• Suhana Baharuddin Faculty of Educational Studies,UPM, Serdang Selangor, University Putra Malaysia
  • Muftah Mohamed Baroud School of Computing, N28, UTM Skudai Johor Bahru, University Teknologi, Malaysia


Near peer mentoring, STEM engagement, Peer learning relationships, Online mentoring


The achievement of secondary students and the steady decline in science and mathematics interest is a critical domain for industry, governments, and the education sectors. If countries are to include Science, Technology, Engineering, and Mathematics (STEM) in their current and future workforce, enhancing student engagement in the disciplines of science, technology, engineering and mathematics STEM is a priority. This is crucial to meet the demand for based skills. Among the strategies to overcome such concerns, peer guidance programs have risen in importance. Although prior research has shown that guidance may be an effective model, considering positive outcomes for participants becomes more challenging due to the lack of a system to analyse and monitor student’s performance and progress. This study reacts to recommendations for more study on the mentoring processes that influence the efficacy of STEM peer mentoring programs. We look at how mentoring relations are formed between regional secondary school students and university students in the online peer mentoring predaction model Science, Technology, Engineering, and Mathematics Mining (STEMM). We examined quantitative and qualitative data on the engagement quality of relatives and mentors together with their mentoring strategies during the two and half month period. Online guidelines are deliberated, comprising a model that incorporates university-to-school guidance and facilitate to enhance student engagement in STEM.



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