Effects of mentoring and feedback on the cognitive task performance of Nigerian undergraduate students

Abstract

This study examines whether the strategies of mentoring and feedback enhanced the cognitive task performance of students in a university faculty. The sex of the respondents was a significant control variable, suggesting that it is an important factor to be considered. The findings reveal that type of mentoring (formal and informal) as well as feedback (positive, negative, no-feedback) results in comparable levels of cognitive task performance. Also, the results reveal a significant interaction effect of mentoring and feedback on cognitive task performance, laying a foundation for the theory that feedback and mentoring interface. The practical implications of findings are discussed.

Keywords

• Mentoring
• Feedback
• Students
• Informal mentee
• Formal protégé