ABSTRACT
This study aims to examine the Effects of Office Hours on Academic Performance in
Mogadishu, Somalia The study investigated the relationship between students’
engagement in office hours, time spent studying, utilization of academic support services, and their influence on academic performance. The study utilized cross-sectional
design to collect data from 348 first year students from four universities in
Mogadishu. The data was collected through an online survey using a non-random
purposive sampling technique. The data acquired were examined utilizing R-programming, Structural Equation Modeling (SEM), and SPSS 22.0. The study’s findings showed
noteworthy correlations between students’ engagement in office hours, amount of
time spent studying, utilization of academic assistance resources, and their academic
performance. The null hypotheses (H1, H2, and H3) were rejected since their corresponding p-values of were all below the threshold value of 0.05. According to these
findings, the researchers suggest improving academic Performance by increasing participation in office hours, dedicating more time to studying, and making better use of
academic assistance resources. These findings and the recommendations of this study
are expected to influence the future direction of Office Hours and offer useful insights
for educators and policymakers in enhancing university environments, facilities, and
teaching capacities to further improve student involvement in Office Hours.