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Introduction

School-based mentoring programs have become increasingly popular in educational settings as a means to provide support and guidance to students, particularly those who may be at risk of academic underachievement. These programs typically pair students with adult mentors who serve as positive role models, helping to set goals, provide motivation, and offer guidance in achieving academic success. However, there is a need for more research to explore the impact of these mentoring programs on student goal setting and achievement.

This thesis aims to examine the effectiveness of school-based mentoring programs in promoting student goal setting and academic achievement. By delving into the existing literature, conducting research, and analyzing data, this study seeks to provide valuable insights into the potential benefits and limitations of such programs.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Overview of school-based mentoring programs
2.2 Benefits of mentoring relationships
2.3 Factors influencing student goal setting
2.4 Impact of mentoring programs on academic achievement
2.5 Best practices in mentoring programs
2.6 Challenges and limitations of mentoring programs
2.7 Role of mentors in student success
2.8 Theoretical framework
2.9 Current research gaps
2.10 Summary of key findings

Chapter 3: Research Methodology
3.1 Research design
3.2 Sample selection
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Research limitations
3.7 Research validity and reliability
3.8 Research implications
3.9 Research contributions

Chapter 4: Discussion of Findings
4.1 Overview of research findings
4.2 Analysis of data
4.3 Comparison with existing literature
4.4 Implications for school-based mentoring programs
4.5 Recommendations for future research
4.6 Practical implications for educators and policymakers

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Conclusions
5.3 Recommendations for practice
5.4 Implications for policy
5.5 Reflection on research process
5.6 Areas for future research

Overall, this thesis aims to contribute to the ongoing dialogue on the effectiveness of school-based mentoring programs in promoting student goal setting and achievement. By synthesizing existing research, conducting original research, and offering practical recommendations, this study seeks to inform educators, policymakers, and other stakeholders on how to best support students in reaching their full potential.

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