Exploration of Online Mentoring-Mentee Technologically Innovative Teaching Practice Engineering Curriculum in Kogi State Public Universities
DOI:
https://doi.org/10.61227/arji.v8i3.861Keywords:
Online-media-mentoring-mentee, Innovative-teaching-practice, Curriculum-engineering, public-universitiesAbstract
This study examined the effects of online media mentoring–mentee technological strategies on innovative teaching practice and curriculum engineering in public universities in Kogi State, Nigeria. A concurrent triangulation mixed-methods design was adopted, involving 1,200 graduating teacher trainees from a population of 3,400. Quantitative data were analysed using descriptive statistics, independent t-test, Pearson correlation and Chi-square, while qualitative data were thematically analysed. Findings revealed a significant difference in curriculum implementation between mentoring and mentee groups (t = 4.27, p = 0.000), with mentors demonstrating greater adaptability, flexibility and resource utilization. Online mentoring–mentee engagement was positively related to professional growth (r = 0.486, p = 0.000), while confidence levels were significantly associated with online tool utilization (χ² = 38.45, p = 0.000). Gender differences were significant (t = 3.14, p = 0.002), with female mentees showing greater engagement and adaptability. Challenges included infrastructural gaps, poor connectivity and unequal digital access
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