WHAT MAKES GOOD SUPERVISION? INSIGHTS FROM UNDERGRADUATE FINAL YEAR PROJECTS
DOI:
https://doi.org/10.55197/qjssh.v7i2.1121Keywords:
academic supervision, final year project, higher education, student perception, undergraduate researchAbstract
Academic supervision is a critical component of undergraduate final-year projects (FYPs), shaping students’ learning experiences and research outcomes. This study examined students’ experiences and perceptions of the supervisory process, supervisors’ roles, and factors influencing effective FYP supervision. A cross-sectional survey was conducted among 105 final semester Diploma in Pharmacy students enrolled in the Research Project course at Universiti Teknologi MARA (UiTM), Cawangan Pulau Pinang, Kampus Bertam, using a self-administered questionnaire distributed via Google Forms. The instrument assessed demographics, perceptions of the supervisory process, supervisors’ roles, and influencing factors, with data analysed using descriptive statistics and thematic analysis. Results showed generally positive supervision experiences, with students agreeing that supervisors listened to and respected their ideas (mean = 4.25), were approachable (mean = 4.18), and provided constructive feedback (mean = 4.18). Professional conduct and clear guidance on FYP requirements were the most valued supervisory roles, with selected gender differences observed (p < 0.05). Timely feedback, regular meetings, and project duration were the most influential factors, while supervisor gender was least important. Despite satisfaction levels exceeding 75%, challenges related to time management, data collection, and communication remained. Overall, effective FYP supervision requires structured guidance, regular interaction, and timely feedback to enhance undergraduate research outcomes.
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