%0 Thesis %1 sweitzer_undergraduate_1993 %A Sweitzer, Beth Elaine %C Bowling Green, OH %D 1993 %K AND COUNSELING EDUCATION, GUIDANCE Higher, %T Undergraduate academic advising needs of adult learners in a four-year private institution in Ohio %X The purpose of this study was to ascertain whether there were significant differences in academic advising needs within each area of personal and educational needs (i.e. life skills development, career development, educational planning, associations with others) between traditional age and nontraditional age students. Data were collected from 590 (319 traditional age; 271 nontraditional age) students at The University of Findlay. The Adult Learner Needs Assessment Survey developed by The American College Testing Program (ACT) was adapted by this researcher to measure whether or not the respondent required help from an academic advisor and at what level in each of the 66 personal and educational need items. Statistical significant differences were found in the mean scores of 13 of the 18 items in life skills development, in 11 of the 13 in career development, 9 of the 17 in educational planning and in 9 of the 18 in associations with others. Thus, in the total personal and educational need areas, statistical significant differences were found in 42 of the 66 items. Although an absolute difference in means existed, the academic advising needs of traditional and nontraditional students are not that different when compared by each need area as well as by all areas in a relative sense. Specifically, rank-ordering of needs demonstrated that four of the top five areas of needs were the same for both traditional and nontraditional students within each of the four areas. When all 66 items were reviewed collectively, 6 of the top 10 need areas for academic advisor assistance were identical. Additional interpretations of the findings indicated that nontraditional students have less needs in nearly all areas of academic advising. Specifically, there were only 8 items where there were significant differences in mean scores where nontraditional students had more needs. Only four of these eight items indicated that the nontraditional student needed a little help, whereas the other areas were indicated as important, but no further help was needed. Finally, nontraditional students had less needs on all items where there was a significant difference in mean scores in the life skill development area and the career development area. Focus group discussions provided qualitative input to supplement the quantitative findings.

@phdthesis{sweitzer_undergraduate_1993, abstract = {The purpose of this study was to ascertain whether there were significant differences in academic advising needs within each area of personal and educational needs (i.e. life skills development, career development, educational planning, associations with others) between traditional age and nontraditional age students. Data were collected from 590 (319 traditional age; 271 nontraditional age) students at The University of Findlay. The Adult Learner Needs Assessment Survey developed by The American College Testing Program (ACT) was adapted by this researcher to measure whether or not the respondent required help from an academic advisor and at what level in each of the 66 personal and educational need items. Statistical significant differences were found in the mean scores of 13 of the 18 items in life skills development, in 11 of the 13 in career development, 9 of the 17 in educational planning and in 9 of the 18 in associations with others. Thus, in the total personal and educational need areas, statistical significant differences were found in 42 of the 66 items. Although an absolute difference in means existed, the academic advising needs of traditional and nontraditional students are not that different when compared by each need area as well as by all areas in a relative sense. Specifically, rank-ordering of needs demonstrated that four of the top five areas of needs were the same for both traditional and nontraditional students within each of the four areas. When all 66 items were reviewed collectively, 6 of the top 10 need areas for academic advisor assistance were identical. Additional interpretations of the findings indicated that nontraditional students have less needs in nearly all areas of academic advising. Specifically, there were only 8 items where there were significant differences in mean scores where nontraditional students had more needs. Only four of these eight items indicated that the nontraditional student needed a little help, whereas the other areas were indicated as important, but no further help was needed. Finally, nontraditional students had less needs on all items where there was a significant difference in mean scores in the life skill development area and the career development area. Focus group discussions provided qualitative input to supplement the quantitative findings.}, added-at = {2018-06-19T15:20:34.000+0200}, address = {Bowling Green, OH}, author = {Sweitzer, Beth Elaine}, biburl = {https://www.bibsonomy.org/bibtex/245a17bff373fce787ad8278ad596b699/prophe}, interhash = {a3bdf0d341752815ff9586b8ee7990ee}, intrahash = {45a17bff373fce787ad8278ad596b699}, keywords = {AND COUNSELING EDUCATION, GUIDANCE Higher,}, school = {Bowling Green State University}, shorttitle = {Undergraduate academic advising needs of adult learners in a four-year private institution in {Ohio}}, timestamp = {2018-06-19T15:20:34.000+0200}, title = {Undergraduate academic advising needs of adult learners in a four-year private institution in {Ohio}}, type = {{PhD} {Thesis}}, year = 1993 }