Academic Adjustment Problems of First Year Mada Walabu University Students

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Addis Ababa University


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.



Academic Adjustment Problems