The Effect of Academic Advising on Academic Performance of University Students in Kenyan Universities

Abstract

Although academic advising in Kenyan universities exists, no research has
been done to find out how it impacts on students’ educational and career
goals. This research aimed at establishing the effect of academic advising on
academic performance and the influence of year of study and gender on
students’ tendency to seek academic advising. The ex-post facto research
design was used. A questionnaire was used to collect data. A random sampleof 187 (53, 41 and 93 first, second and third year students respectively.)
participated in the study. Purposive sampling was used to select Laikipia
University College of Egerton University which is one of the seven public
universities in Kenya. No significant relationship (r = 0.099) was found
between academic advising and academic performance. The findings
showed that, first (21%) and second (27%) year students are more likely to
seek academic advising than third year students (4%). An equal and low
percentage (14%) of male and female students sought academic assistance
from their academic mentors. The findings were attributed to the low
percentage (11%) of students seeking academic advising and students’ needs
at different years of study irrespective of gender. It was recommended that
academic advising should actively involve more students.