The Effect of Learning Environment in School-Based Mentoring Programs on Students’ Social Development in Public Secondary Schools, Nairobi County

Abstract

The primary purpose of this research was to assess the effect of learning environment in school-based mentoring programs on students’ social development in public secondary schools in Nairobi County. The study adopted a quantitative method and it utilized a cross-sectional correlational design. The population for this study was 44, 686. Besides, the sample size was calculated using Yaro Yamane formulae, which gave 396 respondents. Data was collected using adopted and adapted tools. The data was analyzed using descriptive and inferential analysis. The correlation results indicated a positive and significant relationship between the learning environment and students' social development aspects: students' building relationships, identity development, self-esteem and sense of belonging. Based on the correlation results, the study concluded that there was a significant relationship between the learning environment and students' social development aspects: students' building relationships, identity development, self-esteem and sense of belonging. Further, from the regression results, the study concluded that the learning environment in school-based mentoring programs had a positive and significant influence on students' social development. Besides, the paper recommended that secondary schools should strengthen the learning environment aspects. These are; the community of peers, teachers' relationship, mentoring climate and meaningful engagement. The parent's involvement enhances the process of mentoring the social development of their children and being in a position to monitor their progress, too, since they will foster it from home once they close the school.

Keywords: Learning environment, Students’ social development, School-based mentoring programs