Role of Academic Mentoring in Improving Science Performance of At-Risk Students in Secondary Schools in Edo State

This study examined the role of academic mentoring in improving the science performance of at-risk secondary school students in Edo State, Nigeria. At-risk students in the science classroom, defined here as those performing below the 40th percentile in two or more science subjects for two consecutive terms, represent a significant segment of the student population whose academic outcomes can be meaningfully improved through structured support mechanisms. A quasi-experimental design was used, with an experimental group of 80 at-risk students participating in a structured 12-week science mentoring programme paired with senior students and Science teachers, and a control group of 80 similar students receiving no structured mentoring support. The groups were drawn from secondary schools in Benin City and Egor Local Government Areas. A Science Achievement Test and an Academic Self-Efficacy Scale were administered at pre- and post-intervention points. Reliability was 0.83 and 0.80 respectively. Analysis of Covariance was used for hypothesis testing. Results showed significant improvement in both science performance and academic self-efficacy in the mentored group. Performance gains were greatest in Chemistry and Biology. Recommendations included formalisation of a school-based science mentoring framework, provision of mentoring stipends for senior student mentors, and integration of mentoring outcomes into school quality reports. Keywords: academic mentoring, at-risk students, science performance, Edo State, secondary schools.