KEY ELEMENTS INFLUENCING COLLABORATIVE LEARNING SUCCESS IN ONLINE MENTORING PROGRAMS

Abstract

This study investigates the contributing factors that influence students' perceived learning gains in the e-peer mentoring program implemented for low-performing students within a collaborative learning environment. It was conducted among diploma students enrolled in Calculus I at Universiti Teknologi MARA (UiTM) Cawangan Kelantan to determine which aspects of the mentoring experience most significantly support students' academic improvement during the e-peer mentoring program. Grounded in existing literature, six key variables: student motivation, problem-solving skills, knowledge skills, mentoring training, self-efficacy, and mentor credibility were identified as fundamental contributors to the success of e-peer mentoring program initiatives. A quantitative approach was used, involving 83 students who participated in the program. Data were collected using a set of questionnaires and then analysed using statistical techniques such as descriptive statistics, Pearson correlation, and multiple regression analysis. The statistical findings revealed that all six factors had significant positive correlations with students perceived academic benefit (p < 0.05). The regression model was statistically significant (F(2, 80) = 40.834, p < 0.05), with an R² value of 0.505, indicating that over half of the variance in perceived gains could be explained by the model. Among the six predictors, student motivation (β = 0.465, p = 0.001) and knowledge skill (β = 0.324, p = 0.002) were identified as the most influential factors. These results highlight the critical role of internal drive and content mastery in supporting meaningful student engagement during the e-peer mentoring program. This study provides practical implications for educators and instructional designers aiming to enhance digital mentoring programs to better support at-risk learners.