Academic Adjustment Problems of First Year Mada Walabu University Students
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Date
2011-01
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Addis Ababa University
Abstract
The purpose of this study was to in vestigate academic adjustment problems of first year
Madawalabu University students. The study was conducted on 2 17 (49 female and 168
male) first year undergraduate students and six informants (four faculty deans, registrar
officer, and health/clinic officer) who were purpose ly se lected. Student Adaptation to
College Questionnaire (SACQ) and interview guide were used to collect data from
participants. The data were analyzed quantitatively and qualitatively. The results of the
study revealed that psychosocial adjustment and institutional/goal commitment j ointly
accounted for 40% of the variance in students' academic adjustment. However, the sole
contribution of soc ial influence was higher '(27%) than other variables. Results from
interviews and open ended question showed institutional related factors like prob lems of
faci lities/services, educational reso urces, and students' lack of readiness, discrepancy
between their expectations, etc. are adverse ly affecting students' academic adjustment.
On the other hand, majorities of the students were with moderate level of academic
adj ustment and male students were better adjusted than female students. One-way
ANOYA revealed that statistica lly significant mean difference in students' academic
adj ustment between faculti es/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 un iversity fac il ities, limited
educational resources and some students' related problems.
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Keywords
Academic Adjustment Problems