The Effectiveness of Art-based Instrumental Mentoring in Enhancing Metacognitive Awareness Among First-Year University Students

Abstract

The first year of university presents one of the most challenging transitions in students’ lives, marked by significant changes in their social and academic systems. In response, higher education institutions have invested in research and support programs to help students develop the social and academic skills necessary for success. Among these, peer mentoring has emerged as a widely used approach to foster student confidence and engagement. However, limited research has explored the effectiveness of instrumental peer mentoring in enhancing social and academic competencies among first-year students. This study employed a Design-Based Research approach to develop and refine an Art-Based Peer Mentoring (ABPM) program aimed at creating a supportive, socially engaging environment for first-year students. The program facilitated interpersonal connections through artmaking, offering opportunities for metacognitive development, a skill crucial to academic achievement. In the first cycle, students participated in ABPM and provided feedback on their experiences; this feedback informed the second cycle, where original participants returned as mentors to incoming first-year peers. Data collection included weekly reflective journals, pre and post intervention survey using Metacognitive Awareness Inventory (MAI) and focus group interviews. Reflexive thematic analysis was conducted to examine students’ perceptions of their engagement with art activities and peer interactions. Descriptive analysis of the MAI scores provided insights into changes in metacognitive awareness. Findings revealed a modest improvement in MAI scores and identified themes supporting the role of shared art activities in fostering shared metacognitive learning, personal agency, and peer support. The results emphasise the value of structured mentor training and goal-oriented program design in enhancing the first-year university experience. Limitations and recommendations for future research and program development are also discussed.