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During the first semester, participants could attend up to five peer-mentoring sessions. Quantitative surveys, participation records, and academic results from 2003 to 2007 were analyzed using an objectives-oriented approach aligned with improving introductory biology grades, supporting transitions, and encouraging biology study. Participants reported value; students attending three or more sessions achieved significantly higher final grades. 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Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students’ introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students’ perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives.  \nUn programme de mentorat par les pairs destiné aux étudiants qui suivent un cours d'introduction à la biologie a été implanter dans un université situé dans la province de l’Ontario. Les étudiants avaient accès à cinq séances de mentorat par les pairs au cours du premier semestre. Afin d’évaluer le programme, les chercheurs ont effectué des sondages quantitatifs, examiné la participation et les notes des étudiants entre 2003 et 2007. Ils ont utilisé une méthode axée sur les objectifs afin de déterminer si le programme atteignait ses objectifs qui consistaient à améliorer les notes des étudiants au cours d’introduction à la biologie, à faciliter leur transition et à les encourager à poursuivre des études en biologie. L'analyse des données révèle que les étudiants qui ont participé au programme de mentorat, l’ont trouvé utile. Les notes des étudiants qui ont participé à trois ou quatre séances étaient considérablement plus élevées que celles de ceux qui ont assisté à moins de séances. Rien n’indique que le programme de mentorat par les pairs influe sur la perception des étudiants en ce qui a trait à la transition vers l’université ni sur leurs préférences en matière de choix de programmes. Les chercheurs recommandent d’améliorer le programme de mentorat afin de mieux harmoniserses composantes et ses objectifs.  \nKeywords  \npost-secondary education, university, transition, peer-mentoring, evaluation  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss2/2](http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss2/2)  \nGoff: Evaluating a peer-mentoring program for transitioning students  \nTransitioni","cbCail9afX98H4HR","https://ap.wps.com/l/cbCail9afX98H4HR","pdf",143661,15,"English","# Abstract\n## Program design and participation\n## Data sources and analysis approach\n## Findings and recommendations","[{\"question\":\"What peer-mentoring program was evaluated in the study?\",\"answer\":\"A peer-mentoring program for students enrolled in an introductory biology course was developed at a university in Ontario, Canada.\"},{\"question\":\"What data and time period were used to evaluate the program?\",\"answer\":\"The evaluation used quantitative surveys, participation data, and academic data spanning 2003 through 2007.\"},{\"question\":\"What were the main outcomes of peer-mentoring participation?\",\"answer\":\"Students who participated perceived it as valuable, and those attending three or more sessions earned significantly higher final grades. The study found no clear impact on students’ transition perceptions or program selection preferences.\"}]","Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education | PDF",1792083213,38]