Students’ support facilities and academic adjustment among first-year undergraduates: evidence from a Nigerian public university: Fid-Bau Portal

Students’ support facilities and academic adjustment among first-year undergraduates: evidence from a Nigerian public university

Joseph, Chinedu Hillary / Osiesi, Mensah Prince / Adaramoye, Toyin Olanike / Arogundade, Abidemi Olufemi

Abstract

This study investigates the extent to which support facilities are available, accessible and satisfactory and the relationship between support facilities and academic adjustment among first-year university undergraduates.

Design/methodology/approach

This research adopted a survey research design. A simple random sampling technique was used to select six faculties at the Federal University Oye-Ekiti, Nigeria. Six hundred first-year students took part in the study. The Support Facilities and Academic Adjustment Questionnaire (SSAAQ) was adapted and used for data collection. Descriptive statistics, Pearson product-moment correlation and the t-test were used to analyse the data.

Findings

The study revealed that the extent of the availability of support facilities is low, accessibility is moderate while the extent of satisfaction is high in the study context. Significant positive relationship exist between support facilities and academic adjustment, in favour of female first-year undergraduates. The challenges faced by first-year undergraduates were highlighted.

Originality/value

Nigerian students are confronted with accessing important components of support facilities at tertiary institutions. These student face additional hurdles in accessing support facilities at universities because of their socioeconomic status but were not explicit in identifying the exact nature of the challenges they experience. There is dearth of literature regarding the extent of availability, accessibility, as well as the challenges encountered by first-year students and their satisfaction in accessing the university’s support facilities, vis-à-vis its relationship to their academic adjustment in the university amidst gender differences. This current study fills this gap in the literature.