Academic Advising and Students’ Academic Achievement in Higher Education: Experiences from Dar es Salaam University College of Education in Tanzania
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Date
2015
Authors
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Journal ISSN
Volume Title
Publisher
Journal of Education, Humanities and Sciences
Abstract
Academic advising in higher education is a mounting field of study that requires special
attention as it is significant for enrolled university students to persist and retain to the
point of graduation. This study aims to explore the contribution of academic advisors in
enhancing students’ academic achievement in higher learning institutions. Data were
collected from 58 respondents, including 48 students and 10 academic advisors both
from the Faculty of Education of the Dar es Salaam University College of Education in
Tanzania. The data collection methods were questionnaires, focused group discussions
and unstructured interviews. A majority of student respondents (67%) revealed that
their academic advisors had not contributed at all to their achievement. In contrast, 33%
indicated that academic advisors had made contributions. The findings also indicated
that among the challenges that students encountered when seeking for advisory
services included the unavailability of academic advisors for advisory services, students’
lack of knowledge on academic advising, ability and readiness of academic advisors to
the advisory roles, and psycho-social related issues. Thus, a quality academic advising
programme is indispensable to increase students’ academic achievements in higher
education. The study recommends a mutual relationship between the advisor and
advisee that is based on trust and respect, shared responsibility and shared problem solving.
Description
Keywords
academic advisor, higher learning institutions, students, achievement
Citation
APA