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Kandiko Howson, Camille, and Frederico Matos. "Student Surveys: Measuring the Relationship between Satisfaction and Engagement." Education Sciences 11, no. 6 (June 16, 2021): 297. http://dx.doi.org/10.3390/educsci11060297.
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This study explores the relationship between satisfaction and engagement survey items through an institutionally based survey, drawing on the two largest higher education student experience surveys in the world. The UK-based National Student Survey (NSS) was designed to inform student choice and drive competition and the US-based National Survey of Student Engagement (NSSE) was developed to provide actionable data for institutional enhancement. Comparing these surveys leads to a critical review of how such data can be used for policy decisions and institutional enhancement. The Institutional Experience Survey thus draws on findings from a survey of 1480 non-final year undergraduate students in a research-intensive UK university. Those who reported higher levels of engagement, measured across 17 engagement benchmarks, also reported significantly higher levels of satisfaction. Results are used to discuss the application of engagement-based surveys in the UK, compared to satisfaction-based surveys, and the benefits and challenges of both approaches. Conclusions are made about the usefulness of nationally standardised experience surveys, the different outcome goals of engagement and satisfaction, such as responsibility for learning and change, audience and results and lessons for other countries looking to measure the student experience. The paper highlights the need for a shift in perspective in relation to the role of student surveys in determining national and institutional policy from a student-as-customer approach to one that sees students and institutions as co-responsible for learning and engagement.
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Scoulas, Jung Mi, and Sandra L. De Groote. "University Students’ Changing Library Needs and Use: A Comparison of 2016 and 2018 Student Surveys." Evidence Based Library and Information Practice 15, no. 1 (March 12, 2020): 59–89. http://dx.doi.org/10.18438/eblip29621.
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Abstract
Objective – This study examines differences in university students’ library use and satisfaction (e.g., in-person library visits, online and print resource use, space satisfaction, and library website use) between 2016 and 2018 based on local survey data. It also discusses how these findings provided guidance for future planning and action.
Methods – The academic university library developed the surveys for undergraduate and graduate students and distributed them in Spring 2016 and 2018. Both student surveys focused on examining students’ needs relative to library resources and services, although the 2018 student survey also attempted to quantify students’ library visits and their use of library resources. While the surveys were not identical, the four questions that appeared in both surveys (i.e., library visits, resource use, library space satisfaction, and library website use) were recoded, rescaled, and analyzed to measure the differences in both surveys.
Results – The survey results reveal that students’ library visits and use of library resources in 2018 were higher than in 2016. In particular, undergraduate students’ use of library resources in 2016 were lower than those in 2018, whereas graduate students’ use of library resources remained similar in both years. Another key finding indicates that the mean score of students’ library quiet study space satisfaction in 2018 was higher than in 2016. However, when compared to the 2016 survey, there was a decrease in students’ ease of library website use in the 2018 survey.
Conclusion – Assessing students’ behavior and satisfaction associated with their use of library physical spaces, resources, and services should be conducted on an ongoing basis. Over time, the survey findings can be used as evidence based data to communicate patterns of users’ behavior and satisfaction with various stakeholders, identify areas for improvement or engagement, and demonstrate the library’s impact. Survey results can also inform further strategic and assessment planning.
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Rizwan, Muhammad. "Factors Affecting Student Satisfaction in Distance Learning: A Case Study of COMSATS (VIRTUAL CAMPUS)." Journal of Learning Improvement and Lesson Study 1, no. 1 (July 29, 2021): 1–10. http://dx.doi.org/10.24036/jlils.v1i1.3.
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Generally, In Pakistan people perceived that quality of distance learning education is poor. Therefore, we decided to carry out the study to see if it’s only people opinion or legend. The aim of the study is to analyze the association between instructor performance (IP), student instructor interaction (SII), course evaluation (CE) and student satisfaction (SS) variables in distance education by taking Virtual COMSATS as a Case study. Target population of this research was the COMSATS (VIRTUAL CAMPUS). students out of which 251 graduate and undergraduate students were selected as sample for current research. The purpose of this research study was to understand the key factors affecting student satisfaction in distance learning .Researchers also collect information through primary data using survey questionnaire that distributed through email to all the students of VCOMSAT. From literature review it was found that in distance learning education student satisfaction is based on instructor performance, student-instructor interaction, course evaluation, Learning management system use, instructor attitude etc. From literature review we found that course evaluation and instructor performance is very important for student satisfaction in distance learning. Researchers need to compare student’s satisfactions with subject wise. Comparison of practical subjects and without practical subjects needs to identify with student satisfaction. There is also required to compare lecturer motivation with student satisfaction and performance. Future research is also need to compare satisfaction of rural area and urban areas students in distance learning education and also need to compare with traditional education.
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Strode, James, Melissa Davies, and Heather J. Lawrence. "Missing the Mark: Gathering Better Data From Student-Athlete Exit Interviews." Case Studies in Sport Management 9, no. 1 (January 1, 2020): 25–31. http://dx.doi.org/10.1123/cssm.2020-0014.
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A great deal of sport management literature in recent years draws upon the need for effective quantitative and qualitative research methods. However, there are limited cases for a sport management faculty to effectively teach students proper process, design, and implementation of survey or interview research, particularly for real-world sport applications, such as student-athlete exit interviews. This case aims to fill this gap and outlines a plan for students to identify limitations in current student-athlete exit data collection methods and to learn the common barriers associated with effective research design. Students are made aware of common missteps throughout the research process and are provided foundations for effective survey and interview design. Information taught via this case can also be used across sport management contexts, such as fan experience surveys, retail customer satisfaction surveys, or donor satisfaction interviews.
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Jaggars, Shanna Smith, Amanda L. Folk, and David Mullins. "Understanding students’ satisfaction with OERs as course materials." Performance Measurement and Metrics 19, no. 1 (February 5, 2018): 66–74. http://dx.doi.org/10.1108/pmm-12-2017-0059.
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Purpose The purpose of this paper is to introduce a survey instrument to measure three components of students’ perceptions of open and affordable course materials – quality, integration, and experience – and discuss its reliability and predictive validity. Design/methodology/approach The authors distributed an end-of-semester online survey to students enrolled in sections of 12 courses that adopted OER in Fall 2016, as well as conducting a within-interview survey with the instructors of those courses. The authors calculated the descriptive statistics from the responses to the student survey, as well as examining the inter-item and inter-rater reliability of the instrument. Finally, explored correlations in the data gathered through both the student and faculty surveys were explored. Findings The authors found that both students and faculty were generally pleased with the quality and experience of using open and affordable digital materials. The authors also found that our three survey subscales had strong inter-item reliability, and that the quality and experience subscales had predictive validity in terms of whether students would choose a traditional or digital text in future courses. Originality/value In addition to providing evidence in terms of the full survey instrument’s reliability and predictive validity, factor analysis indicates that a short scale of quality and experience Likert scale items could be used by practitioners to effectively assess satisfaction of digital materials among traditionally aged undergraduate students.
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Payne, Geoff. "Enhancing student engagement through effective ‘customer’ evaluation." Learning and Teaching 11, no. 1 (March 1, 2018): 57–81. http://dx.doi.org/10.3167/latiss.2018.110104.
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Most undergraduates’ main, hands-on involvement in student engagement is completing satisfaction surveys, such as the U.K. National Student Survey (NSS), whose findings make significant contributions to university policy formation. It is therefore important that these surveys produce reliable and valid data, but previous and current NSS versions fail to do this. This article compares the U.K.’s model of ‘satisfaction’ with that of the U.S. National Survey of Student Engagement (NSSE). Whereas the NSS treats the student as a passive consumer, the NSSE treats the student as an active participant who shares personal liability for some of the educational outcomes. The NSSE’s greater use of factual rather than opinion questions, allowance for variation in types of students and student effort, and wider interpretation of ‘student engagement’ are seen as more fit for purpose and less influenced by the ideologies of neoliberalism and managerial control.
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Šurinová, Yulia, and Martina Jakábová. "Student as a Customer or Improving Students´ Involvement in the Education Process." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 73. http://dx.doi.org/10.3991/ijep.v4i1.3002.
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Trying to develop the new sophisticated methods of teaching teachers sometimes forget to use the basic and the first principle of quality management, which is customer orientation. The study proposes the way how to involve students to education improvement process. The emphasis is put on the student´s expectations investigation, expectation transformation into actions and student´s satisfaction survey. It may be assumed, that treating students as customers or even as a collaborative partner makes students involved in the education improvement process. The study is based on the assumption that we know the requirements of other stakeholders and the teacher constantly monitors the latest trends in the field of lecturing, which incorporates into lectures. To verify the study´s hypothesis, two surveys were conducted. Students´ expectations and students´ satisfaction after the education process survey data were drawn from a sample of 27 of 27 (100% sample) students of the subject Quality Audits. Our variables under study were related to students�?? satisfaction with the educational process. Building on prior literature, the results from this research allow identifying the main strategies for students�?? involvement into the educational process. The presented research is intended to be a useful reference to teachers and scholars interested in continuous improvement process in education. This article first makes a brief interpretation of some concepts concerning customer satisfaction in terms of continuous improvement process in higher education. Then, our methodology and research approach is presented. The next part of the study discusses the results of the two surveys carried out to follow if the curriculum improvement based on students´ expectation awareness can improve students´ satisfaction with the subject. The paper suggests the standardized curriculum development process in basic steps of the cyclic model of the PDCA on the basis of a profound analysis of students�?? expectations following and meeting. For instance, it provides a basis for differentiating and linking evaluation results to continuous improvement. Finally we present the principal findings of the research, limitations and conclusions.
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Bowles, David Peter. "Psychological predictors of National Student Survey course satisfaction." Journal of Perspectives in Applied Academic Practice 8, no. 2 (December 21, 2020): 7–15. http://dx.doi.org/10.14297/jpaap.v8i2.423.
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Course satisfaction has been linked independently to University provision quality, student self-efficacy and basic psychological need fulfilment. In the current paper we seek to unite those disparate areas with a view to understanding how University factors interact with psychological factors in the determining of student satisfaction, as measured by the National Student Survey (NSS). Study one was focused on data from the NSS itself (N = 1321), in which it was demonstrated that variance in overall course satisfaction is mostly driven by satisfaction with teaching quality and the students' personal development. Study two (N=250) was focused on the psychological factors that relate to students’ personal development that might influence course satisfaction. This questionnaire-based study indicated that self-efficacy, skill confidence and the three basic psychological needs of autonomy, competence and relatedness were associated with course satisfaction. However, those variables shared much variance and only the fulfilment of the need to feel competent uniquely predicted levels of course satisfaction. We conclude that efforts to maximise student satisfaction should focus on enabling academic staff to excel as inspirational tutors, tutors who foster competence and confidence in their students' academic journey.
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Sukawati, Anak Agung Nyoman, Wandari Tania, Tina Carolina Antoro Putri, and Billy Chandra. "STUDI KORELASI ANTARA BINUSMAYA DENGAN KEPUASAN MAHASISWA UNIVERSITAS BINA NUSANTARA: STUDI KASUS PROGRAM STUDI KOMPUTERISASI AKUNTANSI." CommIT (Communication and Information Technology) Journal 1, no. 1 (May 31, 2007): 60. http://dx.doi.org/10.21512/commit.v1i1.468.
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The article purpose was to know the relation between BinusMaya with student satisfaction of Bina NusantaraUniversity. The used research method was survey method, corelational technique with collecting data using questioner.The research result was there is correlation coefficient + (0,4336) which mean there is positive relation and includingmedium category between BinusMaya with student satisfaction. Determination coefficient was 0,188 which means 18,8% of student satisfaction variation can be explain by BinusMaya variable. The conclusion was there is positive correlationbetween BinusMaya with the student satisfaction, which means the more effective of BinusMaya so the student satisfactionis getting higher.Keywords: BinusMaya, student satisfaction, computerize accounting
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Moseley, Jamie, Michael Hellawell, Claire Graham, and Alison Briggs. "Evaluation of a large group supervision model in a university student-led physiotherapy clinic." British Journal of Healthcare Management 28, no. 3 (March 2, 2022): 61–67. http://dx.doi.org/10.12968/bjhc.2021.0098.
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Background/Aims Clinical placements are a crucial aspect of training for student healthcare professionals, but the traditional 1:1 student–staff placement ratio puts a strain on placement capacity. This study evaluated a large group supervision model in physiotherapy in a university setting, looking at the student placement experience and patient outcomes. Methods The effectiveness of the supervision model was assessed using several indicators: student satisfaction, student performance, patient satisfaction and clinic contribution to placement capacity. Both students (n=34) and patients (n=85) filled out surveys to measure their satisfaction, and the results of the National Student Survey were also analysed in relation to the clinic and the wider physiotherapy course. Results Both patients and students reported high levels of satisfaction with the clinic and the placement model, with students noting the usefulness of the clinic in preparing them for work and increasing their employability. Summative assessment scores were also high. Overall, the clinic was able to provide 15–25% of the course's placement capacity per block. Conclusions The large group supervision model is just as effective, if not more so, than traditional placement models in terms of both capacity and quality, with very positive feedback from both students and patients. This method of training should be considered and researched further in other healthcare education contexts.
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Dastidar, Sunipa Ghosh. "The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic." Studies in Learning and Teaching 2, no. 3 (December 30, 2021): 61–72. http://dx.doi.org/10.46627/silet.v2i3.84.
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In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.
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Gibson, Allen. "Segmenting Business Students Using Cluster Analysis Applied To Student Satisfaction Survey Results." American Journal of Business Education (AJBE) 2, no. 4 (July 1, 2009): 65–70. http://dx.doi.org/10.19030/ajbe.v2i4.4060.
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This paper demonstrates a new application of cluster analysis to segment business school students according to their degree of satisfaction with various aspects of the academic program. The resulting clusters provide additional insight into drivers of student satisfaction that are not evident from analysis of the responses of the student body as a whole. The results show how predictors of satisfaction cited in prior studies, such as quality of advising and degree of social integration, are important to some students but less important to others.
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Sunindijo, Riza Yosia. "Teaching First-year Construction Management Students: Lessons Learned from Student Satisfaction Surveys." International Journal of Construction Education and Research 12, no. 4 (March 9, 2016): 243–54. http://dx.doi.org/10.1080/15578771.2015.1121937.
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Gibbons, Chris. "Stress, positive psychology and the National Student Survey." Psychology Teaching Review 18, no. 2 (2012): 22–30. http://dx.doi.org/10.53841/bpsptr.2012.18.2.22.
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The aim was to explore the predictive ability of sources of stress and a range of dispositional and coping behaviours on student satisfaction and motivation. Most research exploring sources of stress and coping in students construes stress as psychological distress, with little attempt to consider positive experiences of stress. A questionnaire was administered to 120 first–year UK psychology students. Questions were asked which measured sources of stresswhen rated as likely to contribute to distress (a hassle) and likely to help one achieve (an uplift). The sources of stress were amended from the UK National Student Survey (NSS, 2011). Support, control, self–efficacy, personality and coping style were also measured, along with their potential affect on course satisfaction, motivation and feeling part of a learning community. Thesources of stress likely to lead to distress were more often significant thansources of stress likely to lead to positive, eustress states. Ironically, factors one would consider would help students, such as the university support facilities, only did so when rated as a hassle, not as an uplift. Published university league tables draw heavily on student course satisfaction but this negatively correlated with intellectual motivation and feeling part of a learning community. This suggests course satisfaction alone reveals an incomplet picture of the student experience. Course educators need to consider how course experiences contribute not just to potential distress but to potential eustress. Teaching quality, effective support and work–life balance are key to student satisfaction and motivation. How educators interact with their students and the opportunities they create in and outside the class to promote peer support are likely to enhance satisfaction and motivation.
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Gudelj, Anita, Jeļena Liģere, Inga Zaitseva-Pärnaste, and Agata Załęska-Fornal. "Survey Of Maritime Student Satisfaction: A Case Study On The International Student Survey To Identify The Satisfaction Of Students In Mathematical Courses." Pedagogika-Pedagogy 93, no. 6s (August 31, 2021): 9–23. http://dx.doi.org/10.53656/ped21-6s.01sur.
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This study presents the analyses of students’ preferences, satisfaction and perception of learning mathematical subjects at higher education maritime institutions in Croatia, Latvia, Estonia and Poland. All these institutions participate as project partners in the MareMathics project. In order to evaluate the effectiveness of teaching and learning mathematics, a preliminary student survey was conducted in all project partner institutions. Two indicators were analyzed: exam success rate and learning outcomes achieved. The developed online questionnaire contained a number of questions about the teaching methods and tools used by lecturers. Students assessed the impact of different teaching methods, expressed their satisfaction with learning materials, their impact on the results achieved by them, and the overall course. The analysis of the obtained data revealed that students faced difficulties in completing their tasks within subjects on mathematics and statistics. These research results lead to the conclusion that the used methods and tools of teaching mathematics and statistics, which are the essential influential factors on the overall satisfaction of students, are not effective and need to be modernized in the institutions under consideration. And this fact is crucial in the process of study and teaching of mathematical subjects as those subjects make up the base and necessary tools in learning other courses contained in the study program, especially in technical and engineering studies.
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Pham Nguyen, Trong Nhan, Ban Mai Nguyen, and Bich Tuyen Vo. "FACTORS INFLUENCING STUDENT SATISFACTION OF ONLINE LEARNING WITHIN A VIETNAMESE UNIVERSITY CONTEXT DURING THE COVID-19 PANDEMIC." TRA VINH UNIVERSITY JOURNAL OF SCIENCE; ISSN: 2815-6072; E-ISSN: 2815-6099 11, no. 48 (September 24, 2022): 11–23. http://dx.doi.org/10.35382/tvujs.11.48.2022.1105.
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Covid-19 created an unprecedented and severe crisis in Ho Chi Minh City. One of the more serious consequences of the Covid-19 pandemic has been social distancing. For the education system, the pandemic has directly affected students’ learning processes. Students have to study online at the begining of the new school year. This study aimed to investigate and clarify the impact of factors affecting the satisfaction of university students in Ho Chi Minh City in the online learning process. A total of 999 university students participated in a student satisfaction survey. The survey results show that most of students participating in the survey are satisfied with their online learning process. Many factors had a positive influence on students’ satisfaction in online learning, in which learning conferencing software had the greatest influence. Another finding was that there is a huge difference in students’ responses to learning conferencing software. Thestudy determined that the experience of using learning conferencing software influences student satisfaction, and it evaluated which learning conferencing software is the most optimal. Students satisfaction also varied depending on the number of academic years which the respondents had previously completed. This study’s findings are valuable for higher education administrators who want to improve student satisfaction with onlinelearning as it makes suggestions and recommendations to improve the quality of online learning and student satisfaction in Vietnam.
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Al-Wattar, Hayder Ghazi Karam. "A quantitative analysis of student’s satisfaction: A study of Girne American University, North Cyprus." International Journal of Innovative Research in Education 8, no. 2 (December 31, 2021): 78–93. http://dx.doi.org/10.18844/ijire.v8i2.6540.
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Student satisfaction surveys are a common method for analyzing the general level of satisfaction of the students in schools. The goal of this study is to scale the level of students’ satisfaction by services provided by Girne American University located in North Cyprus region, mainly focused on the education quality along with other services provided by the university. A quantitative research was conducted to measure the students’ satisfaction. A questionnaire sample was distributed to more than 50 students. However, only 50 usable sample were used in the study. The analysis is made over the four main aspects stated above. Students' opinions about services provided by the university were somewhat convergent. Results showed that students are greatly satisfied with quality level of education and not satisfied with the general services provided by Girne American University. The University may use the surveys’ outcome to work on enhancing services that didn’t meet students’ expectations. Keywords: student satisfaction; university services; quality education; Quantitative Analysis.
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Saragih, Arfah Habib, Joansyah Adwie, and Adang Hendrawan. "Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic." Jurnal Ilmiah Akuntansi dan Bisnis 16, no. 1 (January 5, 2021): 1. http://dx.doi.org/10.24843/jiab.2021.v16.i01.p01.
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This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed.
Keywords: student perception, online learning, student satisfaction, student performance, intention to use, covid-19 pandemic
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Larastiyana Susanto, Firsty, and Ely Siswanto. "Pengaruh kualitas pelayanan biro akademik dan kemahasiswaan (BAK) terhadap kepuasan mahasiswa Universitas Trunojoyo Madura." Jurnal Ekonomi, Bisnis dan Pendidikan 1, no. 9 (September 15, 2021): 906–13. http://dx.doi.org/10.17977/um066v1i92021p906-913.
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Abstract
To find out the level of quality of service that has been given to consumers or their customers, student and community satisfaction as users of academic administration services waws used as an indicator. The student satisfaction surveys conducted in this study aims to know the level of Madura Trunojoyo University students’ satisfaction on the quality of academic administration services throughout the year 2021. This study used quantitative approach with survey method. The survey was carried out by making a closed questionnaire using Google form to investigate students’ satisfaction. The questionnaire were then distributed online to students who previously used academic administrative services of the academic bureau and the student council of the Madura Trunojoyo University in 2021. The obtained 100 respondents represented an entire population that used the academic administration services of the academic bureau and student affairs in 2021. Results obtained in this study suggest that the quality service variable, especially in Financial Administration Bureau, has a significant impact on the satisfaction of the student Trunojoyo Madura University.
Abstrak
Untuk mengetahui level kualitas servis yang diberikan kepada konsumen, kepuasan mahasiswa dan masyarakat, sebagai pengguna jasa administrasi akademik, digunakan sebagai sebuah indikator. Survei kepuasan mahasiswa pada penelitian ini bertujuan untuk menelusuri tingkat kepuasan mahasiswa di Universitas Trunojoyo Madura pada kualitas jasa administrasi akademik, selama 2021. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Survei dilakukan dengan menyebarkan kuesioner tertutup melalui Google Form untuk mengetahui tingkat kepuasan mahasiswa. Kuesioner tersebut kemudian didistribusikan secara daring kepada mahasiswa yang pernah menggunakan jasa layanan akademik dan dewan mahasiswa di Universitas Trunojoyo Madura pada 2021. Sebanyak 100 responden yang terkumpul mewakili seluruh populasi yang pernah menggunakan layanan biro akademik dan dewan mahasiswa pada 2021. Hasil dari penelitian ini menunjukkan bahwa variabel kualitas layanan, khususnya Biro Administrasi Keuangan, memiliki efek yang signifikan terhadap tingkat kepuasan mahasiswa Universitas trunojoyo Madura.
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Nair, Chenicheri Sid, and Mahsood Shah. "Quality of the Student Experience." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 3 (July 2012): 34–40. http://dx.doi.org/10.4018/ijqaete.2012070103.
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The changing pattern of student participation is playing a key role in the changing trend in the student experience. Research in general has reported the student experience and satisfaction mostly at institutional and national levels. There is limited research on what students see as most important in various institutions with various students which may improve student engagement, retention, and improvement in student satisfaction. This paper reviews the trend in student experience in three universities that have been using student satisfaction surveys for more than a decade with diverse student groups. The study presents an international perspective to student experience and satisfaction and the report in this paper is based on two Australian and one United Kingdom University. The findings and results of this study informs the predictors of student satisfaction which if effectively managed and improved by universities could result in improved student engagement, retention and student satisfaction.
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Kruja, Drita, Huong Ha, and Elvira Tabaku. "Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania." International Journal of Quality and Service Sciences 13, no. 3 (August 4, 2021): 359–80. http://dx.doi.org/10.1108/ijqss-05-2020-0077.
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Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.
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AL-OMAIRI, ALHAM RASHID AAMIR, and SOON HIN HEW. "Students’ Satisfaction Of Online Learning In Oman." F1000Research 11 (January 26, 2022): 101. http://dx.doi.org/10.12688/f1000research.73579.1.
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Background: Due to the development facilitated by modern technology, the world has become a small village with instantly changing methods of education. Online education has become an alternative method for course delivery used by colleges and universities globally. Methods: The population of this study was N=564 students enrolled in asynchronous online learning at the College of Sharia Sciences in the Sultanate of Oman for the academic year 2020-2021. The survey instruments from “The Student Satisfaction Survey” developed by Strachota (2006) were utilized in this study. The survey included items in the following categories: demographics, learner instructor's interaction, learner-peer interaction, and lastly general satisfaction. The researcher reformulated the questions to suit the target group and some questions were changed to suit the target audience. Results: Remarkably, the data show that there is no direct relationship between demographic factors and student satisfaction with asynchronous online learning. On the other hand, there is a strong and noticeable relationship between students' satisfaction with asynchronous online learning and student-instructor interaction. There is also a correlation between students' satisfaction with asynchronous online learning and student-peer interaction. Conclusions: The students of the College of Sharia Sciences are on the whole very satisfied with asynchronous online learning; they consider it a very successful experience and recommend its use by students in other educational institutions.
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AL-OMAIRI, ALHAM RASHID AAMIR, and SOON HIN HEW. "Students’ Satisfaction Of Online Learning In Oman." F1000Research 11 (November 21, 2022): 101. http://dx.doi.org/10.12688/f1000research.73579.2.
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Background: Due to the development facilitated by modern technology, the world has become a small village with instantly changing methods of education. Online education has become an alternative method for course delivery used by colleges and universities globally. Methods: The population of this study was N=564 students enrolled in asynchronous online learning at the College of Sharia Sciences in the Sultanate of Oman for the academic year 2020-2021. The survey instruments from “The Student Satisfaction Survey” developed by Strachota (2006) were utilized in this study. The survey included items in the following categories: demographics, learner instructor's interaction, learner-peer interaction, and lastly general satisfaction. The researcher reformulated the questions to suit the target group and some questions were changed to suit the target audience. Results: Remarkably, the data show that there is no direct relationship between demographic factors and student satisfaction with asynchronous online learning. On the other hand, there is a strong and noticeable relationship between students' satisfaction with asynchronous online learning and student-instructor interaction. There is also a correlation between students' satisfaction with asynchronous online learning and student-peer interaction. Conclusions: The students of the College of Sharia Sciences are on the whole very satisfied with asynchronous online learning; they consider it a very successful experience and recommend its use by students in other educational institutions.
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Bornschlegl, Madeleine, and David Cashman. "Improving Distance Student Retention Through Satisfaction and Authentic Experiences." International Journal of Online Pedagogy and Course Design 8, no. 3 (July 2018): 60–77. http://dx.doi.org/10.4018/ijopcd.2018070105.
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As attrition rates of Australian undergraduate distance programs are consistently high, this article investigates whether retention can be increased by increasing the students' satisfaction through improving the student experience. This project examines the distance student experience informed by students' satisfaction with already identified crucial program factors. The authors propose that the Experience Economy model, utilised in tourism studies and general economics, is also relevant to education. An online survey collected data from 75 undergraduate distance students. Gathered data was analysed using two simple mediation models. The distance student experience and the students' satisfaction with crucial program factors were strongly indirectly related to the students' intention to persist through the students' overall satisfaction. The results indicate that designers of tertiary distance courses should consider program factors and the characteristics of the distance student experience to ensure high levels of student satisfaction and to increase the students' intention to persist.
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Gunarto, Muji, and Ratih Hurriyati. "CREATING EXPERIENCE VALUE TO BUILD STUDENT SATISFACTION IN HIGHER EDUCATION." Dinasti International Journal of Education Management And Social Science 1, no. 3 (February 19, 2020): 349–59. http://dx.doi.org/10.31933/dijemss.v1i3.166.
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Higher education products or services received by students are experiential values. The purpose of this study is how to create the values of student experience so that student satisfaction arises. Higher education should now focus on students by creating strong ties with students and alumni. This research was conducted with a survey confirmatory approach. The survey was conducted at 32 universities in South Sumatra Province, Indonesia with a total sample of 357 students. The sampling technique used was stratified random sampling and data analysis using structural equation modeling (SEM) analysis. The results showed that the values of experience in HE were formed through increased co-creation in HE, where students were directly involved in various campus activities. High co-creation shows that there is a stronger attachment of students to HE and higher value of student experience. Co-creation does not directly affect student satisfaction, but it does indirectly affect experience value. If the value of experience is higher, student satisfaction will also be higher.
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Dora, Yenny Maya. "Analysis Effect of Service Quality, Educational Facilities, and Method of Learning, Student Satisfaction and Loyalty to Students - Studies in the University of Widyatama Bandung." European Journal of Social Sciences Education and Research 10, no. 1 (May 19, 2017): 16. http://dx.doi.org/10.26417/ejser.v10i1.p16-27.
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This study aimed to analyze the effect of service quality, education facilities, and teaching methods in conjunction with student satisfaction and loyalty Widyatama University students. The research was conducted by survey method, the data obtained by distributing questionnaires to students. The study population was a student Of the Faculty of Business and Management, University of Widyatama. Data were analyzed using Structural Equation Modeling (SEM) with AMOS. From these results it can be concluded that the loyalty of the students affected by the quality of the service through student satisfaction. Loyalty affected by the Educational Facilities through student satisfaction. And loyalty is also influenced by learning through student satisfaction.
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Macedo, Maria Erilucia Cruz. "Student Satisfaction: Analysis of the Equity students and student satisfaction at the Higher education- Implementation of Relevant Education." International Journal of Advanced Engineering Research and Science 9, no. 5 (2022): 193–210. http://dx.doi.org/10.22161/ijaers.95.18.
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This study's objective was to investigate the connections between staff perceptions of equality and the levels of student contentment at private institutions in the Kurdistan area of Iraq. Specifically, the researchers were interested in the following: In order to collect data, a face-to-face survey was administered to 119 students from five private institutions located in the Kurdistan region of Iraq. According to the findings, there is a significant and favorable relationship between affirmative action and student satisfaction at private universities in the Kurdistan region of Iraq. On the other hand, there is no significant and favorable relationship between embracing diversity and student satisfaction at these universities.
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Uprety, Raju, and Sabina Baniya Chhetri. "College Culture and Student Satisfaction." Journal of Education and Research 4, no. 1 (July 7, 2014): 77–92. http://dx.doi.org/10.3126/jer.v4i1.10728.
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This study examines the relationship between college culture and student satisfaction. It also examines the order of strength of relationship of college culture dimensions as perceived by students with student satisfaction. The study was conducted among 251 BBA students of various colleges located within Kathmandu and Lalitpur districts of Nepal using Denison Organizational Culture Survey Model. We measured student satisfaction using the questionnaire adopted from Hartman and Schmidt (1995) and Silva and Fernandes (2012). Our results indicated that college culture dimensions – involvement, adaptability, and consistency – related significantly to student satisfaction and the strength of relationship followed the order: involvement, adaptability and consistency.DOI: http://dx.doi.org/10.3126/jer.v4i1.10728ournal of Education and Research, March 2014, Vol. 4, No. 1, pp. 77-92
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Pelletier, Christopher, Jaya Rose, Mona Russell, Daniel Guberman, Kanchan Das, Joseph Bland, Heidi Bonner, and Crystal Renée Chambers. "Connecting Student Engagement to Student Satisfaction: A Case Study at East Carolina University." Journal of Assessment and Institutional Effectiveness 6, no. 2 (October 1, 2016): 123–41. http://dx.doi.org/10.5325/jasseinsteffe.6.2.123.
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Abstract The focus of the present study is whether student engagement as measured at the class level via the Classroom Level Survey of Student Engagement (CLASSE) is associated with higher levels of student satisfaction. To do so, we administered the CLASSE survey to 370 first-year, sophomore, junior, and senior students across nine classrooms. There were no statistically significant relationships between student engagement and overall satisfaction. When analyzed with student responses to questions about their satisfaction in the classroom, we found no variation in student satisfaction by race, gender, or class level. Implications for future research and practice are discussed.
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Abdullah, M. Almanie. "Predictors of quality of distance education during the COVID-19 pandemic." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 95–104. http://dx.doi.org/10.18844/cjes.v17i1.6685.
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The aim was to investigate the role of online stakeholder groups, Instructional Design and Student satisfaction in predicting Quality of distance education during the COVID-19 pandemic. A survey method was used . The online stakeholder groups, Instructional Design and Student satisfaction are the IVs, while the dependent variable is Quality of distance education. Students were selected for data collection. An online questionnaire was used to collect data from the target students. Data were collected via an online questionnaire survey. I shared with students an online link via Facebook and WhatsApp groups to reach most of the University students to fill up the online questionnaire. This study has unique implications for universities as it provides guidelines for universities to implement distance education effectively ,hoping to facilitate students learning. This research study contributes to the literature of distance education. It is a unique study in its handling of variables such as online stakeholder groups, Instructional Design and Student satisfaction as predictors of distance education during the COVID-19 pandemic.
Keywords: online stakeholder groups, Instructional Design ,Student satisfaction ,Quality of distance education
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Khaoloek, Chalongrat, and Supotch Chaiyasung. "ENHANCING STUDENTS’ ACHIEVEMENT AND INVESTIGATING STUDENTS’ SATISFACTION IN LEARNING MATHEMATICS BY USING FLIPPED CLASSROOM." EUrASEANs: journal on global socio-economic dynamics, no. 1(32) (January 31, 2022): 106–16. http://dx.doi.org/10.35678/2539-5645.1(32).2022.106-116.
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The objectives of this classroom action research were to enhance students’ mathematical achievement and to survey students’ satisfaction in learning by using flipped classroom. The participants were 32 grade 11 students who enrolled in the second semester of the academic year 2019 at a high school. The topic used in this study was Vectors in Three Dimensions. The instruments were 7 lesson plans, achievement test and satisfaction survey. Learning management by using flipped classroom comprised 3 steps: 1) before class, students studied online learning through video clips, handouts and quizzes, 2) during class, teacher reviewed key concepts and students discussed the contents that they had studied from home, solved harder problems, and got individual help from teacher and 3) additional skills or extended knowledge. Data were collected from pretest, posttest, and satisfaction survey. Data were analyzed by using Effectiveness Index, mean, percentage, mode, and standard deviation. The results showed that: 1) the Effectiveness Index of the flipped classroom was 0.8 which revealed that students’ achievement was increased 0.8 from the beginning and 2) students’ satisfactions in three categories: students’ understanding category, learning activities category, and learning atmosphere category by using flipped classroom were at satisfied, satisfied, and very satisfied, respectively.
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Gibbons, Chris. "Stress, eustress and the National Student Survey." Psychology Teaching Review 21, no. 2 (2015): 86–92. http://dx.doi.org/10.53841/bpsptr.2015.21.2.86.
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The aim was to explore the relationship between sources of stress and a range of coping behaviours on student satisfaction and motivation. Most research exploring sources of stress construes stress as distress, with little attempt to consider positive, good stress or ‘eustress’ experiences. A cohort of first–year psychology students (N=88) were surveyed on a range of stressors. These were amended from the UK National Student Survey (NSS, 2011). Published university league tables draw heavily on student course satisfaction but study results suggest there was also merit in measuring students’ intellectual motivation and the extent to which they felt part of a learning community. Using multiple regression analyses, it was found that even the attributes that normally help one to adjust to change, such as self–efficacy, do little to help the new student adjust to university life, such was the acuteness of perceived stress in the first year. Social opportunities within the university were important to help new students integrate into university life and to help them network and build support. Educators need to consider how course experiences contribute, not just to potential distress but to potential eustress.
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Chopra, Shara, Ankita Sinharoy, and Alexandra Flamm. "Cross-Sectional Survey of Students and Instructors on Virtual Dermatology Teaching in a Competency-based Format." SKIN The Journal of Cutaneous Medicine 5, no. 6 (November 5, 2021): 680–84. http://dx.doi.org/10.25251/skin.5.6.14.
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Background
Due to the COVID-19 pandemic in the Spring of 2020, the dermatology rotation at the Penn State College of Medicine was converted into a 4-week virtual format. Given these rapid changes, we aimed to assess student and instructor satisfaction to the virtual course and if the course fulfilled the six ACGME core-competencies for medical student education required in a traditional teaching format.
Methods
We conducted a cross-sectional study to assess PSCOM student and instructor satisfaction to the elective. Surveys specifically inquired about course learning objectives, interaction, and teaching in the virtual setting based on a 5-point Likert scale and asked to provide qualitative feedback.
Results
Medical students (n=15, response rate=52%) were satisfied with learning objectives geared towards the ACGME core competencies in five of the six competencies. Instructors (n=7, response rate=58%) reported satisfaction with convenience, university support, and technical training, but less with student-to-student interaction, gauging comprehension, and fostering critical thinking. Qualitative feedback reflected these results.
Conclusions
From our survey data, students and instructors were generally satisfied with the virtual rotation’s dermatology teaching during the uncertain times of the COVID-19 pandemic and holds potential to expand dermatology education, with a future focus on improving student engagement in a virtual format.
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Bashir, Afisa, Shahzaib Ahmad, Muhammad Zeeshan Sarwar, and Syed Asghar Naqi. "Student satisfaction level among allied health sciences students at King Edward Medical University." International Journal of Public Health Science (IJPHS) 10, no. 1 (March 1, 2021): 55. http://dx.doi.org/10.11591/ijphs.v10i1.20618.
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The purpose of this study was to evaluate student satisfaction with their program, academic environment and administrative services in terms of its effectiveness on their professional attitudes, lives and career. A total of 261 students of allied health sciences program at King Edward Medical University, were examined in terms of personal satisfaction by means of a specifically designed student satisfaction survey. A qualitative analysis approach was used to interpret the data generated by a three‐part survey form circulated to the four proceeding sessions of allied health sciences program and satisfaction of students in 12 major disciplines was evaluated. The data was entered in statistical product and service solutions (SPSS) version 22 using quantitative variables and descriptive statistics including frequency distribution tables and diagrams. The study revealed a student satisfaction of only 22.1% with their program with different levels of recommendation in different sub-disciplines. A total of 20.9% students agreed to the library facilities, 53.9% with computer lab, 35% with administrative support, 29.6% with sports facilities and 49% with teaching methodologies. The present study concludes that most of the students had little satisfaction concerning their field of study. So, it is necessary to make an attempt for continuous development of quality services.
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Alzahrani, Majed Gharmallah. "Student Satisfaction with Using Online Discussion Forums at Saudi Universities." World Journal of Education 7, no. 2 (February 28, 2017): 1. http://dx.doi.org/10.5430/wje.v7n2p1.
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This study aims to investigate student satisfaction with using online discussion forums (ODFs). It also aims toexamine the relationships between student satisfaction with using ODFs and student demographics as well as withtheir experience with ICT and online education. Data are collected from 2171 students from four leading universitiesat Saudi Arabia through using an online survey. Overall, the results indicate that students are satisfied with usingODFs in their learning. In addition, student satisfaction with using ODFs had significant relationships with themajority of student demographics and experience with ICT variables. Interestingly, all student experience withonline education variables had significant and positive relationships with student satisfaction with using ODFs.However, factors such the availability of the Internet, preference of traditional learning, life commitments, andexperience with ICT and online education may affect student satisfaction with using ODFs.
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Elliott, Geoffrey, and Mazhar Hussain Malik. "Roadmap to overcoming the Challenges of Cyber Security and Forensics Education in the age of distance learning and the COVID-19 pandemic." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (March 8, 2022): 5. http://dx.doi.org/10.53735/cisse.v9i1.133.
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This paper focuses on developing a pedagogic roadmap to overcoming the challenges of delivering cyber security and forensics education in colleges and universities through distance learning during the COVID-19 pandemic. The research in this paper identifies the challenges associated with distance learning, teaching and assessment in the Sultan of Oman. The research evidence was gathered through educational practice at the Global College of Engineering and Technology (GCET), in the Sultanate Oman; and this research and pedagogic reflection acts as a case study for developing the pedagogic roadmap. The validation of evidence for the strategies suggested, and outcomes revealed and used at GCET, is through student feedback and questionnaires and satisfaction surveys. The adopted strategies enabled students to continue their learning during the pandemic. The strategies are validated with student satisfaction survey results, independently conducted by the college, which cover teaching and learning methods, assessment strategies, and overall satisfaction.
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Ruiz-Grao, Marta Carolina, Sandra Cebada-Sánchez, Carmen Ortega-Martínez, Antonia Alfaro-Espín, Eduardo Candel-Parra, Francisco García-Alcaraz, Milagros Molina-Alarcón, and Victoria Delicado-Useros. "Nursing Student Satisfaction with the Teaching Methodology Followed during the COVID-19 Pandemic." Healthcare 10, no. 4 (March 22, 2022): 597. http://dx.doi.org/10.3390/healthcare10040597.
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Background: Halfway through the 2019–2020 academic year, the entire university system was affected by an exceptional situation caused by the COVID-19 pandemic. Online learning was globally implemented for all degrees to finish the course and to meet academic objectives. This unforeseen change in teaching and subsequent evaluations meant teachers and students had to invest significant effort. Student satisfaction is used to measure the evaluation of teaching/learning processes in higher education. Our objective was to know and compare the satisfaction of nursing students taught at a Spanish public university after making changes to the teaching methodology. Methods: A descriptive observational study that measures student satisfaction. Study population: 240 students registered in academic years 2019–2020 and 2020–2021 answered the survey. The survey contained 30 items answered on a Likert-type scale. The main variables: the learning methodology (online or blended) was the independent variable; student satisfaction was the dependent variable. Descriptive and bivariate analyses were performed. Results: A response rate between 37.4% and 41.2%. Overall satisfaction was 2.75 points (SD 0.56) and 2.94 points (SD 0.49) with online learning and bimodal learning, respectively (maximum score 4 points) (p < 0.004). Conclusions: Student satisfaction was moderate–high for both learning methodologies. Students found that the b-learning methodology was the most valued.
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Kakada, Praveen, Yogesh Deshpande, and Shilpa Bisen. "Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction." Journal of Information Technology Education: Research 18 (2019): 549–70. http://dx.doi.org/10.28945/4461.
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Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.
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Sutherland, Dylan, Philip Warwick, John Anderson, and Mark Learmonth. "How Do Quality of Teaching, Assessment, and Feedback Drive Undergraduate Course Satisfaction in U.K. Business Schools? A Comparative Analysis With Nonbusiness School Courses Using the U.K. National Student Survey." Journal of Management Education 42, no. 5 (July 16, 2018): 618–49. http://dx.doi.org/10.1177/1052562918787849.
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How does quality of teaching, assessment, and feedback influence satisfaction with overall course quality for students taking business school (BS) undergraduate courses in the United Kingdom? Are these teaching-related determinants of satisfaction in BS courses different to those in nonbusiness school (NBS) courses? These questions currently figure prominently in U.K. higher education owing to the introduction of a “Teaching Excellence Framework,” linking student fee increases to levels of reported student satisfaction. The elevation of student satisfaction as a determinant of higher education delivery raises important questions about the possible longer term consequences for teaching practices. To explore these, we test three sets of hypotheses relating to how teaching, assessment, and feedback quality affects satisfaction in the BS context, as well as comparative differences (i.e., BS vs. NBS students). We draw from over 1 million responses recorded in the U.K.’s National Student Survey. We find questions related to perceived teaching quality are important satisfaction drivers for BS students. In terms of differences with NBS students, we find intellectual stimulation appears of lesser importance to BS students, whereas fair assessments are of greater importance. BS students, we argue, exhibit a stronger orientation toward “instrumental” learning. We consider policy implications.
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Ningsih, Ni Luh Anik Puspa, Dewa Ayu Putu Niti Widari, and I. Made Artawan. "Analisa Kepuasan Mahasiswa terhadap Kualitas Pelayanan Pendidikan." WACANA EKONOMI (Jurnal Ekonomi, Bisnis dan Akuntansi) 19, no. 1 (March 2, 2020): 24–29. http://dx.doi.org/10.22225/we.19.1.1403.24-29.
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Abstract-During the learning process, students have experience with educational services at the University. This experience will create a perspective on the quality of education services provided. This will be related to the level of student satisfaction. This level of satisfaction will made an opinions. That generally will quickly spread, to family, friends and society. Bad opinion will affect the University's image, so it is important to analyze student satisfaction. A survey are held to gain information about student satisfaction.. This research was conducted at Warmadewa University, a private university in Denpasar, Bali. Survey results are summarized in the index of student satisfaction with the quality of education services at Warmadewa University. Based on the dimensions of service quality, namely tangibles, reliability, empathy, responsiveness, assurance students feel "satisfied". The overall survey results show that students assess the quality of education services at a "satisfying" level.
Keywords: Student Satisfaction; Educational Service Quality
Abstrak-Selama proses pembelajaran, mahasiswa memiliki pengalaman terkait pelayanan pendidikan di Universitas. Pengalaman ini menciptakan persepsi terhadap kualitas pelayanan pendidikan yang akan membentuk kepuasan bagi mahasiswa. Tingkat kepuasan tertentu akan membentuk opini. Ini akan menyebar dengan cepat, pada keluarga, teman dan masyarakat. Persepsi yang buruk akan mempengaruhi citra Universitas. Tujuan dari penelitian ini untuk menganalisa tingkat kepuasan mahasiswa terhadap kualitas pelayanan pendidikan di Universitas. Populasi penelitian ini adalah seluruh mahasiswa aktif
Penelitian ini dilakukan di Universitas Warmadewa, Denpasar, Bali. Penelitian dilakukan dengan metode survey. Hasil survey terangkum dalam indeks kepuasan mahasiswa terhadap kualitas pelayanan pendidikan di Universitas Warmadewa. Berdasarkan dimensi kualitas layanan yaitu bukti fisik, kehandalan, empati, daya tanggap dan jaminan, mahasiswa merasa “puas”. Hasil survey keseluruhan menunjukkan bahwa mahasiswa menilai kualitas layanan pendidikan pada tingkat “memuaskan”
Kata kunci : Kepuasan Mahasiswa ; Kualitas Pelayanan Pendidikan
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Kim, Sohee, and Dae-Jin Kim. "Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning." Sustainability 13, no. 12 (June 14, 2021): 6734. http://dx.doi.org/10.3390/su13126734.
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This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.
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Kohlleppel, Tammy, Jennifer C. Bradley, and Jayne Zajicek. "Analysis of Demographics and Factors Influencing Student Choice of Major at Five Universities." HortScience 33, no. 3 (June 1998): 510b—510. http://dx.doi.org/10.21273/hortsci.33.3.510b.
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In recent years horticulture programs at universities across the United States have experienced a decline in student numbers. Researchers at the Univ. of Florida and Texas A&M Univ. have developed a survey to gain insight into the influences on undergraduate students who major in horticulture. Five universities participated in the survey of undergraduate horticulture programs, these include the Univ. of Florida, Texas A&M Univ., Oklahoma State Univ., Univ. of Tennessee, and Kansas State Univ. Approximately 600 surveys were sent to the schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in the horticulture departments. The survey consisted of two main sections. The first section examined student demographic information, high school history, university history and horticulture background and was completed by all students. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Results examine fundamental predictors in promoting student interest in horticulture, demographic variables that may influence student choice of major, and student satisfaction and attitude toward current collegiate horticulture programs. Findings from this study will provide insight into the status of post-secondary horticulture education and assist in identifying methods to increase student enrollment in horticulture programs across the country.
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Hamdani, Hamdani, and Asep Nursangaji. "TINGKAT KEPUASAN MAHASISWA TERHADAP LAYANAN AKADEMIK." Jurnal AlphaEuclidEdu 1, no. 2 (December 8, 2020): 155. http://dx.doi.org/10.26418/ja.v1i2.43414.
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Nowadays, there are several LPTK in West Kalimantan that have mathematics education courses apart from FKIP UNTAN. This is a challenge for FKIP UNTAN to become the main choice for prospective students. So, it is very important for the FKIP UNTAN mathematics education department to provide quality academic services to students so that they feel satisfied. One of the student satisfaction assessments index in academic services in the Mathematics Education Department of FKIP UNTAN is academic guidance and course implementation. This study will examine how high the level of student satisfaction with academic services in the Mathematics education Department FKIP UNTAN . Furthermore, it will be known what service items should be improved and developed in an effort to increase student satisfaction. The method used is descriptive method with a survey form involving students in 3rd, 5th, and 7th semester. The instrument used is a satisfaction questionnaire. The level of student satisfaction with academic guidance services is 2% of students are not satisfied, 6% of students are not satisfied, 30% of students are satisfied, 32% of students are quite satisfied, and 30% of students are very satisfied. Then for the level of student satisfaction with the lecture process as much as 2% of students were not satisfied, 5% of students were not satisfied, 27% of students were satisfied, 36% of students were quite satisfied, and 30% of students were very satisfied.Keywords: Satisfaction; Academic Services; Academic Guidance; The Lecture Process.
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Weeks, Benjamin K., and Liisa Laakso. "Using Debates as Assessment in a Physiotherapy Capstone Course: A Case Example." Journal of University Teaching and Learning Practice 13, no. 3 (July 1, 2016): 131–43. http://dx.doi.org/10.53761/1.13.3.8.
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While not a new teaching and learning approach, debating may be considered novel when included in a suite of more traditional teaching and learning activities. Despite the potential benefits of debates for the development of generic skills, their use in physiotherapy education remains unreported. Thus, our aim was to evaluate student satisfaction of a debate assessment item in a physiotherapy capstone course. We recruited students enrolled in a final year physiotherapy course undertaking a group debate assessment. Students were invited to complete two surveys of their expectations regarding the debate assessment, and their satisfaction after completing the debate. Students were further invited to participate in a focus group. All students participated in the debate (n = 20). Six students (30%) completed the first survey, 16 students (80%) completed the second survey, and seven students (35%) participated in the post-debate focus group. We found that before the assessment item students were apprehensive about the debate, however they felt it would be a beneficial learning experience. After the debate, students claimed they enjoyed the novel assessment and were supportive of its continued inclusion in the capstone course, however, students were ambivalent on the inclusion of debates in earlier courses in the program.
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Farinde-Wu, Abiola, and Paul G. Fitchett. "Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction." Urban Education 53, no. 1 (May 25, 2016): 86–112. http://dx.doi.org/10.1177/0042085916648745.
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Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black female teachers’ have job satisfaction when they are in an urban, non-charter school; receive administrative support; experience positive student behavior; and are committed to teaching. Concluding recommendations are offered for teacher education programs and school leaders.
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Rysavy, Monica D. T., Russell Michalak, and Alison Wessel. "8 Years of institutional assessment feedback: students’ satisfaction with library services." Reference Services Review 45, no. 4 (November 13, 2017): 544–61. http://dx.doi.org/10.1108/rsr-03-2017-0005.
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Purpose The purpose of this paper is to examine eight years of quantitative and qualitative student feedback on library services collected through an institution-wide student satisfaction survey. Design/methodology/approach This paper utilizes data collected during an eight-year period from the college’s student satisfaction survey. This survey contained 40 questions which addressed topics concerning the college’s 13 major departments. Six of the questions were devoted to library services. Findings Over the eight years surveyed, across all divisions surveyed (undergraduate students, graduate students and graduate Saturday students), students on average tended to select “agree” or “strongly agree” with the following six questions asked: The materials in the library meet my course requirements. The library has enough laptop computers for student use. The instructional materials for using the online databases are helpful. The library hours match my schedule and needs. The library equipment is in good working order. The library is generally quiet and suitable for study. Originality/value This institutionally crafted, mixed methods survey was deployed over an eight-year period at a relatively minimal cost (in-house staff hours were used to analyze the data gathered and paper Scantron sheets were used to deploy). Furthermore, rich data were gathered from a relatively simple instrument and this information was used to make institution-wide decisions.
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Anila Umriana and Dwimei Ayudewandari Pranatami. "INDEKS KEPUASAN MAHASISWA TERHADAP LAYANAN AKADEMIK DAN NON AKADEMIK UIN WALISONGO SEMARANG." Jurnal Penjaminan Mutu 8, no. 1 (February 25, 2022): 95–103. http://dx.doi.org/10.25078/jpm.v8i1.767.
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Higher education as one of the places where education is held is expected to always maintain its quality and quality. To see the quality or quality of higher education management can be assessed from two indicators, namely the fulfillment of quality standards and the achievement of customer satisfaction. Universities must be able to manage their service quality system and administration because if not, the trust of higher education users will decrease as well as the quality of students as one of the university's users, so that student satisfaction measurements need to be carried out regularly to be input and improvement for the university. Student satisfaction survey was conducted on aspects of academic and non-academic services at UIN Walisongo Semarang. Academic and academic service aspects are each measured by 8 indicators. This study aims to determine the level of student satisfaction with service quality after participating in the learning process at UIN Walisongo Semarang. This study uses a quantitative approach and survey methods. The population of this survey is all students of UIN Walisongo Semarang. The results of the assessment of the student satisfaction index on academic services are as follows: the highest satisfaction is on the online guardianship indicator with an index of 2.99 and the lowest satisfaction is on the online lecture system (E-learning) indicator with an index of 2.27. Meanwhile, the results of the satisfaction index assessment on non-academic services are as follows: the highest indicators are; Religious guidance services for students (3.01), while the lowest index is; Career guidance and job information services (Walisongo Career Center) (2.69). All satisfaction results show high satisfaction criteria.
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Naciri, Aziz, Mohamed Radid, Abderrahmane Achbani, Mohamed Amine Baba, Ahmed Kharbach, and Ghizlane Chemsi. "Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a survey-based observational study." Journal of Educational Evaluation for Health Professions 19 (October 17, 2022): 28. http://dx.doi.org/10.3352/jeehp.2022.19.28.
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Purpose: Distance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to deter-mine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco.Methods: An observational, cross-sectional study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction ques-tionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interac-tion, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning.Results: A total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students' year of study (adjusted odds ratio [aOR]=2.34; 95% CI, 1.28-4.27) and internet quality (aOR=0.47; 95% CI, 0.29-0.77) were the significant factors associated with students' satisfaction during distance learning.Conclusion: This study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contrib-ute to the successfully implementation of distance learning devices in nursing.
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Africia, Fresty, Stefanus Supriyanto, and Tiyas Kusumaningrum. "Improving the Services Quality of Educational Staff Based on Satisfaction and Loyalty Analysis of Nursing Students." Jurnal Ners 12, no. 2 (October 25, 2017): 164. http://dx.doi.org/10.20473/jn.v12i2.4628.
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Introduction: Educational staff services play a role in determining the quality of education. Service quality is able to provide satisfaction for students. Students who were satisfied with the perceived quality will develop student loyalty to the institution. The purpose of this study was to assess the effect of educational staff service quality with the satisfaction and loyalty of nursing students so that the educational institutions as service providers are able to provide the best service and survive in the midst of competition. Method: The study was an explanative survey with a cross-sectional design. Data collection was conducted using both quantitative (questionnaires) and qualitative (Focus Group discussion/FGD) methods. This study used proportional random sampling, with 110 students as samples. The variables in this research were customer expectations, perceived quality, student satisfaction and loyalty. The data was collected by a questionnaire and analyzed by linear regression, while FGD was conducted in two different groups (students and staff’s managers). Result: The result of the study explains the influence of student expectations on the perceived quality of the educational staff with a p-value = 0,002. There was no influence of student expectation on student satisfaction with a p-value = 0,156. The influence of the perceived quality of the educational staff towards student satisfaction had a p-value = 0,000. The influence of student satisfaction on student loyalty had a p-value = 0,000. Conclusion: The fulfilment of student expectations will have a positive impact on perceived quality. Furthermore, the positively perceived quality will create student satisfaction and student loyalty towards the educational institutions. For further research, it is suggested to examine the effect of satisfaction on student complaints.
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DeLaRosby, Hal R. "Student Characteristics and Collegiate Environments that Contribute to the Overall Satisfaction With Academic Advising Among College Students." Journal of College Student Retention: Research, Theory & Practice 19, no. 2 (October 19, 2015): 145–60. http://dx.doi.org/10.1177/1521025115611618.
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Academic advising satisfaction is highly correlated with retention in higher education. Thriving Quotient survey responses were collected from undergraduate students at a private, liberal arts college in the Pacific Northwest. Using a multiple regression analysis, this study examined what student characteristics and collegiate environments affect student satisfaction with academic advising. The results indicate that campus residency, amount of time spent in student–faculty interaction, and the quality of student–faculty interaction are statistically significant factors in academic advising satisfaction.