Academic Advising Problems at Al-Quds University as Perceived by Students, and Its Relationship with Student’s Academic Performance

Abstract

This current study explores the main academic advising problems at Al-Quds University as perceived by students and its impact on their academic performance. It utilizes the sampling survey design. Three hundred and sixty-nine (173 males, 196 females) full-time undergraduate students at Al-Quds University were stratifiedly selected. Academic advising problems were measured using a 45-item questionnaire, and the grade point average (GPA) score was used to measure academic performance. Data were statistically analyzed using the Statistical Package for Social Sciences (SPSS) software. This study revealed that (74.8%) percent of the students was reported to have experienced academic advising problems. The results demonstrated statistically significant differences in academic advising problems scores among the students according to their gender. Nevertheless, academic advising has emerged as a significant predictor of academic achievement.

DOI: 10.5901/mjss.2015.v4n1p97