[ad_1]

Introduction

Teacher mentoring has been recognized as a valuable tool in enhancing student motivation and engagement in project-based learning. Project-based learning is an instructional approach that promotes active, experiential learning through the completion of real-world projects. Through teacher mentoring, students are provided with guidance, support, and encouragement as they navigate through the complexities of project-based learning, ultimately leading to increased motivation and engagement.

Background of Study

The concept of teacher mentoring has gained prominence in the field of education as a means of enhancing student learning outcomes. Research has shown that effective mentoring relationships can have a positive impact on student motivation, engagement, and academic achievement. However, there is limited research on the specific impact of teacher mentoring on student motivation and engagement in project-based learning.

Problem Statement

Despite the potential benefits of teacher mentoring, there is a lack of empirical evidence on its impact on student motivation and engagement in project-based learning. This study seeks to address this gap in the literature by examining the effectiveness of teacher mentoring in enhancing student motivation and engagement in project-based learning.

Objective of Study

The main objective of this study is to evaluate the impact of teacher mentoring on student motivation and engagement in project-based learning. Specific objectives include:

1. To examine the existing literature on teacher mentoring and its impact on student motivation and engagement.
2. To investigate the current practices of teacher mentoring in project-based learning.
3. To assess the relationship between teacher mentoring and student motivation and engagement in project-based learning.
4. To identify factors that influence the effectiveness of teacher mentoring in project-based learning.

Limitation of Study

This study is subject to certain limitations, including the small sample size and the specific context in which the research is conducted. These limitations may impact the generalizability of the study findings.

Scope of Study

This study focuses on the impact of teacher mentoring on student motivation and engagement in project-based learning within a specific educational setting. The research will be conducted using qualitative and quantitative research methods to gather data from students and teachers.

Significance of Study

This study contributes to the existing literature by providing empirical evidence on the impact of teacher mentoring on student motivation and engagement in project-based learning. The findings of this study can inform educational practices and policies aimed at enhancing student learning outcomes.

Structure of the Thesis

This thesis is divided into five chapters. Chapter one includes the introduction, background of study, problem statement, objective of study, limitation of study, scope of study, significance of study, structure of the thesis, and definition of terms. Chapter two is a literature review on teacher mentoring, student motivation, engagement, and project-based learning. Chapter three outlines the research methodology, including research design, data collection methods, and data analysis procedures. Chapter four presents the findings of the study, followed by a discussion of the results. Finally, chapter five provides a conclusion and summary of the study.

Definition of Terms

– Teacher mentoring: A developmental relationship between a more experienced teacher (mentor) and a less experienced teacher (mentee) aimed at providing guidance and support.
– Student motivation: The drive or desire to engage in learning activities and achieve academic goals.
– Student engagement: The level of involvement, interest, and effort that students exhibit in their learning tasks.
– Project-based learning: An instructional approach that involves students working on real-world projects to develop knowledge and skills.

Thesis Overview

The impact of teacher mentoring on student motivation and engagement in project-based learning is a topic of increasing importance in the field of education. This thesis aims to explore the relationship between teacher mentoring and student outcomes in project-based learning contexts. Chapter one provides an introduction to the study, outlining the background, problem statement, objectives, and significance of the research. Chapter two reviews the existing literature on teacher mentoring, student motivation, engagement, and project-based learning. Chapter three details the research methodology, including data collection and analysis methods. Chapter four presents the findings of the study, followed by a discussion of the results. Finally, chapter five summarizes the key findings and conclusions of the research, highlighting implications for practice and future research directions. Through this thesis, we aim to contribute to the understanding of how teacher mentoring can enhance student motivation and engagement in project-based learning.

[ad_2]

---

Purchase Detail

Download the complete project materials to this project with Abstract, Chapters 1 – 5, References and Appendix (Questionaire, Charts, etc), Click Here to place an order via whatsapp. Got question or enquiry; Click here to chat us up via Whatsapp.
You can also call 08111770269 or +2348059541956 to place an order or use the whatsapp button below to chat us up.
Bank details are stated below.

Bank: UBA
Account No: 1021412898
Account Name: Starnet Innovations Limited

The Blazingprojects Mobile App

Download and install the Blazingprojects Mobile App from Google Play to enjoy over 50,000 project topics and materials from 73 departments, completely offline (no internet needed) with monthly update to topics, click here to install.