Assessing Perceived Problems and Academic Counseling Benefits for Students and Teachers in Madda Walabu University, South East Ethiopia: A Cross-Sectional Survey

Autor/inn/en	Getachew, Abera; Tekle, Tefera
Titel	Assessing Perceived Problems and Academic Counseling Benefits for Students and Teachers in Madda Walabu University, South East Ethiopia: A Cross-Sectional Survey
Quelle	In: International Journal of Education and Literacy Studies, 8 (2020) 1, S.119-126 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Foreign Countries; Educational Counseling; Student Characteristics; Stress Management; Goal Orientation; Time Management; Student Attitudes; Study Skills; Academic Achievement; Interpersonal Relationship; Undergraduate Students; Student Problems; Student Needs; Faculty Advisers; Student Diversity; Test Anxiety; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; Stressmanagement; Stressbewältigung; Zielorientierung; Zielvorstellung; Zeitmanagement; Schülerverhalten; Studientechnik; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienproblem; Examination phobia; Testangst; Prüfungsangst; Äthiopien
Abstract	Academic counseling is a collaborative process that addresses the needs, problems, and interests of higher education students. The objective of the study was to investigate perceived problems and academic counseling benefits for students and teachers at Madda Walabu University in Ethiopia. Cross-sectional research design using quantitative methods was applied. The study selected 605 students as participants using a multi-stage sampling method. Results showed that nearly half of the students (49.9%) reported that they could benefit from academic counseling services. According to them, educational counseling improves anxiety management (66.3%), educational goal setting (69.4%) and time management (66.6%). Moreover, academic counseling turned out to be predictive for students' academic success. However, the strength of the relationship also depended on the students' socio-demographic factors. This study indicated that more than half of Madda Walabu University students had problems related to managing their time. Additionally, the students believed that academic counseling would benefit students and teachers in enhancing interpersonal relationships, improving study skills, goal setting, and understanding and managing diversity. The Ethiopian Ministry of Education and Madda Walabu University administrators need to understand the significance of academic counseling for students' academic performance. They should introduce a necessary intervention strategy that ensures students' academic success. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01