ACADEMIC ADVISORY AND STUDENT’S ACADEMIC ACHIEVEMENT
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ABSTRACT
The study was carried out on Academic Advisory and Student’s Academic Performance in AL-Hikmah University, Ilorin, Nigeria, Descriptive survey design was adopted for the study. Proportional sampling techniques was used to select a total of one hundred and fifty-two (152) respondents for the study. A questionnaire items titled “Academic Advisory and Student’s Academic Achievement Questionnaire (AASAAQ)” were used by the researcher to elicit information from the concerned respondents.
Four research questions were raised to guide the study; while four null hypotheses were formulated and tested. The data collected were presented in tables and analyzed using simple percentages and frequencies for respondent’s bio data. Mean and Standard deviation were used to answer the research questions. The null hypotheses were tested using Pearson Product Moment Correlation Coefficient (PPMC) at 0.05 level of significance.
The findings include among others; that there was significant influence of Academic Advisory on Student’s Academic Achievement in AL-Hikmah University, Ilorin, Nigeria. It was recommended among others that a more robust, effective and functional academic advisory system should be instituted, implemented and monitored by university authorities in Nigeria, all academic and non-academic staff should be empowered through seminars, conferences and workshops on academic advising services in Nigerian University and offer a compulsory course in academic advising to all university students.
TABLE OF CONTENTS
Page
Title Page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
List of Tables ix
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 10
Purpose of the Study 11
Research Questions 12
Research Hypotheses 12
Significance of the Study 13
Scope of the Study 15
Operational Definition of Terms 15
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Theoretical Framework 18
Conceptual Framework 19
Principles of Academic Advisory 31
Academic Advisory Responsibilities toward Student in University 32
Student Responsibilities towards Academic Advisor in University 33
Academic advisory and student’s academic performance 34
National Universities Commission Guidelines on Nigerian Universities Internal Policies 37
Academic Advisory in Nigerian University System 38
Obstacles to Implementation of Academic Advisory Programs 39
Appraisal of the Reviewed Literature 40
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design 42
Population of the Study 43
Sample and Sample Techniques 43
Research Instrument 45
Validity and Reliability of the Instrument 45
Procedure for Data Collection 46
Method of Data Analysis 47
CHAPTER FOUR: PRESENTATION, ANALYSIS OF DATA AND DISCUSSION
Demographical Data of the Respondents 49
Answers to the Research Questions 51
Hypotheses Testing 56
Discussion of Findings 60
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings 64
Conclusion 66
Recommendations 66
Suggestion for Further Studies 67
References 68
Appendixes 75
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Education is the process of developing the capacities and potentials of the individual so as to prepare that individual to be successful in a specific society or culture. From this perspective, education is serving primarily as an individual development function; Education begins at birth and continues throughout life, it is constant and on-going. Schooling generally begins somewhere between the ages of four and six when children are gathered together for the purposes of specific guidance related to skills and competences that society deems important. In the past, once the formal primary and secondary schooling was completed the process was finished.
However, in today’s information age, adults are quite often learning in informal setting throughout their working lives and even into retirement. Education, in its broadest sense, may be defined as a process designed to inculcate the knowledge, skills and attitudes necessary to enable individuals to cope effectively with their environment. Its primary purpose is to foster and promote fullest individual self-realization for all people.
Achieving these goals require understanding of commitment to the proposition that education is a primary instrument for social and economic advancement of human welfare (Umar, Yagana-Wali, Hajja and Mohammed, 2015). It is pertinent to know that academic advising traces its beginning to the earliest American colleges including Harvard University. The history of academic advisory can be traced back to 1841 at Kenyon College (Education Advisory Board, 2014). At that time, the college required students to choose a faculty member/academic staff to be their advisors.
The faculty member/academic staff would then help students determine what courses they needed to take in order to graduate, but also to be successful after graduation. Encouraging students to have successful live careers after graduation is a crucial outcome of academic advising. Academic advising is viewed as the process of assisting students to realize the maximum educational benefits to them, by helping them to better understand themselves and to learn to use the resources of the institution to meet their special educational needs and aspirations (Megbo and Abubakar, 2015).
Jayne (2011) describe academic advising as an art of building relationships with students and helping them connect their personal strengths and interest with their academic and live goals. Academic advising synthesizes student’s educational experiences with the framework of their aspirations, abilities and lives to extend learning beyond campus boundaries and time frame (NACADA, 2014). Academic advising has been seen as crucial to the higher education learning experience (Simpson, 2013).
Through academic advising, students learn how to become active engaged in their studies by thinking critically about their roles as students at the university and as adults in the larger society (Simpson, 2013). Academic advising is designed to assist students in achieving academic and personal success through informed decision making and academic planning. Students are assisted to take full advantage of their experience at the university to maximize their potential and realize their personal as well as institutional goals (Dibia and Obi, 2013).
According to Oriano (2013) academic advising in its most comprehensive and effective form can no longer be characterized as merely assisting students to register for courses but a service concerned with creating opportunities and awareness for personal/social, educational and vocational growth of the individual hat can enhance national and international development. Academic advising is primarily a developmental process in which, over time, students clarify their life and career goals and make educational choices that will assist them to realize their goals (Nwokolo, Anyamene, Oraegbunam, Anyachebelu, Okoye, and Obineli, 2010). Effective and proactive academic advising can assist students to better understand their academic disciplines and enable them to participate actively as members of the academic community. In essence, academic advising can be described as any conscious and enthusiastic relationship between the students and any member of the university community with the ultimate goal of achieving excellent performance while on campus and a successful career after graduation. Campbell and Nutt (2008) state that academic advising when done well plays a critical role in connecting students with learning opportunities to foster and support their engagement, success and the attainment of key learning outcomes. Academic advisers are key drivers of that achievement.
Muola, Maithya and Mwinzi (2011) define academic adviser as one who assists students in developing educational plans consistent with their life goals. Academic advisors at the university level provide information about academic progress and degree requirements, and carefully review students’ academic and educational needs, performance, and challenges. Academic advisors are expected to be well informed on academic and career development issues to an extent of being very resourceful to students.
Students who recognize the fact that academic mentors are more knowledgeable, experienced and can assist them will tend to seek their guidance (Di Fabio and Bernaud, 2008). The role of academic advisers is to perform specific functions designed to assist students maximize their potential in the university. Advisers can help students understand their roles at various points in life such as the role of a student or a citizen in the larger community by helping students develop autonomy, integrity and responsibility (Dibia and Obi, 2013).
Advisers can also help students through a wide variety of situations. Effective advisers achieve their goal of advising when they are accessible and do more than provide information (Hunter, McCalla- Wriggens and White, 2007). Academic advisers must create environments that encourage learning by demonstrating respect and fostering positive and trusting interpersonal relationship with their students. They should possess adequate knowledge of institutional vision and mission statements (Donnelly, 2009). Effective academic advisers must assess each particular student in terms of his needs, goals, interests, skills, and abilities and adapt their approach to address them appropriately Simpson, 2013).
The world is becoming more and more competitive. Quality of performance has become the key factor for personal progress. Parents desire that their children climb the ladder of performance to as high a level as possible. This desire for high level of achievement puts a lot of pressure on students, teachers, parents and schools and in general the education system itself. In fact, it appears as if the whole system of education revolves round the academic performance of students. According to Wikipedia (2013), academic performance is the outcome of education; it is the extent to which a student, teacher or institution has achieved their educational goals.
Thus performance is characterized by performance on tests associated with coursework and the performance of students on other types of examinations (Amasuomo, 2014). Academic performance to Jamila (2009) is the illustration of our knowledge, understanding, skills and he describes grade point average (GPA) as a clear indicator of student’s performance. He stressed that academic performance of students must be effectively managed and therefore, factors that can affect their performance should be carefully analyzed to reveal whether these factors influence them negatively or positively.
Additionally, academic performance is the numerical scores of students’ perception, understanding and concepts, which demonstrate their adaptation level to the educational system. Academic performance plays an role in an individual’s placement, be it in an academic institution or job placement (Ernest-Ehibudu and Tusiima, 2017). Due to this, many people are concerned with the way they can enhance their academic achievement.
The emphasis is on academic performance which is also prevalent worldwide, and has encouraged many studies about the conditions promoting it. The conditions promoting this academic performance are as follows, learning, study skills, concentration, and motivation. Therefore, the role of academic performance is one of the predictors of one’s life success and also in aspect of academic placement in schools to higher institutions as well as the level of employability in one’s career is inevitable (kyoshaba, 2009).
Thus, academic performance or achievement is the outcome of education, the extent to which a student, teacher or an institution has achieved their educational goals. Academic performance is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects is most important procedural knowledge such as skills or declarative knowledge such as facts (Annie, Howard and Mildred, 2013).
The Nigerian University has for long been recognized as an ivory tower of education. The university is seen as the factory for producing high level man-power in every conceivable field of human endeavour. It is populated by three major sectors: The bureaucrats (administrators) the academics (Lecturers, Tutors/Instructors) and the students (Victor and Fago, 2015).
These three sectors are generally referred to as the University community, with each sector performing a defined role, University education in Nigeria shall make optimum contribution to national development by intensifying and diversifying its programmes for development of high level manpower within the context of the needs of the nation; making professional course contents reflect our national requirements; making all students part of a general programme of all-round improvement in university education, to offer general study courses such as history of ideas, philosophy of knowledge, nationalism and information technology (IT); and making entrepreneurial skills acquisition a requirement for all Nigerian universities (NPE, 2013).
University remains the chief agents of progress in the society and progressive nations are those with flourishing universities. University helps in the development of nations by providing the high as well as the middle level manpower needed for the social, economic and political advancement. This is done through the programme of teaching, learning, research and community services (Ajegbelen, 2016).
This places university education at the apex in the ranking of educational system, as it is designed to accommodate knowledge acquisition and production (Anunobi and Nwogwugwu, 2013). According to Merriam Webster Online Dictionary, Universities are institutions of higher learning that provide facilities for teaching and research and are authorized to grant academic degrees such as bachelor, master and doctorate.
When students join university for the first time, they are exposed to a lot of freedom which is a big contrast to the strict discipline and restriction that characterize many secondary schools and homes in Nigeria. It is assumed that these students are above the age of 18 and therefore mature enough to make decisions independently. Consequently, they might engage themselves in behaviors that may interfere with their studies.
Peer influence sometimes entices students into antisocial behavior like drug abuse and irresponsible sexual behaviour which eventually interrupt their studies. Some students might not have been admitted into programmes of their choice and therefore may find it difficult to create interest and concentrate on their current programmes. The teaching style in secondary schools is different from the instructional methods applied in university settings. Students are expected to do a lot of academic work and research by their own.
By the time students adjust from secondary school to university, they will experience difficulties. Generally, students begin university education with limited knowledge about career prospects related to the courses they are enrolled. The job market is very dynamic and keeps on changing every so often that unless students get up to date information they find difficulties after completion of their studies. Students who need to pursue further education also need information on opportunities for advancement. It is against this background that the current study was carried out to assess the influence of academic advisory and student’s academic Achievement in AL-Hikmah University, Ilorin, Nigeria.
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