Satisfaction of Undergraduate Students with Advisement and Faculty

The purpose of the researcher was to investigate student satisfaction with academic advisement and faculty. The sample consisted of 424 students enrolled in Fort Hays State University undergraduate classes. Seven independent variables were investigated: (1) gender, (2) classification, (3) age, (4) GPA, (5) Greek affiliation, (6) enrollment status, and (7) retention status. The dependent variables employed were satisfaction with: advisement, faculty, and total. A status survey design with predetermined categories and post hoc groupings was employed. Four composite null hypotheses were tested employing a three-way analysis of variance, and three composite null hypotheses were tested employing a one-way analysis of variance. A total of 51 comparisons plus 42 recurring were made with seven being statistically significant at the .05 level. Of the seven statistically significant comparisons, three were for main effects. The three significant main effects were for age and the dependent variable total, GPA and the dependent variable total, and gender and the dependent variable faculty. The results indicated the following for main effects: (1) 18 years of age and younger were most satisfied with advisement and faculty (total), (2) those who were 19 through 20, and 23 through 24 years of age were the least satisfied with advisement and faculty (total), (3) those who had GPA’s 3.0 or greater reported more satisfaction with advisement and faculty (total) than those with GPA's 2.49 or lower, and (4) males were more satisfied with faculty than females. Four interactions were statistically significant at the .05 level. The significant interactions were: (1) classification and age for the dependent variable faculty, (2) classification and age for the dependent variable total (advisement and faculty), (3) gender and age for the dependent variable advisement, and (4) classification and GPA for the dependent variable total (advisement and faculty).