Role of Teacher-Student Mentorship in Knowledge Utilization among Undergraduates in Federal University Oye-Ekiti

Abstract

This study examined the role of teacher-student mentorship in knowledge utilization among undergraduate students at the Federal University Oye-Ekiti. A total of 240 undergraduate students participated in the cross-sectional survey. The results showed that 68% of the participants reported having an active mentorship relationship with a faculty member. Students in mentorship programs demonstrated significantly higher levels of knowledge utilization (M = 4.21, SD = 0.87) compared to their non-mentored peers (M = 3.42, SD = 1.02), t(238) = 5.79, p < 0.001, d = 0.75. Regression analysis revealed that the quality of mentorship, as measured by mentor availability (β = 0.31, p < 0.001) and mentor-mentee rapport (β = 0.27, p < 0.01), was a strong predictor of knowledge utilization among the students. Furthermore, students' academic self-efficacy (β = 0.22, p < 0.05) and perceived institutional support for mentorship (β = 0.19, p < 0.05) also emerged as significant predictors of knowledge utilization. These findings suggest that well-designed and supported teacher-student mentorship programs can play a crucial role in enhancing knowledge application and academic success among undergraduate students. Implications for university policies and mentorship program development are discussed.