STUDENT’S EMOTIONAL WILLINGNESS IN A NEW COLLABORATIVE LEARNING STRATEGIES

Abstract

The success of collaborative learning activity is depending on the level of commitment and participation shown by the students involved. This paper presents the insightful factors that contribute to the student's willingness to participate in the new collaborative learning from the e-peer mentoring programme conducted. Hence, a quantitative correlational research design was implemented in this study to achieve two objectives: first, to determine the significant mean difference between student’s emotional willingness to the programme and gender, and second, to determine how altruism, organizational culture, and leadership skills influence the willingness of students to participate in the e-peer mentoring conducted from the mentor’s perspective. The questionnaires were distributed to 83 students involved in this program. The findings revealed that the emotional willingness to e-peer mentoring programs among students’ gender is equal whereas the gender stereotypes on how they view peer mentoring programs do not apply to these students. Besides, there are significant positive relationships between altruism, organizational culture, and leadership skills toward emotional willingness to e-peer mentoring programs since all the p-values are less than 0.05. In addition, from the three factors considered, only altruism and organizational skills are directly related to the emotional willingness of students. This study offers valuable insights for e-peer mentoring program organizers, educators, and administrators, enabling them to develop strategies that nurture mentor emotional engagement and improve the program outcomes.