Academic Adjustment Problems of First Year Madawalabu University Students

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Addis Ababa University


The purpose of this study was to investigate academ ic adjustment problems of first year Madawalabu University students. The study was conducted on 217 (49 female and 168 male) first year undergraduate students and six informants (four faculty deans, registrar officer, and health/clinic officer) v,ho were 'purposely se le~ted. Student Adaptation to Col lege Questionnaire (SACQ) and interview gu ide were used to collect data from pm1icipants. The data were analyzed quantitatively and qualitatively. The resu lts of the study revealed that psychosocial adjustment and institutional/goal commitment jointly accounted for 40% of the variance in students' academic adjustment. However, the sole contribution of social influence was higher (27%) than other variables. Results from interviews and open ended question showed institutional related factors like problems of fac ilities/services, educational resources, and students' lack of readiness, discrepancy between their expectations, etc. 1lre adversely affecting students' academic adjustment. On the other hand, majorities of the students were with moderate level of academic adjustment and male students were better adjusted than female students. One-way ANOYA revealed that statisti ca lly significant mean difference in students' academic adjustment between faculties/schools was not found. In conclusion, first year students' academic adjustment problems were resulted from psychosocial problems, students' lack of institutional/goal commitment, problems related to university facilities, limited educational resources and some students' related problems.



academ ic adjustment problems of, first year Madawalabu University students.