The study titled “Intergroup Effects of Mentoring Strategies on Academic Performance and Social Competence of Nursing Students” aimed to assess the comparative impact of three mentoring strategies—Cognitive, Problem-Solving, and Humanistic—on the academic and social development of nursing students. A quasi-experimental pre-test and post-test design was adopted using standardized tools such as the Study Habits Assessment Tool, Personality Inventory (EPI), and Academic Performance Scale. Data were analyzed using descriptive statistics (Mean and Standard Deviation) and inferential statistics (One-Way ANOVA).

The results revealed a significant improvement in both academic performance and social competence following the mentoring interventions. However, the ANOVA results indicated a statistically significant difference in academic performance among the three mentoring strategies (F = 6.99, p = 0.0277), whereas no significant difference was found in social competence (F = 0.74, p > 0.05). The Cognitive Strategy proved most effective in enhancing academic outcomes, while Problem-Solving and Humanistic Approaches contributed more toward improving emotional intelligence, empathy, and interpersonal relationships.