Does mentoring frequency matter? Effects on dropout rates and average grades among university students

Abstract

Mentoring programs are essential in supporting first-year university students by reducing dropout rates and enhancing grades. However, the optimal number of meetings has not been extensively explored. This article examines how the number of meetings influences outcomes across disciplines and demographics. Using a quasiexperimental approach with 9063 students (4 + meetings, n = 3074; ≤3 meetings, n = 2958; 0 meetings, n = 3031), who belonged to different areas of study, we analyzed dropout rates and grades through chi-square tests, phi statistics, ANOVA, and Bonferroni adjustments. Results indicate that more meetings generally lead to lower dropout rates and higher grades. However, exceptions exist in Science and Engineering, ≤ 3 meetings were as effective as 4 + meetings at reducing dropouts; while in Arts, Humanities, Social, and Legal Sciences, they were equally effective at improving grades. These findings suggest institutions can optimize mentoring strategies by tailoring programs to specific student needs, improving educational outcomes and fostering success.