Role of Mentorship in Improving Technical Education Student Retention in Federal Polytechnics in North East Nigeria

This study explores the role of mentorship programmes in improving the retention of technical education students in federal polytechnics in North East Nigeria. Student attrition in technical education is a significant national concern, with many students abandoning programmes due to academic difficulties, financial stress, and social isolation. Structured mentorship, which pairs students with experienced professionals or senior peers, has been proposed as an intervention that addresses both academic and psychosocial factors associated with dropout. A descriptive survey design is employed, drawing 200 National Diploma Year One students from polytechnics in Yola, Maiduguri, and Gombe. A validated questionnaire measures students experience of mentorship, perceived academic support, and commitment to programme completion. Frequency distributions, mean ratings, and logistic regression are used for analysis. Findings are expected to show that students in mentorship programmes report higher academic confidence, stronger career identity, and lower intention to drop out. The study also assesses institutional factors that facilitate or inhibit mentorship programme quality, including staff commitment, designated time, and logistical support. Recommendations include formalising mentorship as a structured institutional programme, training academic staff as mentors, and tracking mentorship participation alongside retention data. The study contributes to student success literature in Nigerian polytechnic education and provides practical evidence for retention strategy development in the North East geopolitical zone. Keywords: mentorship, student retention, technical education, polytechnics, North East Nigeria