Student Learning Satisfaction Research Articles

Adapting Curriculum and Materials for Distance Learning: Strategies for Effective Distance Education

This research addresses the importance of adapting distance learning curricula and materials to develop effective and appropriate teaching strategies to meet the diverse needs of students. In a learning context where there is an increasing reliance on technology and limited face-to-face interaction, to ensure that the learning process is inclusive, flexible and meets the expected quality standards of education, curriculum adaptation is essential. This research aims to identify and develop strategies to improve the effectiveness and quality of distance learning, focusing on student engagement, motivation and active participation in the learning process. This research uses a case study approach to analyze the different curriculum adaptation methods used in online and offline learning. These methods include the appropriate utilization of digital technology, the application of interactive learning approaches, and the design of educational materials that are easily accessible and comprehensible to students from various backgrounds. Research shows that such adaptive strategies increase student engagement, material comprehension and learning satisfaction. In summary, adapting PJJ curriculum and materials not only improves learning effectiveness, but also plays an important role in fostering student independence and is essential in meeting the challenges of education in today's digital era.

A Sustainable and Inclusive University on the Paradigm of Student Learning Satisfaction, Teacher Leadership, and Professional Disposition: The Case of Mongolian Universities

The leadership of the university teacher has the most important role in the development of the educational institution and society. Universities are facing rapid societal changes and the need for innovative pedagogical approaches, including the potential for faculty members to emerge as leaders both within and beyond their classrooms, becomes increasingly salient. Teacher leadership in this context represents a collaborative ethos, where educators engage in shared decision making, curriculum development, and pedagogical innovation, thereby enhancing both academic and institutional outcomes. University teachers play a crucial role in achieving the 4th Sustainable Development Goal by leveraging their leadership skills to provide inclusive, equitable, and high-quality education. Teacher leadership and student satisfaction are considered to be interconnected but, in turn, teacher leadership is influenced by teacher disposition. The intricate interplay between professor leadership and student satisfaction within higher education institutions (HEIs) reveals significant implications for both faculty and student experiences. This study investigated two aspects: firstly, the effect of teacher dispositions, especially motivation, communication, conscientiousness, teacher efficacy and willingness to learn, teacher leadership, and secondly, how teacher leadership affects student learning satisfaction. A survey was developed using questionnaire structural equation analysis using SmartPLS 4.0. Three hundred eighty-nine students studying in public universities in Mongolia participated in the survey. The research results show that teacher dispositions such as motivation, communication, and conscientiousness positively affect teacher leadership. In addition, it was proven that teacher leadership positively affects student learning satisfaction.

Understanding the Vestibular Apparatus: How 3D Models Can Improve Student Learning

AbstractThe objective of this study is to compare student satisfaction and confidence following a presentation of the inner ear anatomy using either a 2D model or a 3D model. First-year medical students were randomized to a 2D or 3D teaching group and given a presentation on the inner ear. Students were surveyed on confidence levels pre- and post-presentation, helpfulness of the presentation, and completed the student satisfaction and self confidence in learning (SCLS) questionnaire. 30 first-year medical students participated in the study: 14 in the 2D model and 16 in the 3D model group. A statistical significance was found between the 2D and 3D group regarding the helpfulness of the model (p = 0.0147), Q1 of the SCLS questionnaire (p = 0.0365), and Q12 of the SCLS questionnaire (p = 0.0308). The use of a 3D model of the inner ear aids in student self-confidence regarding the material and is perceived to be helpful with learning the material.

Student Learning Satisfaction and Academic Performance in Philippine Science High School Chemistry: A Prediction Model Building Study for Online Learning

Learning satisfaction is a key indicator of enriching student learning whether it is face-to-face or online mode of delivery. Learning has shifted more to remote online learning due to the Covid-19 pandemic. This study aimed to identify the determinants of Student Learning Satisfaction (SLS) in online learning and develop a model that represented the relationship of the determinants to SLS. The study explored both internal and external determinants hypothesised to influence SLS among 169 students in grades 9-12 taking Chemistry at the Philippine Science High School Cordillera Administrative Region Campus (PSHS CARC). The internal factors included gender, academic self-concept (ASC), academic motivation (AM), interest to learn (IL), and mental well-being (MW), while the external factors comprised teacher-related indicators (Teacher), assessment-related indicators (Assessment), learning guide-related indicators (LG) and Knowledge Hub-related indicators (KHub). The study utilised Structural Equation Modelling (SEM) with SmartPLS software to develop the SLS model and Academic Performance (AP) model. Both online learning platforms used by PSHS CARC, the LG, and KHub, were found to influence SLS. The external determinants (LG, KHub, Teacher, Assessment) dominated the SLS models while internal determinants (ASC, AM, IL, MW) dominated the AP model for the PSHS CARC Chemistry students. The external determinants influenced the student's learning satisfaction while the internal determinants influenced the AP of the Chemistry students. Assessment indirectly affected SLS. Another finding was that gender, LG, and ASC directly influenced AP. The results validate that online learning tools (LG and KHub) were crucial determinants in ensuring learning satisfaction and academic success in the online learning of PSHS CARC Chemistry students. The models (SLS and AP) can be utilised to evaluate and enhance the quality of online learning and the development of effective online learning strategies and policies especially regarding the use of online tools like LG and KHub.

Exploring the Relationships of Learners and Instructors in Online Courses

This quantitative study explored the relationship between student-instructor connectedness and student anxiety in online higher education courses. Research shows the value of student-instructor connectedness for student satisfaction in online learning. Utilizing the Connectedness and Anxiety items of the Student-Instructor Relationship Scale (Creasey, et al., 2009) in a large-scale cross-sectional survey with a representative sample of students at a comprehensive research university in the southeastern United States of America, we found significant relationships between the dependent variables (connectedness, anxiety, and motivation). Students with higher connectedness with instructor(s) tended to have higher motivation with lower levels of anxiety. In addition, students with higher anxiety were likely to show lower levels of motivation. Students perceived male instructors to form lower connectedness and male students and transfer students had higher levels of anxiety. Findings contribute to the field of instructor connectedness in online learning and have implications for higher education institutions and faculty considering increasing online learning offerings. We provide recommendations for building rapport and enhancing connectedness in online learning to decrease anxiety and increase student motivation.

Effectiveness of Escape Room in Medical Education: A Systematic Review and Meta-Analysis.

The primary goal of this meta-analysis is to explore the five factors of knowledge, teamwork, learning satisfaction, anxiety, and interprofessional ability to determine the value of escape rooms in medical education. Up to January 2023, we searched ScienceDirect, Scopus, PubMed, Embase, Web of Science, CNKI, and the Cochrane Library for pertinent works in either English or Chinese. The Risk of Bias 2 (RoB 2) tool and Newcastle-Ottawa Scale (NOS) were used to assess the quality of studies. Subgroup and sensitivity analyses were used to assess statistical heterogeneity, and I2 was used to measure it. Overall, escape rooms had a more significant positive effect than traditional learning on knowledge (standardized mean difference [SMD]: 0.84; 95% confidence interval [CI]: 0.36-1.33), teamwork (SMD: 4.91; 95% CI: 4.58-5.24), learning satisfaction (MD: 0.36; 95% CI: 0.08-0.64), and interprofessional ability (SMD: 1.04, 95% CI: 0.81-1.27). Moreover, the impact of escape rooms on anxiety also had significant effects (SMD: -8.23, 95% CI: -11.64 to -4.82). Escape rooms affect medical students' knowledge, teamwork, learning satisfaction, interprofessional ability, and anxiety. The findings of this study can be used as evidence that escape rooms is a more effective method than traditional teaching for improving active learning.

Peer-led versus instructor-led structured debriefing in high-fidelity simulation: a mixed-methods study on teaching effectiveness

BackgroundDebriefing is the essential element of simulation teaching. Peer-led structured debriefing simulations could be a suitable approach because of the peers’ similarity in age and experience to the students. The purpose of this study was to compare the teaching effectiveness of peer-led debriefing versus instructor-led debriefing in high-fidelity simulation scenarios.MethodsThe study used a mixed-method approach, integrating quasi-experimental and qualitative components. A total of 88 third-year nursing students were randomly distributed into the instructor-led or peer-led group, with equal sample sizes in both cohorts. The study compared knowledge acquisition, simulation performance, student satisfaction and self-confidence in learning, and debriefing experience between the two groups. In addition, interviews were conducted with students in the peer-led group after the course.ResultsThe scores of students’ simulation performance scale were higher in the peer-led group than in the instructor-led group, and both groups made significant gains in knowledge. The peer-led group and instructor-led group demonstrated similar performance in terms of knowledge, simulated performance, reporting experience, student satisfaction, and learning confidence. The semi-structured interview results indicated that students in the peer-led group expressed approval of peer facilitators.ConclusionsOur study demonstrated that students in the peer-led group showed better performance in the simulation, and both groups demonstrated improved knowledge. Thus, with the premise of peers receiving training, the peer-led simulation teaching method can be regarded as a supplementary strategy for simulation teaching to enrich the form of simulation teaching and improve the effectiveness of simulation teaching.

The Effects of Teacher’s Instructional Strategies on Students Learning Satisfaction with Communication Styles as a Mediator among Students in Jiangxi College of Applied Technology

The Effects of Teacher’s Instructional Strategies on Students Learning Satisfaction with Communication Styles as a Mediator among Students in Jiangxi College of Applied Technology

Student Satisfaction and University Enrollments: Does the Urban or Regional Status of Australian Higher Education Institutions Matter?

In the aftermath of World War II, Western nations witnessed unprecedented growth in university enrollments, particularly in business schools, driven by the expansion of the publicly funded higher education system. This growth has prompted higher education providers to re-evaluate the critical role of student satisfaction in shaping learning, engagement, and overall institutional success. While the impact of student satisfaction on engagement and academic outcomes is well documented, its influence on broader university enrollments remains underexplored. Using longitudinal data from the Australian Government-funded Quality Indicators for Learning and Teaching (QILT) surveys and universities’ annual reports (2012-2017), we find that universities with higher student satisfaction show significantly higher enrollment rates. Moreover, the positive impact of student satisfaction on enrollment is more pronounced in metropolitan universities. Beyond contributing to social justice theory, this study provides actionable insights for government and higher education management to improve equitable access to higher education and reduce social disparities through strategically allocating resources, capabilities, and support services.

Effect of standardized patient simulation with BCG vaccination on nursing students' skills, knowledge and satisfaction, and self-confidence: A randomized controlled study

AimTo examine the effect of standardised patient simulation training on nursing students' skills and knowledge in administering the Bacillus Calmette-Guérin vaccine, as well as their satisfaction and self-confidence. BackgroundThe Bacillus Calmette-Guérin vaccine is administered by nurses to prevent tuberculosis. However, there have been reports of complications arising from inadequate knowledge and skills related to Bacillus Calmette-Guérin vaccine administration. DesignA randomised controlled experimental design. MethodThis experimental study was conducted between October 2022 and January 2023 at a university, Medical Training and Simulation Centre. The fourth-year nursing students enrolled in their intern term were asked to participate in this experimental study. Participants were allocated to the intervention group (n=45) and the control group (n=45). The control group received only theoretical training and then BCG application on the model. The socio-demographic survey was conducted to collect demographic data. The Bacillus Calmette-Guérin Vaccine Knowledge Form, Bacillus Calmette-Guérin Vaccine Administration Checklist, and the student satisfaction and self-confidence scale in learning were used. The intervention group received simulation training using a standardized patient. All students' knowledge and skills were measured before and 3 months after the theoretical training. ResultsSimulation training using standardized patients significantly increased nursing students' Bacillus Calmette-Guérin vaccine knowledge (intervention group=21.57±5.12; control group=15.33±5.61), skills (intervention group=20.88±4.29; control group=10.22±4.56), confidence and satisfaction (intervention group=4.61±0.30; control group=4.17±0.3) compared with the control group (p < 0.05). ConclusionTraining with standardized patient techniques provides students the opportunity to practice realistically in a safe environment, enabling repetitive practice, which enhances self-confidence and satisfaction.

INVESTIGATING THE RELATIONSHIP BETWEEN SELF-EFFICACY AND STUDENTS’ LEARNING SATISFACTION WITH THE ONLINE LEARNING ENVIRONMENT

Online learning has become important in education because of the changes brought about during the COVID-19 pandemic. The change in the conventional way of face-to-face learning to online learning also affects the satisfaction of learning for students. Therefore, this study aims to determine the relationship between student satisfaction and self-efficacy in online learning, and to examine the self-efficacy factors that most influence online learning satisfaction. A sample of 187 students from Diploma in Computer Science course was selected to complete an online survey questionnaire. The survey used in this study consists of an online learning self-efficacy questionnaire and an electronic learning satisfaction questionnaire. Data was analyzed using SPSS statistical tools. Descriptive statistics, including means and standard deviations, were used to summarize and describe demographic data. In addition, correlation analysis is used to find out the relationship between variables while regression analysis is used to analyze which factors most influence online learning satisfaction. The results show that all three factors show a significant relationship. This means that self-efficacy in learning, time management, and technology play an important role in student satisfaction in online learning. Meanwhile, self-efficacy in learning is the factor that most influences online learning satisfaction.

Modelling online learning satisfaction of secondary school students in Indonesia: the role of family and school support

Modelling online learning satisfaction of secondary school students in Indonesia: the role of family and school support

ANALISIS KEPUASAN DAN MINAT BELAJAR MAHASISWA PADA PERKULIAHAN KALKULUS MENGGUNAKAN MODEL NUMBER HEAD TOGETHER

The aim of this research is to describe the differences in the average scores of student satisfaction and interest in learning in Calculus lectures using the Number Head Together (NHT) type learning model. This research uses an experimental method using One Group Pretest Posttest Design. The data analysis used in this research is the paired t-test (Paired Sample t-Test). The research subjects were 42 people, namely students of the Industrial Engineering study program, semester one of the 2022-2023 Academic Year. The research results showed that the average pretest score from the student satisfaction questionnaire was 18.3810, while the average posttest score from the student satisfaction questionnaire was 35.4524. This shows that the average posttest score for student satisfaction is higher than the average pretest score for student satisfaction using the NHT model in calculus lectures. Furthermore, the average pretest score from the student interest in learning questionnaire was 20.1429. Meanwhile, the average posttest score resulting from the student interest in learning questionnaire was 35.6905, this shows that the average posttest score for student interest in learning was higher than the average pretest score for student interest in learning using the NHT model in calculus lectures. Next is the data from the analysis of pretest and posttest scores on student satisfaction and student interest learning in calculus lectures using the NHT model using the Paired Sample T-Test showing a Sig value. (2-tailed) is .000 0.05 so H0 is rejected, which means that there is a significant difference between satisfaction using the NHT model in pretest and posttest data.

Studying Factors Influencing Intention to Use Hybrid Education: A Case Study of Visual Communication Design Major Students at Chengdu Vocational University of Art

Background and Aim: Hybrid teaching follows the reform trend of China's vigorous development of online education and hybrid education. The Chengdu Vocational University of Art is the earliest art vocational university in China, and the visual communication major is the advantageous major of the university. The program of this major adopts a hybrid education model combining MOOC online courses and offline education. This study uses TAM, ASCI, UTAUT, and ECM theories to construct a model to analyze the factors affecting the hybrid education learning satisfaction of visual communication students, whose variables include virtual classroom quality, instructor characteristics, student expectations, course design quality, and course content quality. Materials and Methods: A purposive sampling method was used to distribute questionnaires to 571 students. Confirmatory factor analysis (CFA) and Structural Equation Modeling (SEM) were used to analyze the reliability, validity, goodness of fit, and hypothesis testing of the model. Results: Student satisfaction was found to greatly influence intention to use through the study. In addition, instructor characteristics and classroom quality had a supportive relationship on perceived usefulness, student expectations, course content, and perceived usefulness had a supportive relationship on satisfaction, while course design quality had no significant effect on satisfaction. Conclusion: School management and teaching teams should pay attention to the key influences on the intention of hybrid education and design programs based on research findings to help students understand the effectiveness of hybrid education and improve the quality of education.

The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction

The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction

Assessing the Efficacy of Medium- and High-Reality Simulators in Normal Labor Management: A Randomized Controlled Trial

IntroductionIn recent years, the use of simulation has become integral to midwifery education. This study systematically examined the effectiveness of high- and medium-reality simulators in the management of normal labor, focusing on their impact on normal delivery skills, student satisfaction, and self-confidence in learning. The evaluation encompassed both laboratory and hospital settings, providing a comprehensive assessment of the simulators' efficacy in enhancing key aspects of midwifery education. Material and methodIn this experimental randomized controlled study, the sample group comprised 102 students enrolled in the midwifery department of a university in Türkiye. These students were randomly assigned to three groups utilizing Research Randomizer (https://www.randomizer.org). The students consisted of a control group (d1 = slide and video presentation, 30 people) and two experimental groups (d2 = medium-reality simulator, 32 people; d3 = high-reality simulator, 33 people). Data were collected by a single observer using various tools, including the Introductory Information Form, the Student Satisfaction and Self-Confidence in Learning Scale, and the Normal Birth Evaluation Form. Pre- and post-test applications were conducted in both laboratory and hospital settings. This study is registered on ClinicalTrials.org with the registration number NCT05999409. FindingsSimulation-based learning did not lead to a significant difference between the groups in terms of students' satisfaction and self-confidence in learning (p > .05). However, it was observed that the utilization of both medium- and high-reality simulations significantly impacted students' normal delivery skills, leading to a statistically significant difference between the groups (p < .05). ConclusionMedium- and high-reality simulation training proved effective in enhancing the normal delivery skills of midwifery students, with a notable positive impact. However, this training did not have a significant influence on student satisfaction and confidence. The findings suggest that incorporating medium- and high-reality simulation training is crucial for midwifery students to be able to improve their skills in hospital practice.

Comparative Effectiveness of Developed Serious Game Versus Standardized Patients' Simulation in Nursing Education.

Background: Serious games provide a realistic environment in nursing education, a stimulating and experiential learning environment for developing skills necessary for learning, recognizing, analyzing, selecting, and applying information. Methods: This study aims to determine the impact of serious games and standard patient practices developed for nursing education on students' knowledge levels, satisfaction, self-confidence, critical thinking, and problem-solving skills. A serious game was designed using the educational principles of the diabetes course and developed using the 3D interactive content creation platform UNITY. One group played the game online, whereas another had a face-to-face experience. Both groups completed forms before, after, and 4 weeks later via Google Forms. Results: Quantitative analysis showed significant improvements in knowledge and increases in student satisfaction and confidence in learning in both the serious game and standardized patient groups. The groups had no significant differences in problem-solving and critical-thinking abilities (P > 0.005). Conclusion: Developing advanced clinical proficiencies in nursing students requires an engaging and reliable educational environment. Using serious games and standardized patient simulations in nursing instruction highlights the need for diverse digital teaching tools. Therefore, it is essential to support the professional development of nursing educators in these innovative modalities.

The Effect of Animated Video Learning on ESI Triage Knowledge and Student Satisfaction of Nursing Polytechnic Health Ministry of Health Makassar

Triage at the hospital's Emergency Room (ER) is critical for prioritizing the care of emergency patients. Triage errors can be dangerous and endanger patient safety, so nursing students should have a solid understanding of triage. This study investigates the impact of ESI triage learning media containing PowerPoint and animated films on knowledge, triage decision-making (TDM), and participant satisfaction. The research used a quantitative approach with a Quasi-Experimental pretest-posttest method involving 36 5th semester Diploma Nursing students at the Makassar Ministry of Health Polytechnic. The study was divided into two groups, experimental (animated video learning) and control (PowerPoint learning), to evaluate the effect of treatment on knowledge, triage decision-making, and student satisfaction in ESI triage learning. The results of the data analysis show a significant increase in knowledge about ESI Triage and student satisfaction after the intervention, with significant values ​​of 0.001 and 0.018, respectively (p-value &lt; 0.05). Although there was no significant increase in Triage decision-making abilities between the groups that used animated videos and Microsoft PowerPoint (p = 0.440), the use of animated videos overall increased student responses and satisfaction. MANOVA analysis confirmed that the implementation of animated videos significantly influenced knowledge and satisfaction in students with a p-value &lt;0.05. The use of animated videos increases student knowledge and satisfaction significantly compared to PowerPoint, although it does not affect triage decision-making.

Teaching effectively with with multimedia and its impact on students' academic performance in chemistry: A case study

This study investigated the impact of integrating multimedia into chemistry education in Bhutanese higher secondary schools and its influence on students' academic performance. The research focused on assessing students' academic performance through test scores and semi-structured interviews. A sample of 62 eleventh-grade students participated in the experimental research, which aimed to explore how multimedia applications affect the content, quality, and retention of students' knowledge in chemistry. Data were collected by using self-administered questionnaire and achievement test. Descriptive statistics and independent samples t-test were used to analyze data. Paired samples t-test was used to analyze data. The analysis result of the pre-test showed no statistically-significant differences, which in turn proves the equivalence of the two groups. The t-test result showed the significant difference between achievements of the two groups at a significant t- value of 0.05 in the post-test. The experimental group gained higher mean scores than that of the control group. From the self-administered questionnaire, result showed that when multimedia was integrated to teach chemistry, student displayed the high level of learning satisfaction. The findings revealed that integration of multimedia increased the academic performance and learning satisfaction of students in chemistry lesson compared to the traditional method of teaching.

Determinants of Satisfaction of Learning among Nursing Students of Nepal

Background: Learner satisfaction and its importance is acknowledged globally in nursing education. The institutions are striving to develop settings that prioritize not only comprehensive and relevant curricula but also student satisfaction and well-being. Objectives: To assess determinants of satisfaction of learning among nursing students in Nepal. Methods: A descriptive cross-sectional study was conducted among 293 nursing students from Purbanchal University in Bagmati Province, Nepal. The data was gathered utilizing a Student Survey Outcome tool. The data was analyzed using descriptive statistics and the chi-square test was utilized to determine the association between the level of satisfaction with learning and socio-demographic factors. Results: The findings of the study revealed that 1.4% of the participants were not satisfied with the learning, 5.8% were satisfied and 92.8% were highly satisfied with learning. The level of learning satisfaction was significantly associated with the educational status of the father, the occupation of the mother, and the nursing background (p&lt;0.05). Conclusion: The study concludes that nursing students have a high level of learning satisfaction. Nursing colleges can focus on student-centred learning approaches to further enhance the learning satisfaction of students.