Level Of Student Satisfaction Research Articles

The Effect of Implementing A Learning Management System on Student Motivation and Satisfaction Levels

This study aims to determine the influence of the Learning Management System (LMS) on students' motivation and satisfaction levels. The research method used is quantitative with an associative approach. The study involves 60 students as subjects. The research technique employs simple random sampling with data collection conducted through questionnaires. Data analysis is performed using SPSS version 16. The results of the study indicate a positive and significant influence of LMS on students' learning motivation. Based on the significance test, the calculated t-value (4.382) > t-table (1.67155) for Y1 (learning motivation), which means Ho1 is rejected and Ha1 is accepted. The study also shows a positive and significant influence of LMS on students' satisfaction levels, with a calculated t-value (5.406) > t-table (1.67155), which means Ho1 is rejected and Ha1 is accepted. The conclusion of this study is that learning using LMS has a significant impact on students' motivation and satisfaction levels.

Analysis of Remote Learning Challenges During COVID-19 Pandemic on Pakistan’s Education Sector

The COVID-19 pandemic spread across the world in several days. This disease has badly affected corporations, industries, and educational institutions worldwide. The education sector suffered several crises, around 77 million students were affected and absent from class during the pandemic. Using remote learning during the pandemic was beneficial, but it was difficult to find comfort and dependability. The present study examines the challenges faced by Pakistani students and teachers in remote learning, academic performance, and satisfaction levels of students and teachers who have participated in remote learning during the COVID-19 pandemic. Based on the respondents’ comments, analyzed the demographic data and remote learning data using statistical calculations in the R language, and displayed the results in graphs. It used machine-learning models to calculate sentiment analysis results using the R language. According to the calculation results, the proposed study performs well using a support vector machine (SVM) and neural network (NNET), which give an accuracy of 83.5, while the accuracy of the k-nearest neighbor (KNN) is 69.9. The proposed study formulates suggestions for future work that are useful for improving the outcomes of remote learning.

Satisfaction and Comfortability of the International Non-Arab Students at Faculty of Medicine, Ain Shams University in Their Accommodation Place: A Cross Sectional Study

Abstract Background The growing international educational marketplace attracts students from all over the world. These students bring economic benefits to the host countries and their cultures and languages. However, international students face challenges and have needs and expectations when studying abroad. Comfortability in their accommodation whether it is in official dorms or private places among one of the most concerning challenges. Objectives To measure international non-Arab students’ satisfaction and comfortability level in their accommodation place, and to identify the effect of gender and place of accommodation on the satisfaction and comfortability level of students. Methods A cross sectional study with a total of 119 international non-Arab students were included in the study (42% males, and 58% females), Data was collected using a self-administered questionnaire including questions about age, gender, place of accommodation, satisfaction, and comfortability in the accommodation place. Results The mean age of the sample was (19.46 ± 2.02), and 58% of them were females. Most of the study participants lived in rented apartments (53.80%). The mean of the comfortability in the accommodation place was (32.08 ± 6.80). 46 % of the study participants had moderate comfortability in their accommodation. Satisfaction and comfortability in the accommodation place was associated with the gender of the students and the accommodation group (official dorms and private places), P values were 0.032, and 0.002, respectively. Conclusion and Recommendation The satisfaction and comfortability of the international students in the official dorms are lower than in the private places, and this needs more institutional support to improve the students’ experience.

RESPONS SISWA TERHADAP BUKU LATIHAN AKM STATISTIKA SEBAGAI MEDIA PEMBELAJARAN

Technology plays a significant role in advancing education as it facilitates educators in teaching abstract subjects that are difficult to understand, such as mathematics. Mathematics is a key component of human intellectual capability and the revolution of scientific knowledge. In mathematics learning, without engaging teaching media, students tend to disregard the teacher's explanations, become passive, get bored quickly, and merely take notes on the presented material. Therefore, innovative learning media, such as interactive math comics, need to be developed. This study aims to determine students' responses to the use of AKM practice books in mathematics learning. This research is descriptive and focuses on the level of student satisfaction with the learning process using AKM practice books. Students' responses were collected using a Likert scale questionnaire and then analyzed using data categorization techniques. The results of the study indicate that trial results in both small-scale and large-scale classes showed an average rating of very good. Consequently, the AKM practice book is considered practical to use as it received positive feedback from students, being highly useful in the learning process. The AKM practice book, as a mathematics learning medium, significantly aids in the learning process due to its attractive design, easily understandable question texts, clearly explained content, and it makes students feel happy and very interested. Thus, the response of class X8 students at SMA N 1 Sedayu towards the AKM practice book on statistical material is positive and practical for use.

An examination of nursing students’ performance in and Satisfaction with a Patient Safety E-Learning Module

BackgroundThe knowledge nursing students acquire during their undergraduate degree influences the quality of patient care they provide for many years to come. However, previous studies indicate that students may have a limited understanding of core patient safety concepts. ObjectivesThe objectives of this study were to (i) examine nursing students’ performance in an interactive patient safety e-learning module titled ‘One shift, four patients … a day in the life of a new graduate nurse’; and (ii) explore students’ level of satisfaction with the module using the Satisfaction with the Patient Safety E-Learning Module scale. DesignA cross-sectional design was used with students’ knowledge and levels of satisfaction examined using descriptive statistics. Setting and participantsIn total, 1038 third-year undergraduate nursing students from 22 Australian universities attempted the module. ResultsThe mean correct score was 74%, but there were significant differences in knowledge levels evident across the four activities that comprised the module. Participants achieved the highest mean score in Activity 2 (Predicting, monitoring, and responding to adverse events [79%]) and the lowest in Activity 3 (Clinical reasoning [66%]). The mean score for Activity 1 (Infection control and medication safety) was 74%, and for Activity 4 (Cultural competence), the score was 77%.The level of student satisfaction with the module was high with responses to each survey item exceeding 4.0 out of 5.0. The Cronbach’s alpha for the satisfaction scale was 0.99, and the Content Validity Index was >0.9. ConclusionsUniversities are responsible for preparing nursing students to become safe clinicians. The results from this study indicate that participants’ overall level of knowledge of key patient safety concepts was adequate. However, as knowledge is the foundation for safe practice, these results suggest that further attention to imbedding patient safety in nursing curricula is required.

Penerapan Algoritma K-Means Untuk Clustering Penilaian Layanan Berdasarkan Indeks Kepuasan Mahasiswa Universitas Nurul Jadid

Student Satisfaction Index has a very important role in the university environment as it is closely related to the accreditation assessment process. In this context, Nurul Jadid University faces shortcomings in calculating student satisfaction, which has the potential to disrupt the efficiency of time use and have an overall negative impact. As a solution, this research aims to cluster student answers using the K-Means algorithm implemented through the Streamlit web platform with the Python programming language. The results showed that this approach was able to produce excellent clustering, with an accuracy rate of 97%. The main objective of this research is to improve efficiency in the process of measuring student satisfaction levels, with the hope of making a significant contribution to improving the quality of university services and the process of evaluating university accreditation more efficiently. As such, this research has important implications in improving the overall performance of the university in the face of challenges.

Penerapan Algoritma K-Means Untuk Clustering Penilaian Layanan Berdasarkan Indeks Kepuasan Mahasiswa Universitas Nurul Jadid

Student Satisfaction Index has a very important role in the university environment as it is closely related to the accreditation assessment process. In this context, Nurul Jadid University faces shortcomings in calculating student satisfaction, which has the potential to disrupt the efficiency of time use and have an overall negative impact. As a solution, this research aims to cluster student answers using the K-Means algorithm implemented through the Streamlit web platform with the Python programming language. The results showed that this approach was able to produce excellent clustering, with an accuracy rate of 97%. The main objective of this research is to improve efficiency in the process of measuring student satisfaction levels, with the hope of making a significant contribution to improving the quality of university services and the process of evaluating university accreditation more efficiently. As such, this research has important implications in improving the overall performance of the university in the face of challenges.

Survey of the satisfaction of medical students on innovative clinical assessment methods at Hue University of Medicine and Pharmacy

Background: Since the academic year 2018-2019, Hue University of Medicine and Pharmacy has implemented a renewed competency-based medical program, with comprehensive changes in clinical assessment methods such as Mini-CEX, EPAs, OSCE… The evaluating students’ satisfaction with these methods onwards is a critical issue in enhancing the quality of medical education. This study focuses on describing and analyzing the factors influencing the satisfaction of 4th to 6th-year medical students with the new clinical assessment methods, aiming to provide a foundation for adjusting and improving these methods to better meet the needs and preferences of the students. Objectives: Surveying the satisfaction of medical students and factors related to their satisfaction with innovative clinical assessment methods at Hue University of Medicine and Pharmacy. Materials and Method: The study involved 464 medical students in years 4-6 enrolled in the competency-based integrated renewal program. A web-based survey method was utilized to assess the level of satisfaction of medical students with the training program. Linear regression analysis was employed to evaluate the correlation between various components of the training quality and student satisfaction. Results: The overall satisfaction level of students with the training program was as follows: Satisfied: 91.6%; Dissatisfied: 8.4%. The study revealed that three factors significantly contributed to student satisfaction with the innovative clinical assessment methods: Appropriateness, Organizational arrangement, and Quality of assessment. Conclusion: The majority of students (91.6%) were satisfied with the appropriateness of the innovative clinical assessment methods. The influence of factors on student satisfaction with the innovative clinical assessment methods were ranked as follows: Appropriateness, Organizational arrangement, and Quality of assessment. Key words: satisfaction, medical students, innovative clinical assessment methods.

Using a healthy snacks program on a campus with limited food access: Implications for implementing a sustainable safety net program

Objective This study explored the user experiences and satisfaction levels of students who participated in a healthy snacks program over eight months on a campus located in a food desert. Participants Students at a suburban private university (N = 51). Methods Using a descriptive cross-sectional design, participants scanned a Quick-Response code and responded to an online questionnaire. Mixed methods analyses were conducted. Results Most participants took snacks in the morning (44.4%). Satisfaction levels were highest [Mean (Standard deviation): 6.58 (0.90) out of 7.00 = high] among those feeling stressed. Five major themes from the open-ended responses were identified: (1) Being thankful; (2) Finding snacks to be tasty; (3) Inexpensive and healthy alternatives; (4) Feeling better; and (5) Needing better and additional snacks. Conclusions Future research is needed to assess the long-term feasibility and effectiveness of this program and develop similar programs on other college campuses located in food deserts.

THE FACTORS INFLUENCING STUDENTS' SATISFACTION WITH BLENDED TEACHING METHODS IN THE CONTEXT OF INTERNATIONALIZATION OF EDUCATION AT FOREIGN TRADE UNIVERSITY

This study is to determine the factors affecting the students' satisfaction with the blended teaching method, especially in the current international context, making some recommendations to increase the students' satisfaction with the combined teaching method. The research sample is 200 students of Foreign Trade University, using EFA factor analysis to create 4 factors affecting the level of student satisfaction with the teaching method in teaching methods, content of instruction, characteristics of blended learning systems, infrastructure and technology. The research results contribute to help university leaders to consider improving teaching quality and applying information technology to innovate teaching methods in general and English teaching method in particular.

Construction and Application of a Prediction Model for Students’ Satisfaction in Chinese-Foreign Cooperatively-Run Educational Programmes Based on Machine Learning

The increasing popularity of educational programs by Chinese and foreign partners in China's universities presents challenges in administration due to differences in organization, social expectations, and academic requirements. This study presents a prediction model using Machine Learning techniques to assess student satisfaction levels. The Gradient Boosting Machine (GBM) framework, enabled by Principal Component Analysis (PCA), was used to collect data from 1,237 students. The approach was compared to other ML models like Random Forest, Linear Regression, Naïve Bayes, and Support Vector Machine and trained and validated using 5-fold cross-validation. The PCA+GBM model scored most effectively of significant metrics, with 93% accuracy, 92% precision, 91% recall, and 91.5% F1-score. Policymakers and educational administrators can use the outcomes as an incentive to enhance the strategy and standard of Higher Education (HE) that are run in collaboration between China and foreign countries.

Enhancing active learning through collaboration between human teachers and generative AI

To address the increasing demand for AI literacy, we introduced a novel active learning approach that leverages both teaching assistants (TAs) and generative AI to provide feedback during in-class exercises. This method was evaluated through two studies in separate Computer Science courses, focusing on the roles and impacts of TAs in this learning environment, as well as their collaboration with ChatGPT in enhancing student feedback. The studies revealed that TAs were effective in accurately determining students’ progress and struggles, particularly in areas such as “backtracking”, where students faced significant challenges. This intervention’s success was evident from high student engagement and satisfaction levels, as reported in an end-of-semester survey. Further findings highlighted that while TAs provided detailed technical assessments and identified conceptual gaps effectively, ChatGPT excelled in presenting clarifying examples and offering motivational support. Despite some TAs’ resistance to fully embracing the feedback guidelines-specifically their reluctance to provide encouragement-the collaborative feedback process between TAs and ChatGPT improved the quality of feedback in several aspects, including technical accuracy and clarity in explaining conceptual issues. These results suggest that integrating human and artificial intelligence in educational settings can significantly enhance traditional teaching methods, creating a more dynamic and responsive learning environment. Future research will aim to improve both the quality and efficiency of feedback, capitalizing on unique strengths of both human and AI to further advance educational practices in the field of computing.

Project-based learning: Student performance and perceptions in a food industry engineering degree course

The project-based learning (PBL) methodology was applied in a Food Technology course during the third year of a Food Industry Engineering degree at the University of Extremadura. The purpose of the research was to assess the effectiveness of PBL in this specific teaching field, evaluate the utility of rubrics, and determine the level of student satisfaction. A total of 22 students were tasked with participating in a group activity where they had to formulate, design, prepare, and present a food product to their peers and teacher. The students produced multiple deliverables and received feedback from the teachers. They also completed a final report and an oral presentation. The project was evaluated by teachers, peers (peer evaluation), and through self-evaluation using rubrics. A satisfaction survey and an analysis of strengths, weaknesses, opportunities, and threats were conducted after the completion of the PBL activity. The main findings indicated that PBL and rubrics were effective teaching and evaluation methodologies, respectively, enabling students to achieve scores above 8. Teacher evaluations were higher than the self-assessments, which were close to peer evaluations, indicating a high level of commitment on the part of students. Effective communication skills need improvement. Students viewed the activity positively, as it helped them comprehend the subject matter and proved valuable for improving teamwork, autonomy, and overall learning. In conclusion, PBL resulted in an engaging and effective learning experience that enhanced the understanding of food processing content and fostered the development of the skills and competencies necessary for a professional food engineer.

AN EMPIRICAL STUDY OF POTENTIAL FACTORS IMPACTING STUDENT SATISFACTION – A STUDY FOCUSED ON STUDENTS LIVING IN THE NORTH OF ALBANIA AND ATTENDING PUBLIC UNIVERSITIES (CASE: UNIVERSITY OF SHKODRA, UNIVERSITY OF TIRANA AND THE UNIVERSITY OF MEDICINE, TIRANA

Objective: This study aims to explore the factors influencing student satisfaction among attendees of public universities in the northern region of Albania, against the backdrop of declining student enrollment and significant emigration trends. Theoretical Framework: Student satisfaction is understood as a crucial aspect of educational evaluation, influenced by various factors such as educational experiences, services, and facilities (Chatzoglou et al., 2021). Emphasis is placed on understanding the interplay between demographic variables and their impact on satisfaction levels. Method: Data was collected via questionnaires distributed to students at the University of Shkodra, Tirana, and the University of Medicine in 2023. Factor and reliability analyses were employed to identify significant factors affecting student satisfaction. Multiple regression analysis was conducted, with variables including reputation, cost of study, course quality, employability prospects, and service quality. Results and Discussion: The findings indicate that demographic variables exhibit a notable influence on student satisfaction levels. Moreover, the regression analysis identified several factors—such as reputation, cost of study, and service quality—as significant predictors of student satisfaction. Research Implications: This study contributes to understanding the nuanced dynamics of student satisfaction within the Albanian higher education context. The findings hold implications for university administrators and policymakers in devising strategies to enhance student satisfaction and address the challenges of declining enrollment. Originality/Value: By focusing on the specific context of northern Albanian public universities, this research sheds light on understudied aspects of student satisfaction amidst broader socio-economic challenges. The study's findings underscore the importance of tailored interventions to improve overall student experiences and retention rates.

Distant Learning Satisfaction in High School Chemistry Amidst COVID-19 Pandemic: A Case Study

The aim of this research is to analyze the level of satisfaction with distance learning chemistry during the COVID-19 pandemic. This study used descriptive qualitative method. Data collection through a survey using google form to 449 respondents. The results of the analysis show that the COVID-19 pandemic has an impact on the level of student satisfaction, namely 18% very satisfied, 78% satisfied and 4% dissatisfied with distance learning chemistry. Students participate actively in taking chemistry lessons online. The distance learning system is not limited to being used during the COVID-19 pandemic, but can also be applied in normal conditions as modified learning with face-to-face learning.

ВПРОВАДЖЕННЯ ТЕХНОЛОГІЇ МІКРОНАВЧАННЯ СТУДЕНТІВ-ЕКОНОМІСТІВ ЗА ДОПОМОГОЮ ОНЛАЙН-КУРСІВ

After the outbreak of the pandemic in 2019 and the outbreak of war in the country in 2022, educational institutions at different levels of Ukraine switched to a mixed format of the educational process and were forced to look for modern approaches and technologies for organizing the education of students. This study examines the implementation of microlearning technology using online courses developed on the Moodle platform. Microlearning is a modern learning technology that involves short, intensive training modules focused on the development of specific theoretical knowledge and practical skills. Available online courses, which provide the ability to create and deliver different types of educational content, focus mainly on the formation of necessary knowledge and skills of students, but do not take into account their individual needs and interests in the learning process, and pay little attention to their satisfaction with education in modern conditions. This article investigates the impact of microlearning technology using online courses on students' satisfaction with learning. To determine the level of student satisfaction, an online survey was conducted among 61 students enrolled in the specialty 051 "Economics" programs, which include Business Economics, International Economics, Economic Cybernetics, and Digital Economy, at the National University of Life and Environmental Sciences of Ukraine. All these students were studying using microlearning technology with the use of online courses. As a result, that the level of student satisfaction with learning using this technology is most influenced by such factors as the availability of learning resources, consideration of individual abilities and needs in the online course, opportunities for interaction and communication with the teacher, as well as the format of learning materials and acquired knowledge. Accordingly, these factors should be taken into account when developing online courses and implementing microlearning technologies in the educational process.

Evaluation of Medical Students' Satisfaction With Using a Simulation-Based Learning Program as a Method for Clinical Teaching.

Objectives This cross-sectional analytical study aims to evaluate medical students' awareness and satisfaction regarding the utilization of simulation-based learning (SBL) as a method for clinical teaching at King Saud University (KSU) over the past 12 months. It seeks to understand how such learning methods enhance students' self-satisfaction and clinical skills, facilitate the application of learned knowledge, and assess the role of instructors in providing ample practice opportunities in the skills laboratory. Furthermore, the study aims to assess the satisfaction levels of students in both preclinical and clinical years regarding the time allocated for skills laboratory sessions and the integration of high-fidelity technology in simulation-based training programs at KSU. Methods In this cross-sectional study, a total of 306 male and female medical students from the College of Medicine at KSU participated, comprising 196 preclinical students (first, second, and third years) and 110 clinical students (fourth and fifth years). Quantitative data was collected through a structured questionnaire on a 5-point Likert scale that showed degrees of satisfaction. The satisfaction was measured based on a 5-point Likert scale that shows the degree of satisfaction from (very dissatisfied, dissatisfied, neither dissatisfied nor satisfied, satisfied, and very satisfied), and we calculated the p-value based on an independent t-test, and the percentage represented the percentage of students who chose satisfied and very satisfied. Results The results showed overall satisfaction with SBL (mean: 3.98, 71.10%), and it was recognized as a useful and effective method of learning skills. It is reported that it helped the students implement what they learned. At the same time, lower satisfaction was identified in areas with less allocated time for skill labs. Moreover, lack of accessibility and lack of trained staff were reported, and they should be addressed by providing staff with proper training. Conclusion The results of the study will help to understand how students' learning needs should be addressed. Moreover, providing simulation-based training is a pathway compliant with the best educational standards that should be adapted according to each institution's singularities. Besides offering further results, the study presents suggestions for further research.

Design and Application of English-Chinese Bilingual Teaching Model Based on Multimodal Learning

In the globalized landscape of education, the demand for effective bilingual teaching models has become increasingly prominent, particularly in English and Chinese instruction. this study introduces the Bilingual Teaching Random Conditional Field (BTRCF) as a novel approach to designing and implementing an English-Chinese Bilingual Teaching Model based on Multimodal Learning. The principles of multimodal learning, which integrates various modes of communication such as visual, auditory, and kinaesthetic, the BTRCF model aims to provide students with a comprehensive and immersive language learning experience. The BTRCF model capitalizes on the complementary strengths of both English and Chinese languages, aiming to cultivate bilingual proficiency while fostering cross-cultural understanding among students. By incorporating elements from each language and leveraging multimodal learning strategies, the BTRCF model provides students with a comprehensive language learning experience that extends beyond mere linguistic proficiency to encompass cultural appreciation and intercultural competence. By capitalizing on the complementary strengths of both languages, this model seeks to foster bilingual proficiency while promoting cross-cultural understanding among students. with the BTRCF model have shown promising results, with an average increase of 25% in students' bilingual proficiency scores compared to traditional teaching methods. Additionally, qualitative assessments reveal high levels of student engagement and satisfaction with the multimodal learning approach employed by the BTRCF model, indicating its potential to revolutionize bilingual education practices.

Self-Regulated Learning, Online Learning Self-Efficacy, and Satisfaction Among Accounting Matriculation Students in Flipped Learning Environment

This study aims to identify the levels of Self-Regulated Learning (SRL), Online Learning Self-Efficacy (OLSE), and student satisfaction in the Flipped learning environment among Accounting matriculation program students. A total of 415 students participated as respondents in this study. The data were analysed using descriptive statistics and t-tests with the SPSS software. The overall analysis indicated that the average minimum scores for SRL among Accounting matriculation students were at a high level. The level of OLSE among Accounting matriculation students was also at a high level. Additionally, the level of student satisfaction among Accounting matriculation students in the Flipped learning environment was high. The t-test results revealed significant differences in the levels of SRL skills and OLSE among Accounting matriculation students in the Flipped learning environment based on students' gender, but no significant differences were found in the level of student satisfaction. Furthermore, the study revealed higher levels of SRL and self-efficacy among male students. Overall, this study emphasizes the need to enhance technology usage and flexibility while recognizing the importance of fostering effective SRL skills and online learning self-efficacy. The findings of this study are expected to provide valuable information, particularly in improving the implementation of Accounting learning in matriculation programs.

Developing Achievement in Mathematics, Specifically in Elementary Logic, through Brain-Based Learning (BBL) Combined with Skill Practice Exercises for Grade 10 Students

This research aims to: 1) Develop an effective Brain-Based Learning (BBL) plan combined with skill practice exercises for Grade 10 students, achieving a performance criterion of 70/70; 2) Compare the learning outcomes in elementary logic before and after implementing the BBL approach combined with skill practice exercises for Grade 10 students; 3) Study the satisfaction level of students towards the BBL approach combined with skill practice exercises for Grade 10 students. The sample group consisted of 39 students from Grade 10 room 4 in the first semester of the 2023 academic year, selected through purposive sampling. Research tools included a learning management plan, an achievement test, skill practice exercises, and a satisfaction questionnaire. Data were analyzed using percentages, mean, standard deviation, and dependent samples t-test. The research found that: 1) The BBL-based learning management plan for elementary logic for Grade 10 students was effective, with performance levels of 95.69/81.28, exceeding the set criterion of 70/70; 2) The academic achievement of students who underwent the BBL-based learning in elementary logic for Grade 10 students significantly improved post-learning, at a .05 level of statistical significance; 3) Students were highly satisfied with the BBL-based learning approach combined with skill practice exercises in elementary logic for Grade 10 students, with a mean satisfaction score of 4.86.