Learning mentor support: an investigation into its perceived effect on the motivation of pupil premium students in year 11.

Abstract

Motivation is seen as one of the most important aspects that educational practitioners can target to effect engagement and thereby improve student outcomes (Meece et al., 2006).  This case study research, which took place in an above-average sized secondary school, aimed to investigate the perceived effect of learning mentor support on the motivation of those students in Year 11 receiving pupil premium funding.  Questionnaires for twelve students and seven teachers explored the impact of motivation on student outcomes; the role goal setting plays on student motivation; the benefit of mentoring relationships and how a learning mentor can support disadvantaged students and their motivation.  A semi-structured interview with the Deputy Headteacher responsible for monitoring pupil premium within the school provided further insight into learning mentor effectiveness in improving motivation and the resultant effect on outcomes such as attendance, behaviour, and attainment.  Documentary analysis of student progress data at two reporting points provided triangulation.

 Key findings indicated that learning mentors were effective in promoting student motivation and thereby positively affecting outcomes of attainment, confidence, homework and focus in lessons.  Findings also suggested that participants viewed mentoring positively; it produced beneficial relationships.  However, the findings for outcomes of attendance and organisation contrasted with key literature; it did not appear that learning mentors had a positive effect on these particular outcomes in this case study.