Because most academic advisement programs were established to accomodate traditional student populations, it was the purpose of this study to compare the effectiveness of these systems as perceived by traditional and non-traditional undergraduate students at three of Tennessee's regional universities. Traditional and non-traditional students were also compared on the extent to which they exhibit self-directed learning. A comparison of mean scores was made for responses made to items contained in the American College Testing (ACT) Survey of Academic Advising, including the total mean score for the Oddi Continuing Learning Inventory (OCLI) between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, and married/unmarried students. There were no significant differences found as to the perception of overall advisement effectiveness between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, or married/unmarried students. However, differences were found among the groups. Part-time students were more satisfied with the performance of their advisors in relation to various questions than full-time students. Non-traditional students were generally more satisfied with their personal relationship with their advisors and also obtained a higher mean score on the OCLI than traditional students. Significant differences were found among students responding from the three universities to questions regarding advisor availability, referrals by advisors, and the initiation of meetings on the part of the advisor. It is recommended that academic advisement programs be evaluated on a continuing basis and that advisors be made available to meet the needs of various groups represented in each college, especially part-time and non-traditional students. It is also recommended that more research be conducted relative to the various groups that presently make up student populations as to possible correlation between various individual and group characteristics that might impact academic advisement. Included in those additional studies could be examination of differences of perceived advisement between students at various types and sizes of institutions as well as a comparison of perceived advisement effectiveness between institutions having various student/advisor ratios. (Abstract shortened with permission of author.)
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4294 |
| Date | 01 May 1992 |
| Creators | Daniel, James L. |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
Page generated in 0.0024 seconds