Volume 5 Issue 18 (September 2023) PP. 148-160 DOI: 10.35631/IJMOE.518011 Copyright © GLOBAL ACADEMIC EXCELLENCE (M) SDN BHD - All rights reserved 148 INTERNATIONAL JOURNAL OF MODERN EDUCATION (IJMOE) www.ijmoe.com STUDENT’S EMOTIONAL WILLINGNESS IN A NEW COLLABORATIVE LEARNING STRATEGIES Nurul Akma Mohamad Rasat 1 , Mardhiyah Ismail 2 , Suziana Aida Othman 3 , Mohd Faiez Suhaimin 4 , Fadila Normahia Abd Manaf 5* 1 Mathematical Sciences Studies, College of Computing, Informatics and Mathematics, Universiti Teknologi MARA (UiTM) Kelantan Branch, Kelantan, Malaysia Email: nrakma18@uitm.edu.my 2 Mathematical Sciences Studies, College of Computing, Informatics and Mathematics, Universiti Teknologi MARA (UiTM) Kelantan Branch, Kelantan, Malaysia Email: mardhiyah2264@uitm.edu.my 3 Mathematical Sciences Studies, College of Computing, Informatics and Mathematics, Universiti Teknologi MARA (UiTM) Kelantan Branch, Kelantan, Malaysia Email: suziana554@uitm.edu.my 4 Mathematical Sciences Studies, College of Computing, Informatics and Mathematics, Universiti Teknologi MARA (UiTM) Kelantan Branch, Kelantan, Malaysia Email: mdfaiez821@uitm.edu.my 5 Mathematical Sciences Studies, College of Computing, Informatics and Mathematics, Universiti Teknologi MARA (UiTM) Kelantan Branch, Kelantan, Malaysia Email: normahia@uitm.edu.my * Corresponding Author Article Info: Abstract: Article history: Received date: 31.07.2023 Revised date: 25.08.2023 Accepted date: 20.09.2023 Published date: 27.09.2023 To cite this document: Rasat, N. A. M., Ismail, M., Othman, S. A., Suhaimin, M. F., & Abd Manaf, F. M. (2023). Student’s Emotional Willingness In A New Collaborative Learning Strategies. International Journal of Modern Education, 5 (18), 148-160. The success of collaborative learning activity is depending on the level of commitment and participation shown by the students involved. This paper presents the insightful factors that contribute to the student's willingness to participate in the new collaborative learning from the e-peer mentoring programme conducted. Hence, a quantitative correlational research design was implemented in this study to achieve two objectives: first, to determine the significant mean difference between student’s emotional willingness to the programme and gender, and second, to determine how altruism, organizational culture, and leadership skills influence the willingness of students to participate in the e-peer mentoring conducted from the mentor’s perspective. The questionnaires were distributed to 83 students involved in this program. The findings revealed that the emotional willingness to e-peer mentoring programs among students’ gender is equal whereas the gender stereotypes on how they view peer mentoring programs do not apply to these students. Besides, there are significant positive relationships between altruism, organizational culture, and leadership skills toward emotional willingness to e-peer mentoring