Learning Satisfaction Questionnaire Research Articles

Analysis of Differences in Student Learning Satisfaction Levels Against ONLINE and OFFLINE Learning Faculty of Psychology UIN MALIKI Malang

This research aims to find out how much the level of difference in learning satisfaction to the online and offline learning process of the Faculty of Psychology UIN MALIKI Malang. Factors that affect learning satisfaction, namely: Tangible Aspects (Physical Evidence): Infrastructure Facilities, Teaching Media, Reliability Aspects (Reliability): Lecturer Reliability in teaching, Responsiveness Aspects: Lecturer Responsiveness, Assurance Aspects (Assurance): Lecturer's treatment of students and Empathy Aspect (Empathy): Understanding of student interests. This research was conducted on students of the Faculty of Psychology with a total of 134 subjects. Data collection tool in the form of a learning satisfaction questionnaire consisting of 40 items. Data analysis is carried out with the T-Test sample paired statistics technique, with the help of the SPSS statistics program version 28. From the results of the analysis of research data obtained correlation value 0.316. Based on the results of the analysis on this study, it can be concluded that there is a difference in student satisfaction of the Faculty of Psychology UIN Maulana Malik Ibrahim Malang between before the pandemic and at the time of the pandemic, both in the aspects of tangible, Reliability, Responsiveness, Assurance and empathy. Nevertheless, differences in satisfaction in Tangible aspects were not felt significantly between before and during the pandemic. This shows that students feel more satisfied studying online than offline.

The effectiveness of the Construction of the Oral Examination Script Training Module for Nurse Practitioner

<p>專科護理師（簡稱專師）（Nurse practitioner, NP）是本國唯一具有國家證照之進階護理師，與醫師共同提供病人醫療及執行護理照護業務，須通過筆試及口試才能領取執業執照。專師執行病人照顧須展現的臨床推理能力較無法以紙筆測驗評量，故甄審口試採用客觀結構式臨床考試（Objective structured clinical examination,OSCE）以彌補筆試無法評值出的臨床實作能力。OSCE的口試劇本稱之「活考題」，需由標準化病人（Standardized patient, SP）扮演情境角色，真人演出若缺乏一致性可能影響考生的表現，過去每年約有2-3件考生反應SP演出問題的申訴案件。標準化病人訓練師（Standardized patienttrainer,SPT）是訓練SP表演教案的重要角色，過去大多由資深NP或曾擔任SP的資深救護技術員（Emergency medical technician, EMT）擔任口試劇本訓練的SPT，依舉辦單位設計的流程訓練SP，未有前置之SPT訓練課程。有鑑於SP演出涉及 考生的口試成績表現，演出品質的把關相形重要，本文目的為探討應用劇本訓練模組課程進行SPT訓練後，SPT對課程的學習滿意度及考生申覆案件之改善結果。採用「標準化病人師資訓練課程學習滿意度問卷」，包括「課程教材」、「課室訓練課程」，及「劇本實作訓練」三個構面，以李克氏5分法（1分為「非常不滿意」，5分為「非常滿意」） 進行學習成效評值；申覆SP演出件數由舉辦單位提供。參與訓練的SPT共計21位，資深NP 6位，資深EMT 15位。學習滿意度分析發現口試演出結束後總平均分數高於劇本訓練完成後，其中「劇本實作訓練」達統計顯著差異（p< .05），顯示SPT對訓練模組課程的肯定外，109年甄審口試後首次無考生提出SP演出申覆案件。研究發現訓練模組課程能培育出勝任專師甄審口試劇本訓練的SPT。</p> <p> </p><p>Nurse practitioners (NP) are the only advanced nurse practitioners with a national license in Taiwan.NPs work with physicians to provide medical treatment and perform nursing care services. NPs must pass written and oral exams to obtain practicing license. The required clinical reasoning ability is difficult to evaluate by using written tests. Therefore, the objective structured clinical examination (OSCE) is chosen to examine practical and clinical ability of future NPs. OSCE scripts are called “living exam questions” and require standardized patients (SP) to play the role in the determined context. Lack of consistency in SPs’ live-action affects the performance of candidates. In the past, candidates’ appeal due to SP performance was about 2 to 3 times per year. Standardized Patient Trainer (SPT) plays a vital role in SP training. In the past, senior NPs or senior emergency medical technicians (EMT), served as the SPT in oral script training, depending on the organizer. There is no pre-SPT training course in the designed process. The quality of SPs’ performance is important because it affects the candidates’performance in the oral exam. Thus, the purpose of this study is to investigate the improvements of SPT’s learning satisfaction and candidates’ appeal rate after SPTs training program adopting the script training module course. A total of 21 SPTs participated in the training program, including 6 senior NPs and 15 senior EMTs. The study adopted the “Learning satisfaction questionnaire of standardized patient trainer training course, (LSQSPTTC), “including three domains of “curriculum materials,”“lesson training,” and “script practice training.” Also, use the Likert 5-point scale (1-very dissatisfied and 5-very satisfied) to evaluate the learning effectiveness. Furthermore, the number of incidents of candidates’ appeal due to SP performance was provided by the examination organizer. The learning satisfaction after the oral exams is higher than the completion of the script training. The domain of “script practice training” had a statistically significant difference (p < 0.05), indicating that SPTs satisfied with the training module courses. Furthermore, there is no appeal incident due to SP performance in the 109th Republic of China for the first time. The results support that the training module courses can effectively prepare SPTs to be competent for SP scripts training dedicated to NP screening exams.</p> <p> </p>

The Development of a Physical Education Teaching Model in the Covid - 19 Situation Based on the Concept of Active Learning with Digital Technology Media of Students in the Field of Physical Education and Health, Faculty of Education Thailand National Sports University Chon Buri Campus

The objectives of this research were: 1. to develop a teaching model of physical education after the COVID-19 situation based on the concept of proactive learning in combination with digital technology media; 2. to compare the students' proactive learning behavior with digital technology media between the experimental group and the control group 3. Assess the students' higher thinking between the experimental group and the control group 4. Assess the satisfaction of students who manage learning by using a proactive learning management model and digital technology media. Affecting the effect of using the model the sample group used in the interview research there were 5 professors of the Faculty of Education and 15 students. The sample group that used the model to teach students was 30 students, divided into an experimental group of 15, and students trained by students of 300 people, a control group of 15 and students who were trained. 300 teaching students by random sampling. Tools include Document analysis record form interview questions Questionnaire on learning management conditions Program to develop faculty members to measure readiness in learning management Learning Behavior Assessment and Learning Satisfaction Questionnaire Qualitative data were analyzed by content analysis. Quantitative data analysis using basic statistics such as percentage, mean, standard deviation variance the differences between the mean were compared using the covariance analysis (ANCOVA) t-test statistic and the efficiency was analyzed. Process/efficiency of results. The results showed that 1. Physical education teaching style in the situation of COVID-19 Based on the concept of proactive learning with digital technology media there are 6 steps in learning management (PODARE). 2. Comparison of proactive learning behavior with digital technology media the experimental group was significantly higher than the control group at the .01 level. 3. The results of the assessment of advanced thinking of the experimental group of students who received learning management according to the proactive learning management model with digital technology media. Have a good high thinking score. Accounted for 43.83% 4. The results of the satisfaction assessment of the students who participated in the development of the model were of the opinion that the model made the students more clear and clear about proactive learning management with digital technology media. When students change the way they organize learning and activities in the classroom change, students change their learning behavior. Make students have more participation behavior in class

Learning outcomes of a flipped classroom teaching approach in an adult-health nursing course: a quasi-experimental study

BackgroundNew teaching strategies must be developed not only to enhance nurse’s competence but also to allow nurses to respond to the complex health care needs of today’s society. The purpose of this study was to explore the learning outcomes of a flipped classroom teaching approach in an adult-health nursing course for students in a two-year Bachelor of Science in Nursing program.MethodsThe study had a quasi-experimental design. An 18-week flipped classroom teaching approach was applied in an adult-health nursing course. In total, 485 nursing students enrolled in the study, with 287 in the experimental group and 198 in the control group. The Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students, Self-Directed Learning Readiness Scale, and self-designed learning satisfaction questionnaire were used to evaluate the students’ learning outcomes.ResultsThe experimental group showed a statistically significant increase in the overall scores for self-evaluated core competencies, the “self-modification” subscale of the Metacognitive Inventory for Nursing Students, and in overall self-directed learning readiness; further, they also showed high levels of course satisfaction.ConclusionsA flipped classroom teaching approach had a positive impact on student’s learning motivation and contributed to better learning outcomes in an adult-health nursing course. The flipped classroom combined with hybrid teaching methods is a suitable and effective learning strategy for a registered nurse (RN) to Bachelor of Science in Nursing (BSN) program to tackle today’s complex revolution in nursing curricula, and may enhance nursing students’ abilities to address numerous challenges.

Correlations among learning outcome, learning belief, professional identity and learning satisfaction in nursing undergraduates

Objective To explore the correlations among learning outcome, learning belief, professional identity and learning satisfaction in nursing undergraduates, so as to build the structural equation model among them. Methods In March 2018, we selected 335 nursing undergraduates from grade 1 to grade 3 in school of nursing of China Medical University as subjects by cluster sampling. All of them were investigated with the learning outcome questionnaire, learning belief questionnaire, professional identity questionnaire and learning satisfaction questionnaire to analyze the correlations among learning outcome, learning belief, professional identity and learning satisfaction. AMOS 17.0 was used to build the structural equation model among them. Results In this study, a total of 335 questionnaires were sent out and 284 valid questionnaires were collected. Among 284 nursing undergraduates, the averages of learning outcome, learning belief, professional identity and learning satisfaction were (4.45±0.53) , (3.87±0.45) , (3.53±0.44) and (3.58±0.52) . There were positive correlations among learning outcome, learning belief, professional identity and learning satisfaction (P<0.01) . Learning belief had the strongest direct effects on learning outcome (β=0.46, P<0.05) . Professional identity had bidirectional relationship with learning satisfaction and learning belief (β=0.69, 0.56; P<0.05) . Conclusions Learning outcome of nursing undergraduates was influenced by learning belief, professional identity and learning satisfaction. Besides, learning belief has the strongest direct effects on learning outcome followed by professional identity, and learning satisfaction had the weakest effects. We should strengthen learning belief of nursing undergraduates, improve their professional identity and learning satisfaction, so as to make them gather more learning outcome. Key words: Students, nursing; Education, medical, undergraduate; Learning outcome; Learning belief; Professional identity; Learning satisfaction

The Relationships among Gender, Cognitive Styles, Learning Strategies, and Learning Performance in the Flipped Classroom

ABSTRACTThis study re-designed the classroom activities with consideration to interactions between human factors, such as gender and cognitive style, to technology as well as human-to-human interactions in the flipped classroom and explored their interrelationships. Sixty-two first-year college students of a Packaged Software and Application course were divided into two groups. The experimental group (N = 29) employed the revised flipped classroom format, while the conventional flipped classroom model was used with the control group (N = 27). Research data were obtained via pre-class quizzes, final grades, a learning satisfaction questionnaire, and interviews. The results led to the following conclusions: (1) Cognitive style and learning strategy significantly affected students’ learning performance and satisfaction in both the flipped and revised flipped classrooms. (2) The interactive video, peer-learning, and social management issues associated with group work may motivate students’ self-regulation. The implications of these results for the design of the flipped classroom are discussed in detail.

Action Research on College Students’ Learning Satisfaction of Incorporating Art Therapy and Spirituality into A Career Planning Course

The investigation of college students’ learning satisfaction for a new teaching model: Example of incorporating art therapy and spirituality into a career planning course. The subjects of this action research were 47 freshmen enrolled in the “Career Planning-Soft Power of Employability” course (10 males and 37 females). Two types of Likert scale questionnaire surveys were conducted before the end of the first semester. The Learning Satisfaction Questionnaire survey showed that the students’ response to the course was positive. Regarding the precursor activity designed for incorporating art therapy into the career planning course, the students’ average learning satisfaction was 4.45 with a standard deviation of 0.82, whereas their average learning satisfaction of overall curriculum planning was 4.34 with a standard deviation of 0.78. The results of open feedback forms showed that the incorporation of art therapy into the relevant activities of this course helped enhance the students’ concentration and interest in learning. In addition, the course was designed to enhance the effectiveness of teaching assessment. The results of the Teaching Assessment Questionnaire showed that the students’ average satisfaction of teaching in this course was 4.44 with a standard deviation of 0.78. Finally, this action research not only proposed specific suggestions for incorporating art therapy and spirituality into career planning course design and teaching method but also pointed out the direction for future action research on the incorporation of expressive art therapy into the relevant course activities of general education.

Promosi kesehatan menggunakan gambar dan teks dalam aplikasi WhatsApp pada kader posbindu

PurposeThis study aimed to determine the effectiveness of educational programs through WhatsApp media on the level of knowledge and satisfaction of learning of Posbindu health workers.Methods This study was an experimental research on 1 group that consisted of 33 respondents. Two stages of intervention were done with sending an educational text message about diabetes in the first week and picture messages in the second week. The instruments of this study consisted of a knowledge questionnaire and a learning satisfaction questionnaire. The study was conducted on Posbindu health workers with message delivery interventions through WhatsApp.ResultsThere was a significant change between the mean pre-test and post intervention of text messaging and educational images on knowledge of type 2 diabetes variables, while the delivery of picture messages had the highest mean value of learning satisfaction.Conclusions Promotion and health education programs through message delivery on WhatsApp effectively can improve the knowledge and satisfaction of learning about type 2 diabetes mellitus.

Age and gender’s interactive effects on learning satisfaction among senior university students

ABSTRACTWith the growing number of older adults becoming a global concern, developed countries have focused on education as a means to promote successful aging. Previous research has focused on the effects of gender and age on learning satisfaction among senior students. Nevertheless, little attention has been paid to the interactive effects of age and gender on learning satisfaction of senior university students. To investigate these effects, a learning satisfaction questionnaire was administered to 485 students enrolled in the Division of Continuing and Extension Education (DCEE) at the National Kaohsiung University of Applied Sciences in Taiwan. The data collected were subsequently examined by means of descriptive statistics and univariate analysis of variance. The results revealed that respondents were generally satisfied with the DCEE program. However, the standard deviation scores for learning satisfaction were slightly higher for males than for females. Furthermore, an interactive effect was identified between gender and age in relation to learning satisfaction. Respondents’ learning satisfaction scores were higher for males than for females for the age range of 55–60. For the group aged 71 and above, females scored higher than males. However, males in the age range of 55–60 had a higher level of learning satisfaction than males aged 71 and above. Based on this study, the article identifies implications for teachers and administrators such as a need for more diverse, adaptive, and sustainable programs that enhance learner satisfaction.

Learning Satisfaction: Validity and Reliability Testing for Students’ Learning Satisfaction Questionnaire (SLSQ)

The present paper discusses the elaboration -based on factors identified in the researched literature- and the first steps in the validation process of students’ learning satisfaction questionnaire (SLSQ). A sample of 80 students, ages raging from 25 to 57, participated in this initial phase of the research. The developed instrument consists of 26 items grading on a six-points Likert scale the level of satisfaction that students feel regarding different aspects of learning. Data processing consisted in factor analysis for validation and the calculation of the Cronbach's alpha coefficient for establishing reliability.

Effects of Applying Blended Teaching Approach to English Sentence Translation for Vocational High School Students

This study aims to explore the effects of applying blended teaching approach to English sentence translation for vocational high school students. This study adopted quasi-experimental research design with 9-week traditional and blended teaching sessions for two classes of students. Learning attitude questionnaires for pre- and post-teaching sessions, learning satisfaction questionnaire, interview, pre- and post-tests, and students’ records were analyzed by ANCOVA, one-sample t- test, and paired t-test. The results of the study show that there is no significant effectiveness found in the blended-teaching group. Also, the students in the blended teaching group show significant learning satisfaction than those in the traditional teaching group. Finally, there is significant difference found in learning attitudes among the two groups of students.

Use of a unified learning style model in pharmacy curricula

ObjectiveIdentify student learning preferences and assess learning satisfaction, gain, motivation, time spent studying, and effort used when studying. MethodsFirst-year pharmacy students completed a survey about exposure to learning style models and subsequently participated in a learning preference workshop in the second professional year (P2). Identification of learning preferences using a unified learning style model (ULSM) was completed using faculty assessment (FA), learning preference questionnaire (LPQ), and student self-assessment (SA). Agreement of FA with LPQ and FA with SA was described using kappa values. Students also completed a “learning satisfaction questionnaire” before the workshop and at the end of the semester to assess learning satisfaction, gain, motivation, time spent studying, and effort used when studying. ResultsEight of 58 students (14%) had exposure to learning preferences. Seventy-three students completed the P2 workshop. Slight to fair agreement was found between FA with LPQ and slight to moderate agreement was found between FA and SA of various learning preference sub-categories. No significant changes were seen in mean scores for overall learning satisfaction, gain, motivation, time spent studying, and effort used when studying at the end of the semester. The proportion of students answering “always” versus other categories increased in learning satisfaction (1.4% versus 6.8%, p = 0.05) and effortless studying (0% versus 6.8% students, p = 0.03). ConclusionsLearning preferences may be identified using either faculty assessment or a combination of survey and student self-assessment, although a substantial level of agreement between different methods is unlikely. This may suggest learning preferences are more “state-like” rather than “trait-like.”