancies, syllabus is not so much; PowerPoint is Very Much, Offline Mentoring is Much and Performance Output is Much. It confirmed that PowerPoint Presentation was considered a medium in teaching-learning, while offline mentoring and performance output were also considered in a lower level of respondents medium for teaching learning. The syllabi came to be the least responded with Not so Much rating. The most commonly used computer mediated communication in e mentoring was: e mailing and chat using the yahoo mails and facebook chats. Findings on

significant difference between Methods used in Class A and methods used in Class B showed that there is no significant relationship in e mailing and chat and their performance output. Introduction Mentoring is a process of communication between the teacher and his student. It is suggested that the teacher to have a quality of mentoring relationship, he should require the student to attend a scheduled offline group discussion where he can orient them with the procedures of e mentoring. With less knowledge on procedures, e mentoring would be difficult and confusing. Encouragement is heavily influenced by the amount of common interest that the mentor and mentee have in common. As such, most charities and businesses that offer mentoring programmes require some shared interest between the mentor and mentee(Miller, 2002). It is also generally accepted that any mentoring relationship is most effective during a transitional period in the mentee's life, such as joining a social network where most students are on use. A teacher can e mentor using at least three of the computer mediated communications. The most common interactive communication in the web is the chat. It can easily clarify things as in assignments and the like when chat is used. Online mentoring process using a new mode of e- technique was part of the online informal talk to the client, a teaching strategy, an interactive process and a unique learning process. It is a support to the classroom situation. (Sanchez, 2009). The informal talk is either directive or non-directive counseling technique that the mentor realized integration of values and virtues into the discussions during the mentoring process. In this concept, the unified mentoring as a process of teaching-learning is a way of supporting the cognitive and affective domain of students. It is interesting to note that the module that uses mentoring processes conducted in the Basic Research subject showed positive response in 2010. Both the cognitive and affective domains in comprehension, analogy, decision-making and hard work of coordination with the mentor received positive responses. In these modules, online activities were part of the extra time consumed by the respondents in producing their assignments. Using the internet in mentoring the respondents enhances their virtual world where they can be free to browse websites of importance in their academic work. Aside from the e counseling applied in online mentoring, there were added features of the modules. Colors of red, green and yellow became more of a concept feature of the online mentoring process. Using the computer mediated communication resulted facility in editing and submission of research output in 2010. The E Counseling applied in an online mentoring process facilitated better retrieval of output with greater number of research titles submitted on schedule. In this study, the processes used by the teacher in the same Research 1 subject in 2011 will be compared from the original processes used by the students in Research 1 in 2010. Differences between the two methods and processes will determine the improvement of the existing 6 modules in Research 1 subject. The teaching became spontaneous and easy to use when respondents memorized the meanings of these colors when they receive their attached manuscripts to the e mail

and facebook accounts. When they need additional information on how they will go on with their online assigned tasks, they can use the facebook or yahoo chat to proceed with the mentoring processes. Review of Related Literature and Studies E mentoring began its popularity in 1993 and was used by business people in connecting with their children in school. It is defined as a means of providing a guided mentoring relationship using online software or email that stemmed from the mentoring program of colleges and universities offering distance education. With the invention of the internet, e mentoring began to gain popularity. There is a natural human desire to share knowledge and experience. For the teacher, it is an accomplishment to keep students of high caliber who can produce better output and stay on top of their field. It achieves satisfaction and develop professional network to strengthen contacts. (Sanchez, 2009). Findings on the application of online mentoring that used the online counseling techniques in the local Filipino setting showed that integration of technology in the Research subject confirmed good results. (Sanchez, 2010). There were more outputs produced in the Research subject when the mentoring process online was combined as compared in the past year. Many teachers and psychologists of non-formal education use mentoring as a tool in dealing with diversified human behaviors. Andrea Molberg (2009), a licensed Psychologist holds courses at the Management Center at the University of Saint Thomas under the Coaching and Executive Development Center of the University of Minnesota. Her major clients were professionals, owners of small business, employees, and members of associations and organization in the place. The principal educational strategies that mentors used for vocational, (Hirst, 2009), curriculum and instruction (Robson, 2009), and overseas graduate school (Payne (2009) received many government-wide Distinguished Service Award for Development through Mentoring in training officers; consortium. In the present study, vocational, curriculum and instruction is the main focus of the mentor to relate its processes in producing a standard tool for mentoring process. A Sociology expert in London University concentrated his areas of mentoring in workplace change, strategic and workplace planning, performance and career coaching, leadership and people development in diversity. (Imogen Wareing, 2009). She developed her mentoring program for leaders, high potentials, graduates, apprentices, professional women, frontline staff, and school personnel and trained over 4,000 mentors and mentees in Australias leading mentoring consultants. This study has semblance to the areas on workplace change, strategic and workplace planning and coaching, and people development in the field of research. The original mentoring program that was conducted in Turku School of Economics Pori Unit, Finland focused on helping researchers in the Masters Degree program.(Viroleinen, 2009)was the basis of Sanchez online mentoring study (2009) . They both utilized the mechanical means termed moodle platform to receive feedback during the mentoring process. The procedure of Virleinen however was quite different from the present study. The former had no enough conversation with the protges

during the span of time for mentoring process, and only during the end of semester when the mentor gave assistance to students. The present study dealt with mentoring processes from the very start of meeting of the mentees (students) till the end of the semester. From the three year practice of online mentoring process, the present study strengthened its initial strategies in the conduct of online mentoring. In producing future skilled workers and professionals in the industry require teachers to be committed mentors. Rose (2003) mentioned about the requirement that an employee possess in todays high tech industry. In classrooms and workplace, many gadgets are tied up with sophisticated technology such as computer aided software, computer screens with touch graphics and online troubleshooting services. To be able to cope with these latest trends would mean continuous improvement of processes. Akdere and Conceicao (2006) also shared this common notion about partnership of learner and trainer that is link with technology and innovations in business organizations. Both studies have almost the same goals and objectives of bringing effective workers succeed in their works. The added features of Applied Online Mentoring process conducted in 2009, and experimented in a local setting in 2010 showed that E counseling in mentoring process using the e mails was ranked highest. The student protges answered 65.38% as compared to chats, face to face encounter, in group offline mentoring, and commenting in social networking links. The module used in 2010-11 included added features of offline mentoring aside from the regular classroom schedules of 3 hours a week. In this study, only the online processes modules will be evaluated and compared to the modules used by a distinguished university in Region 02. Since the modules that were used in the same environment where original online mentoring process was conducted in 2010-11, the mode of evaluation include three parts. The first part is the module used in classroom which includes the syllabi and PowerPoint presentation and the strategies used in the delivery of knowledge to college students. The second part covers the content of the Offline mentoring processes; and the third part was the content and features of the online mentoring processes. Rhodes (2004) of the University of Massachusetts has taken off an adjunct to face-toface meetings as the primary means of connecting caring adults with youth. Many online programs are in place and focus on career or school outcomes, while others seek broader developmental goals. Similarly, the format and duration of online programs can vary widely. The mentors and mentees have varying degrees of contact online depending on the type of mentoring program they are engaged in. Some relationships entail exchanging one e-mail per week; in others, mentors and mentees will spend several hours a week exchanging e-mails in order to review the mentees' class projects; or, a program have mentors and mentees exchange e-mails as a bridge between face-to-face meetings. Today, despite this expanding array of programs and venues, e-mail, chatrooms, instant messaging and the general "buzz" surrounding the topic of online mentoring are very common process of e mentoring.

Brenda Ruth of Boulder Community Network said that E-mail opens up lots of opportunities for people who aren't comfortable in face-to-face communication. Sometimes a yes answer may not be a real yes or no okay when a person online say nothing. Falling back on any communication studies in college make sense because so many 'yes' answers are prompted by how the request was made in voice tone, physical proximity and inclusion of touch. Penny Leisch (2010) of the Arizona Pioneers' Home Volunteers Association offered advice for communicating with volunteers via e-mail and said that people interpret words based on their experiences, culture and education. Others are very literal, good readers and listeners. They need information to be repeated several times before they assimilate everything they read or heard in chat. Hence, they need to be led through tasks step-by-step. Janet Truluck (2007) mentioned about the popularity of graduate programs using the online distance education courses. It is becoming evident that retention issues are much greater in this format than in traditional face to face classes. Maintaining contact with students and overcoming feelings of isolation can be a major challenge for instructors and program coordinators. Her paper describes an e-mentoring plan established for students in a Master's of Adult Education degree program with the purpose of maintaining enrollment while supporting students throughout their experience. Lockyer L, Patterson J, Rowland G.,Hearne D,(2007) in their study on Online Mentoring and Peer Support detailed the methodology and outcomes associated with a pilot project that utilized asynchronous Web based communication tools to facilitate mentoring and peer support through the teaching practice experience. Analysis of the online discussions and interviews with participants provided an indication of the nature of the interactions and the perceived value of the intervention, and informs the potential for larger-scale implementation Professor Keith Miller (2006) of the UIS Computer Science Department commented on the use of an online mentor/tutor in one of his computer science classes. He described the role of the mentor in relating to both the students and the instructor. A local study at CVCITC was conducted by Aguiran et al. (2012) where 53 random samples from the BSIT students were covered. It showed that the major reason why majority failed in their Research 1 subject is due to students attitude towards research, and the subject is difficult for the 4th year IT students. Their performance in the subject is significantly related to the knowledge and skills taught by their teacher, and what they have learned as well as the teachers attitude towards research. There is an indication that with this finding for school year 2011-12, it confirmed the dire need of extra time in mentoring the students in their subject in Research 1.

Methodology This study used the qualitative-descriptive research with a total of 105 students in Basic Research for the First Semester 2011-12 and 36 students in Basic Research for the Second Semester 2011-12. It is delimited to the evaluation of the bases of comparison in the processes of online mentoring attached to the Basic Research course which include the Syllabi Content, PowerPoint Presentation in Modules, Added Strategies on Offline and Online Mentoring, and Performance Based Output. Frequency, percent, means, ranks, chi-square, and t-test were utilized in the analyses of data taken from observation and interactive use of the processes of online mentoring program conducted from 2009 to 2012 at CVCITC, Santiago City, Philippines. Results of this research will improve the modules used in online mentoring activities and a proposed course structure with added features for Basic research course at CVCITC. Analytical Framework

The framework shows the comparison of two separate groups that utilized by a new instructor of Research 1. The online mentoring that was developed in 2009 and conducted to a local setting in first semester 2010-11 is the focus of this study. For

2011-12, two classes in research 1 were taken as a comparison to the evaluative research on online mentoring. These include: E counseling, E mailing, and Social Networking. In the advent that sources of comparison in the effectiveness of the three modules will be significantly related to the use of these added features of teaching learning strategies in Research 1, the proposed activities will be officially added to the curriculum of Basic research 1. Results and Discussion Table 1- Sources of Comparison on Syllabi Content Description
GROUP A
Expected Group A

Module 1
75.71

Module 2
75.4928

Module 3
72.058

Total
223.261 219.25

75.58956
74.1111

75.45195
74.0556

72.21939
71.0833

GROUP B

Expected Group B
Total

Group A N=69 Chi Square Values Group B N=36 Chi Square Values

74.23155 149.8211 75.71 5732.0041 75.830632 -0.12045 0.0145082 0.0001954

74.09641 149.5484 75.4928 5699.1629 75.533672 -0.04081 0.0016655 2.248E-05

70.92194 143.1413 72.058 5192.35536 71.8969707 0.16136 0.02603705 0.00036712

442.511 Reject HO 223.2612747 Accept HO 0.000585045

To determine the sources of comparison in the Syllabi content of Class A and B, the Chi Square statistic was used in comparing the results of performances of attendees in Research 1 for 1st semester 2011-12. These include the modules in PowerPoint presentation and the strategies in presenting the lessons. Learning gained from using the modules in syllabi is significantly related to the group that has larger number of respondents. While in a smaller class of 36 students, the result is insignificant. This implies that these modules in PowerPoint and Syllabi that were used in classroom to a larger class need additional online mentoring. The strategy used by the mentor in both Class A and B should needs different strategies that entail more mentoring hours for the larger groups. This mentoring can either be offline or online. In this sense, the use e mentoring processes that had been evaluated and found very effective in 201011 can be utilized in the same setting with another instructor conducting the class activity

Table 2- Strategies Use, Ranks and Percentage Responses on Agreement Ranks Strategies Used 1. Lecture Method 2. Writeshop Method 3. Group Sessions 4. Offline Mentoring 5. E Mailing Yes 38 42 75 93 28 4 3 2 1 5 No 67 63 30 12 77 % of Agree 36.19 40.00 71.43 88.57 26.67 % of Disagree 63.81 60.00 28.57 11.43 73.33

Table 2 enumerates the rank, strategies use and percentage agreement of mentees on the mentors dealing with their mentees. The strategies found in the syllabi/modules used by the mentor in research 1, showed that offline mentoring got the highest rating in Agree, followed by group sessions with 88.57% and 71.43% respectively. It means that students wanted mentoring more than the group sessions and other strategies implemented like lecture method (36.19%0, writeshop (40%) and e mailing (26%). Since there is no enough time in conducting an offline mentoring, it is implied that online mentoring is a remedy for the mentoring activities that students considered effective in their Research activities. Table 3- Significance of the Most Commonly Used Computer Mediated Communication in Research 1 Modules/Syllabi Most Commonly Used CMC 1. E Mailing 2. Chat 3. Tagging/Commenting 4. Attaching file Docs. Total Expected (1) Expected (2) Expected (3) Expected (4) Yes 46 0 4 23 73 12.41 22.09 21.25 17.25 No 59 105 101 82 347 59 105 101 82 Total 59 105 101 82 347 90.89085926 22.08933718 14.00085638 1.916106362

Table 3 shows that the most commonly used computer mediated communication in Research 1 is E mailing (46) and attaching file documents (23). It is found that all the CMC are highly significant at .05 confidence level. From the chi square figures, it showed that e mailing ranked 1st, followed by attaching file documents. Tagging and chat received the least response. It confirmed also that e mailing and attaching file documents were considered agreeable to the researchers doing their tasks online. Table 4- Bases of Comparison between the Performances on Processes of Students Enrolled in Research
No 1 2 3 4 5 6 Compared Variables Sec.A & Process 1 Sec.A & Process 2 Sec B & Process1 Sec B & Process2 Sec A & Process 1&2 Sec.B & Process 1&2 N1 69 69 36 36 69 36 Mean 1 3.623 3.623 3.805 3.805 3.623 3.805 SD 1 0.0652 0.0652 0.004 0.004 0.0652 0.004 N2 32 32 32 32 32 32 Mean 2 2.725 2.798 2.725 2.798 2.675 2.675 SD 2 0.802 0.73 0.802 0.73 0.721 0.721

There are two sections offered in Basic Research last First Semester 2011-12 and 1 section in Second Semester 2011-12. The compared variables were the morning Session of Section A and afternoon session of Section B for the first semester 201112; versus the processes used by mentor of second semester 2011-12. These processes include three modules which covered the Chapter 1, 2 and 3 plus the gathering tool or questionnaire. The mentoring processes covered two (2) methods: the online and the offline. The online method has online mentoring exposure used and online communication used by the mentor while the offline method includes frequency of attendance in classroom and offline mentoring exposures done. A total of 105 students were taken from the actual performances in their Basic Research that covered the same modules used to a total of 75 enrollees but only the 36 students were taken in the evaluation of this study. In quantifying the results, the following guides were considered: Table 5- Rubric Equivalency of Evaluation in the Online Mentoring Processes

Frequency of Attendance
1=Prelim only (4) 2=twice out of 4 (6) 3=trice out of 4 (9)

Online Mentoring Exposure

Offline Mentoring Exposure

Online E Com Used

1= e mail 2=facebook 3=both e mail and fb

1= 0-1 online comm. 1= 0-1 online comm. 2= 2-3 online comm 2= 2-3 online comm 3=4-5 online comm 3=4-5 online comm

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4=4 out of 4 (16)

4= more than 5

4= more than 5

4= more than the two medium

In the frequency of attendance in classroom lecture, discussion, and workshop, the maximum number of attendance in the three modules is sixteen (16) meetings or 48 hours, and the least is 4 meetings equal to 12 hours. The offline and Online Mentoring exposures maximum attendance of an individual mentee is more than 5 meetings and the least is one (1) meet while the E Communication used by the mentor includes e mailing, facebook, both the e mail and facebook, and the use of more than the two major CMC used in the mentoring online. Table 6- Significant Differences between Performances without and With E Mentoring Compared Variables N1 N2 T Values Crit t Values Decision Sec.A & Process 1 69 32 6.2249 1.96 Reject Sec.A & Process 2 69 32 6.2809 1.96 Reject Sec B & Process 1 36 32 12.995 2.00 Reject Sec B & Process 2 36 32 7.680362 2.00 Reject Sec A & Process 1&2 69 32 7.294353 1.96 Reject Sec.B & Process 1&2 36 32 8.726058 2.00 Reject Findings on the significant differences between the performances of the students under the direction of a mentor in First semester using the same syllabi (Chapter 1-3 and Research Instrument) and the performances of the respondents where the mentoring processes were utilized is significant at .05 degrees of confidence in a two tailed test. The findings implied that using either of these and both remains to be significant. Results are highly significant. It means that the three (3) modules used are very much effective. Table 7- Summary of Output on Performances of Students Enrolled and their Reasons

Groups Section A Section B Section C

Semester Evaluated First Semester First Semester Second Semester

No. of Titles Finished

Online E Com Used E Mailing

E Mailing, Chat, Commenting

8 (n=105) 10
(N=35 vs 40)

Difference in Enrollees 50 30 17

Table 7 shows that in first semester of 2011-12, out of the total number of enrollees of 105, those that appeared to have their titles approved is equal to 12 titles but only 8 were able to finish on the deadline of submission with leeway of additional hours after the first semester attendance in Basic Research class. As compared to the Section C

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in Second Semester, there were 12 titles approved, and 10 were able to complete the output in 16 class meetings with online mentoring. This implies that, e mentoring is a help and boost confidence in preparing the output at specified date and pace of the researchers time to finish the manuscript. Conclusion The need for a mentoring online is obvious. The findings on the significant differences in the performances of the groups compared using the mentoring processes in offline, online and the content of syllabi in PowerPoint has something to do with the students confidence in completing the output on time. References Biggs, Kandice. (September 2, 2006) Online Peer Tutoring/Mentoring to Students in Psychology and Public Affairs Classes. University of Illinois, Springfield Center for Teaching and Learning Evans, Mark. (August 24, 2005) Ten Tips and Tricks for the Online Student. Online Masters Program. University of Phoenix. James, Maurin and Liz Rykert., (2007) "Drawing out the Human Tone and Feelings from Online Text can be Tricky."The Dynamics of Online Culture and Community. Web Networks,http://www.web.net Leisch, Penny Leisch (Retrieved February 2012)Arizona Pioneers' Home Volunteers Association. Lockyer L, Patterson J, Rowland G.,Hearne D,(2007) Online Mentoring and Peer Support. McPherson and Nunes, EURODL (August 25, 2006) The Role of Tutors as an Integral Part of Online Learning Support. A Proposed Paper on Online Learning Support System. Miller, Andrew (2002) A Mentoring Students and Young People. Retrieved March 2012. http://www.aimhighersw.ac.uk/cases/casestudy31.htm Rhodes, Dr. Jean,(January 2004) Research Corner: Online Mentorin. University of Massachusetts Boston, http://www.mentoring.org/downloads/mentoring_1316.pdf Suler , Dr. John. E Mail Communication and Relationships. Department of Psychology Rider University. (Retrieved February 12, 2012) http://www.otal.umd.edu/ Jarvenpa , Dr. Sirkka L. (2012) Communication and Trust in Global Virtual Teams

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Sanchez, Marita G. (2010) Applied Online mentoring: Presented in ICMEP Conference, Kaoshiung, Taiwan.

Its Implication.

A Paper

Sanchez, Marita G. (2011) E Counseling Applied in an Online Mentoring. Institutional Research Paper Conducted and Peer Reviewed. Cagayan Valley Computer and Information Technology College, Santiago City Philippines. Sax, Boria (August 6, 2006) Brief Report: New Roles for Tutors in an Online Classroom. Journal of College reading and learning Shea,Virginia , published by Albion Books. http://dmoz.org/Computers/Internet/ Etiquette/ Sloan C (2006) Effective Practice: Florida State Universitys Online Mentors.Office of Distributed and Distance Learning FSU. Solomon, Patricia and Jean Crowe.(2006) Perceptions of Student Peer Tutors in a problem-Based learning Programme as cited in Academic performance of facultyTutored and Student-Tutored Groups. Truluck, Janet.(April 22, 2007). Establishing a mentoring Plan for Improving Retention in Online Graduate Degree Programs.Paper on EMentoring Plan for Masters of Adult Education. Twigg, Carol A. August 7, 2006). New Models for Online Learning. A Discussion on Expanded Support System to Replace Individual and Small- GroupActivities Taking Place in Computer Labs. Virroleinen, Harri. Mentoring and Executive Coaching. A Paper Presented in ICMEP Conference, Saint Marys University, Bayombong Nueva Vizcaya, Philippines. Virtual Volunteering Resources. (Retrieved http://www.serviceleader. org/virtual/mentoringresources March 7, 2012)

JB Walther (1992) Interpersonal Effects in Computer Mediated Interaction: A Rational Perspective. ( http://healthcare.advancementoring.com/index.php?FindPage=Advantages+of+our+ hybrid+e+mentoring,+telementorin&LayoutSet=short) Walpole, Ronald E. (2002). Introduction to Statistics,Third Edition.Prentice Hall Reprinted by Pearson Education, Asia Plc Ltd. Wasmundt, Wesley.(September 7, 2007) Online Mentoring and Tutoring. Personal Experiences .New York: Mercy College in Dobbs Ferry. (http://www.uiaa.org/spfld).