Abstract

This study aims to evaluate the effectiveness of an experiential learning-based academic advisory model in enhancing students’ academic performance and personal development. The model emphasizes active participation and reflection to foster dynamic mentoring relationships and better prepare students for academic success and future challenges. Using a quantitative experimental design, the study involved 90 university students across three trials. Data were collected through the Academic Monitoring Scale, which assessed academic advisory scheduling, goals, and document approval. The research found no significant differences between the three trials (Kruskal-Wallis H = 9.558, p = 0.082), suggesting that the model consistently showed positive patterns in influencing students’ outcomes. A covariate analysis (ANCOVA) showed that while gender had no significant effect, age (p = 0.025) and geographical background (p = 0.004) significantly influenced students’ performance. These findings suggest that the experiential learning-based model is effective in academic advising, providing a reliable tool for guiding students. The study highlights the importance of considering age and geographical background in academic advisory practices and suggests further research to explore the model’s broader applications.

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