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Measuring the Impact of E-Mentoring

In 2006, independent experts from Drexel University developed an assessment and evaluation methodology for icouldbe.org. Since then, their researchers have been assessing icouldbe.org’s e-mentoring program in a multi-method, longitudinal data collection study. Led by Frank Linnehan, Associate Dean for Undergraduate Programs and a veteran scholar of mentoring programs, the team has recently completed an analysis of 2006-2007 data from almost 700 icouldbe.org students and is currently analyzing data from 2007-2008.

Preliminary results show that online mentoring yields many of the benefits of face-to-face mentoring, increasing students’ decision-making skills and self-efficacy. These exciting outcomes provide the first research-supported evaluation of the efficacy of e-mentoring and build on educational research published over the last decade exploring the positive impact of mentoring programs. Together, this suggests that icouldbe.org can provide meaningful and sustainable support in preparing today’s students for successful futures.

Educational research shows that college preparation intervention programs can double the college-going rates for at-risk youth, positively influence students’ educational goals, increase their educational and cultural capital assets, and boost college enrollment and graduation rates. Moreover, the benefits are often greatest for low-income students with low achievement rates - the very students icouldbe.org serves.

Drexel’s data analysis shows that there is a positive relationship between a student's sense of self-efficacy at the end of the program and his or her satisfaction with the e-mentor. This means that as students engage with their online mentors, their ability to cope and succeed in school and life statistically and significantly increases over the course of the school year.

Drexel researchers use pre- and post-survey data from students, weighing responses using a previously validated, multi-item scale of key outcomes including general self-efficacy and satisfaction, frequency of interaction and students’ relation with their e-mentor. Transcripts of mentor-mentee communications, including curriculum posts and email interactions, are also coded and analyzed.

Qualitative analysis focuses on measuring changes in students’ locus of control in making decisions that affect their current and future academic and personal lives. The findings clearly demonstrate that students demonstrate a statistically significant increase in decision-making abilities and self-perception of their abilities to cope in school and life. As the locus of control shifts from external to internal control, students find new confidence in themselves and in using learned techniques and tools to reach academic, career and personal goals. Skills gained from learning to advocate for themselves, plan for high school success and graduation, and explore and plan for college and careers become an internal and ongoing learning process for icouldbe.org students.

We expect the full results of this research to be published and available shortly. If you would like more information, please contact icouldbe.org’s Executive Director Kate Schrauth (kate@icouldbe.org or +1-646-734-8133).