Differences in the Effectiveness of Guidance and Attitudes towards Learning, Studying, and Academic Achievement According to the Guidance Method

Abstract

Interactive academic advising means building an interactive electronic environment that achieves an effective advising system for moving from traditional advising to interactive electronic advising. The current study aims to verify the effectiveness of using electronic counseling platforms in achieving greater benefits from the counseling process among university students. The quasi-experimental approach was used on a sample of 82 university students. The experimental group (EG) consisted of 39 students to whom interactive academic electronic guidance was applied, while the control group (CG) consisted of 43 students to whom traditional face-to-face guidance was applied. In both groups, the students' socioeconomic status, intelligence, and previous academic achievements were approximately the same. The ages of the students in both groups ranged from 20 to 22 years. The Raven Matrix Scale, which consists of 60 matrices, was used to measure intelligence. A questionnaire on the extent of benefit from academic guidance, students’ attitudes towards study (prepared by the researcher), and obtaining the students’ cumulative average (GPA) in the end-of-term exam. The results of the study indicated that there are statistically significant differences between students in the experimental and control groups in the extent of benefit from academic guidance, students’ attitudes toward study, and students’ cumulative average (GPA) in favor of students who use interactive academic electronic guidance. The researcher recommended using interactive academic guidance in all universities; and training faculty members to use this type of guidance with all students .