Abstract
This study exemplifies a STEM-based online near-peer mentoring approach, incorporating 56 students (high and middle school mentees) and 16 secondary undergraduates (UG) mentors. The various constructive roles of UG mentors in motivating student mentees have been investigated by examining the mentoring relationship shared among them. The qualitative and quantitative analysis of the student's daily feedback, mentors' feedback, and UG mentors-mentees transcripts has illustrated that consistent asynchronous appreciation, encouragement, and support (academic technical) was responsible for the success of the model. The finding also demonstrated a decline in the amount of motivation requirement of the mentees in the successive weeks of the courses, indicating the attainment of self-sufficiency. Furthermore, comparative analysis revealed a greater amount of motivation requirement and enhanced bonding between the middle school mentees and UG mentors, compared with high school mentees and UG mentors. Therefore, unlike many studies depicting the model's success, our article is an aid in understanding the underlying process, contributing to the success. Thus, this educational approach is an aid in motivating and augmenting students' engagement during online STEM education, which is crucial for cultivating and retaining STEM interests among the young generation of the nation.