The Impact of Year of Study, Gender and Academic Performance on Students’ Perception on Academic Advising in Kenyan Universities

Migosi, Joash A.; Muola, James M.; Maithya, Redempta

dc.contributor.author	Migosi, Joash A.
dc.contributor.author	Muola, James M.
dc.contributor.author	Maithya, Redempta
dc.date.accessioned	2014-11-19T08:02:48Z
dc.date.available	2014-11-19T08:02:48Z
dc.date.issued	2012-02-05
dc.identifier.citation	Internationa l Jour nal of Asian Social Science, 2( 2 ), pp. 137 - 145	en_US
dc.identifier.issn	2226-5139
dc.identifier.uri	http://www.pakinsight.com/pdf-files/IJASS,2%282%29,PP.137-145.pdf
dc.identifier.uri	http://hdl.handle.net/123456789/68
dc.description.abstract	A sample of 187 university students (53, 41 and 93 first, second and third year respectively) participated in this study. No significant relationship (r = 0.138) was found between the rate at which students seek academic advising a nd their perception on the programme. The findings showed that the perception on academic advising of students in different years of study is significantly (P < 0.05) different. The perception on academic advising of male and female students was not statis tically significant (P > 0.5). A positive and significant (r = 0.256; P < 0.01) relationship was reported between academic performance and students’ perception on academic advising. It was concluded that ways of sustaining and improving students image on academic advising be put in place.	en_US
dc.language.iso	en	en_US
dc.publisher	Asian Economic and Social Society	en_US
dc.subject	Academic	en_US
dc.subject	perception	en_US
dc.subject	Advising	en_US
dc.subject	Year of Study and Gender	en_US
dc.title	The Impact of Year of Study, Gender and Academic Performance on Students’ Perception on Academic Advising in Kenyan Universities	en_US
dc.type	Article	en_US