Project A-PEERS is a mentoring program aimed at supporting senior high school students in the arts and design track by connecting them with alumni mentors to improve skills, motivation, and socialization. The program addresses challenges faced by students, particularly in continuing their education in creative fields and navigating their careers post-graduation. The study will evaluate the program's impact using mixed methods of data collection and analysis while ensuring compliance with data privacy laws.

1. Project APEERS: Alumni & Peers
Mentoring Program in Senior High
School Arts & Design Track
Jennie Joie M. Cacho
Maria Elena V. Rodriguez
Regional Lead School for the Arts in Angono

2. Context and Rationale
- Regional Lead School for the Arts in Angono offers Senior
High School Arts & Design Track
- DepEd Order No. 30 2017, the implementation of Work Immersion
as a required subject to graduate for senior high school students where
learners will be immersed in different real-life and actual work
environments.
- As observed by the researchers since pandemic, not all graduates
of Arts and Design track are taking the creative field in college.
Some students face several challenges during their academic & arts
journey due to lack of skills and motivation and issues in socializing
with peers.
- Tapping Mentor-artists was also a challenging part.
- Project A-Peers (Alumni & Peers)

3. Key Literature
According to Khosla (2013), he defines mentoring as a dyadic relationship
between a more experienced member of an organization with a less
experienced individual. The mentor functions as a teacher, coach, supporter
and a guide to protégé, to progress in his/her career.
Marshall & Ritchie (2021) mentioned that students are naturally eager to
learn from alumni, and alumni are typically more than happy to assist them.
Thus, alumni mentoring program provides distinct benefits to both students
and alumni as well as school community engagement.
Moreover, alumni-mentoring helps students realize how their ambitions fit
into graduate education, department life and career choices. Alumni-mentors
provide practical tips and best practices that students can employ in their
craft.

4. Research Questions
This study aims to determine the impact of Project Alumni and
Peers (A-Peers) Mentoring program that is focused on senior high
school Arts & Design Track Grades 11 and 12 students toward the
improvement of skills, School Year 2024-2025. Specifically, the
study aims to answer the following questions:

5. 1.What is the impact of Alumni Mentoring program to the
senior high school arts and design track in terms of:
1.1 development of skills;
1.2 socialization with co artists/classmates;
1.3 motivation;
1.4 career choices in college?
2. What are the personal experiences and insights of
students and alumni-mentors during the mentorship
program?

6. Sampling
The researchers used the Purposive Sampling technique.
All 114 Senior High School students both Grade 11 and Grade
12 are the target participants.

7. Data Collection
The study will utilize mixed method, qualitative and
quantitative research method.

8. Ethical Issues
In compliance to Republic Act 10173 also known as the
Data Privacy Act of 2012, all the information that will be
gathered with regards to the identity of the students will
remain confidential. Since the respondents will involve
minors, parental consent will be will be asked.

9. Plan for Data Analysis
To determine the impact of Project Alumni and Peers (A-
Peers) Mentoring program in terms of: development of
skills, socialization with co artists/classmates, motivation,
and career choices in college of the participants, mean and
standard deviation will be used. Documenting their personal
experiences and insights of students and alumni-mentors
will be used as supporting evidence to make the data more
reliable.

10. Cost Estimates
Activities Outputs Date
Person
Respon
sible
Budget
Budget
Source
Pre -
Implementatio
n
•Identify the level of students’
skills relative to arts
•Information Dissemination
September
2024
Personn
el
2, 000.00
MOOE
GPTA Funds
Donations
Implementatio
n
•Orientation Program
•Attendance/Documentation
•Workshop/Symposium
October 2024
-
November
2024
Personn
el
10,000.00
MOOE
GPTA Funds
Donations
Post-
Implementatio
n
•Documentation
December
2024
Personn
el
1,000.00
MOOE
GPTA Funds
Donations
Evaluation
•Monitoring & Evaluation
Tools
December
2024
Personn
el
1 000.00
MOOE
GPTA Funds
Donations

11. Activities
January
2025
February
2025
March
2025
1. Research Proposal to School Head
for school implementation of the
research output
2. School implementation of the
output of the research study
3. Post Evaluation of the research
study Implementation
Plans for Dissemination and Advocacy

12. References
Andy Hirst, Short C. &Rinne,S. Andy. (2014). The Role of Mentoring in Supporting
Apprenticeships, p.9.
Charland, William. (2005). The Youth Arts Apprenticeship Movement: A New Twist on an
Historical Practice. Arts Education. p.39.
Inzer, L. % Crawford, C.B. Ph.D.(2005). A Review of Formal and Informal
Mentoring:Processes, Problems, and Design. Journal of Leadership Education. Volume 4,
Issue 1 p.33.
Khosla, Rekha. (2013). A Case Study of Mentoring At ONGC.
Wyne, Susan E. (September 16, 2011). What is the difference between Quantitative and
Qualitative Research? Retrieved May 9, 2017, from
https://www.snapsurveys.com/blog/what-is-the-difference-between-qualitative-research-an
d-quantitative-research/
https://www.deped.gov.ph/2017/06/05/do-30-s-2017-guidelines-for-work-immersion/