Impact of Online Mentoring Programs and Stress Management Workshops on the Retention Rates of Vocational Trainees in Ogun State
*1Bolaji Oluwaseun Akinsanya and 2Saheed Adeyemi Kolade
*1Department of Social Studies Education, Sikiru Adetaona College of Education, Science and Technology, Omu Ajose. Email: oyezeun@gmail.com
2Business Education, Department, Faculty of Education, Ahlikimah University, Kwara State, Nigeria.
Abstract
Retention of vocational trainees remains a central concern in the advancement of skill-based education, particularly in contexts where workforce readiness is closely tied to programme completion. This study examined the impact of online mentoring programmes and stress management workshops on the retention rates of vocational trainees in Ogun State, Nigeria. A correlational survey design was adopted, involving a sample of 180 Year 2 trainees selected from three public vocational training centres using purposive sampling techniques. Data were collected through structured and validated instruments and analysed using Pearson Product Moment Correlation and Multiple Regression Analysis at a 0.05 level of significance. The findings revealed a significant positive relationship between online mentoring programmes and trainee retention (r = 0.426, p < 0.05), indicating that sustained mentoring engagement enhances persistence. Similarly, stress management workshops demonstrated a significant positive relationship with retention (r = 0.472, p < 0.05), suggesting that improved coping capacity supports continued participation in training. The combined effect of both interventions was also statistically significant (R² = 0.61, F = 46.85, p < 0.01), accounting for a substantial proportion of the variance in retention rates. The study establishes that both academic support through mentoring and psychological support through stress management are critical determinants of trainee persistence. It concludes that the integration of these interventions provides a more comprehensive framework for improving retention in vocational education and recommends their systematic adoption within training institutions to enhance skill acquisition outcomes and workforce development.
Keywords: Retention, Vocational trainees, Online mentoring, Stress management, Skill-based Education, Ogun State
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