Student Learning Satisfaction Research Articles

Weighting Comparative Analysis Using Fuzzy Logic and Rank Order Centroid (ROC) in the Simple Additive Weighting (SAW) Method

The Covid-19 outbreak has changed the learning system in Indonesia into distance learning, better known as online learning. In determining student learning outcomes on student learning satisfaction with distance learning during the Covid-19 pandemic, a study was carried out using the Simple Additive Weighting (SAW) method. This study aims to determine student learning outcomes during the Covid-19 pandemic. The type of research used in this research is applied research, in which this research is directed to obtain information that can be used to solve problems. The method used is Simple Additive Weighting (SAW) by comparing the results of the decision of the SAW method between the weighting based on the Fuzzy Logic method and the weighting based on the ROC method. The subjects involved in this study were 36 students of Vocational High School (SMK). Data collection in the study was carried out using direct observation, interviews, and questionnaires. The criteria contained in the questionnaire are factors that affect the process of student learning outcomes on learning satisfaction during the Covid-19 pandemic. The criteria used are device ownership, accessibility, ease of obtaining materials, method accuracy, monitoring ability, interactivity, and independent learning. From the seven criteria, the priority scale is determined. The results showed that the analysis of the search for weight scores using the Simple Additive Weighting (SAW) method using Fuzzy Logic and Simple Additive Weighting (SAW) using the Rank Order Centroid (ROC) method resulted in different sub-criteria weighting scores, so it can be said that the combination of SAW- ROC provides a more accurate and more selective selection of the number of students.

Exploring student satisfaction in experiential learning at the University of Ottawa

AbstractThis article explores students’ satisfaction in experiential learning in the undergraduate program in Human Kinetics at the University of Ottawa. Specifically, this article explores undergraduate students’ satisfaction of their 4th year internship. It situates students’ recommendations within the SoTL literature on research‐informed practices in experiential learning and student engagement.

Understanding the Impact of the Psychological Cognitive Process on Student Learning Satisfaction: Combination of the Social Cognitive Career Theory and SOR Model.

In higher education, student learning satisfaction is a significant predictor of learning that indicates the commitment students have to their learning and future academic achievement. The study combines the social cognitive career theory (SCCT) and the stimulus-organism-response (SOR) model to explore the psychological cognition and attitudes derived from students during their learning, discusses the pattern of student learning satisfaction enhancement from the aspect of process, and further understands the relationships among social support systems, interaction relationships, self-efficacy, generic skills, and learning satisfaction. In this study, 800 valid copies of questionnaires were collected from 12 universities through purposive sampling, and the structural model was analyzed by partial least squares structural equation modeling (PLS-SEM). The results showed that the relationships among all the constructs were positive and showed a significant effect; furthermore, the research results showed that self-efficacy and student generic skills had a significantly indirect effect in the model—specifically, a mediating effect. Finally, corresponding theoretical and practical implications were put forward based on the research results.

Problematika dan Kepuasan Siswa dalam Menghadapi Pembelajaran Jarak Jauh di Sekolah Menengah

The Covid-19 pandemic has resulted changes in education, causing various problems in learning. Because of these problems, there are certain responses from students as a picture of their satisfaction with the learning carried out. This response will determine students' attitudes in learning, thus affecting the achievement of learning objectives. Therefore, the purpose of this study is to determine the problems and student satisfaction in distance learning. The research was conducted using qualitative methods with a field research approach. Data were collected using the observation method, questionnaires given to students via google form, and documentation. Then the data were analyzed through reduction activities, data presentation, and conclusions. The results showed that the problem of distance learning that occurred in SMP Negeri 1 Pamijahan obtained a percentage of 58%, so it was classified as quite good, which inferred that the problem that occurred was not quite serious. The student satisfaction in distance learning obtained a percentage of 67%, thus it was classified as quite satisfactory. The aspects that need improvement because they resulted in bad category were aspects of understanding material and interaction, and less satisfied with aspects of material and learning methods.

THE LEVEL OF STUDENTS SATISFACTION ON LEARNING ENGLISH FROM HOME AT MTI PASIA BOARDING SCHOOL DURING COVID-19 PANDEMIC

This research was motivated by the disruption of the student learning process during the Covid-19 pandemic at MTI PASIA. This research was conducted to know how the level of student satisfaction in class X, XI, and XII at MTI PASIA on learning from home using E-learning during the Covid-19 pandemic.The design of this research was survey and the instrument used is a questionnaire. The subjects of this research were students of class X, XI and XII with a total of 167 students and students who will be used as research samples as many as 118 students. The instrument validity test was carried out by distributing instruments to 3 experts as instrument validators and to analyze the data using quantitative descriptive techniques with percentages.Based on the results of research conducted by researchers, the title of this research is the level of satisfaction of students learning English from home at MTI PASIA during the COVID-19 pandemic. Researchers conducted research to know how the level of student satisfaction in learning English towards the objectives and learning components. The results obtained that the level of satisfaction of student towards learning objectives and learning component are 45.92%, teacher 48.30%, student 48.68%, material 50.78%, method 49.83%, strategy 48.89%, media 49.65% and evaluation 49, 48%. Theaverage answer was 48.94% or ≥40% -≤70% and that means they are quite satisfied, according to data interpretation that has been determined.

Factors Affecting Student Satisfaction in Distance Learning: A Case Study of COMSATS (VIRTUAL CAMPUS)

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.

Students' Perceived Difficulty and Satisfaction in Face-to-Face vs. Online Sections of a Technology-Intensive Course

One of the major concerns about online learning has been the low level of student satisfaction and retention rates. Using the community of inquiry (CoI) framework, this study examined course delivery modes and students' perceived ratings of course difficulty in online and face-to-face sections of a technology-intensive course and how the delivery modes and perceived difficulty were related to the essential elements of the CoI framework and course satisfaction. The findings revealed that more students in the online section found it difficult to learn in a technology-intensive course. Also, while different delivery modes were closely related to social presence, students' perceived course difficulty was significantly related to teaching and cognitive presences of the CoI framework. Additionally, there was a correlation between students' perceived difficulty ratings and student satisfaction in online learning.

Effectiveness of team-based learning on postpartum hemorrhage in midwifery students in Indonesia: A quasi-experimental study

BackgroundPoor quality of care by midwives in Indonesia has become a barrier to improving maternal health. To eliminate this barrier, reforming the educational system (i.e., teaching and learning processes) is an urgent concern. Herein, we propose the use of team-based learning (TBL) as an active learning strategy to enhance knowledge of postpartum hemorrhage (PPH) and learning satisfaction of midwifery students in Indonesia. ObjectivesTo assess and compare knowledge of PPH, long-term retention of knowledge, and learning satisfaction of midwifery students attending a TBL class versus a didactic lecture on PPH topics. MethodsA quasi-experimental design was used. The participants were second-year diploma level midwifery students who have (a) no TBL experience, (b) completed the previous semester, and (c) graduated from senior high school (without nursing background). We recruited 118 participants. The midwifery students in the intervention group participated 3 times in the TBL class (90 min), whereas those in the control group participated in the didactic lecture on PPH topics. An unpaired t-test was used to evaluate differences between groups. ANOVA was used to evaluate differences within groups. ResultsA total of 115 participants (intervention = 62, control = 53) were finally evaluated. The demographic data and pre-test scores were not significantly different between the 2 groups. The mean knowledge of PPH scores were significantly higher in the TBL students than in the control students at post-test, 2 weeks post-test, 6 weeks post-test, and 12 weeks post-test (all p < .001). The nursing student satisfaction scale score was significantly higher in the intervention group than in the control group. ConclusionThe findings showed that TBL is an effective active learning strategy to improve knowledge of PPH of Indonesian midwifery students before clinical practice exposure. Further long-term evaluation (e.g., 1 semester) of the effectiveness of TBL is warranted.

Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

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.

Effects of Inquiry- Based Learning Approach on Learning Achievement and Learning Satisfaction among Grade Four Students towards Science

The purpose of this study was to examine the effects of Inquiry based learning approach on learning achievement and learning satisfaction among grade 4 students in science. The study used a quasi-experimental design. A clustered random sampling was used to select 2 sections out of 3 sections of grade four students. The research instruments implemented were achievement test, questionnaire and observation form were used to collect the data. The experiment was carried out for 5 consecutive weeks. The statistics used for data analysis were mean, standard deviation, paired and independent t-test. The analysis of the result on learning achievement showed that there was a significant difference between the means of pretest and posttest and paired t-test also gave the significant value of p=0.00 (&lt;0.05). Similarly, the overall mean of the student learning satisfaction was 4.61 which indicated that students were extremely satisfied with inquiry based learning approach. The results of the data showed that the Inquiry-based learning approach was effective in achieving high scores and as well the learning satisfaction of the students in science.

Effects of Near-Peer CPR Workshop on Medical Students’ Knowledge and Satisfaction

Background: The acquisition of competencies in cardiopulmonary resuscitation (CPR) among medical students requires specific and up-to-date training. In this study, a near-peer workshop group was used to assess the effects of cardiopulmonary resuscitation training on students’ satisfaction, acquisition, and retention of CPR knowledge. Methods: This quasi-experimental study using repeated measure analysis design was conducted with 120 medical students at the Birjand University of Medical Sciences, Iran. The educational content was presented in six workshop sessions under the supervision of a near-peer group. A questionnaire was used to assess demographics, knowledge, and satisfaction. Data analysis was conducted using SPSS 14. Results: The mean knowledge scores of participants 6.8±2.7, 16.1± 2.6, and 13.5±4.0 before, immediately, and two months after the workshop, respectively. These results showed that the mean knowledge score significantly increased immediately after the training. Although the mean scores fell slightly by two months after the intervention, they remained significantly higher than before the workshop. The satisfaction level of all the students of this method was reported as good. Conclusion: In accordance with the positive effects of collaborative learning methods in the teaching-learning process, we used a novel and efficient collaborative method to improve the quality of cardiopulmonary resuscitation (CPR) training. CPR training with a near-peer group had a positive impact on student knowledge acquisition, knowledge retention, and learning satisfaction. Therefore, this method may be a useful way to conduct such training workshops.

Effect of virtual classroom on critical care and emergency nursing students' achievement and learning satisfaction

Background: Virtual classroom and online learning are generating popularity all over the world as a result of COVID 19 crisis. Virtual classroom is one of the most important applications of information technology that provides the learner with unlimited access to educational materials at any time and from any place. Students were more interested in addressing various motivating and challenging environment and teaching methods to construct a diverse atmosphere. Objective: To evaluate the effect of virtual classroom on critical care and emergency nursing students' achievement and learning satisfaction. Research question: What is the effect of virtual classroom on critical care and emergency nursing students’ achievement and learning satisfaction? Study design: A causal-comparative pretest/ posttest research design was used to conduct this study. The study was conducted at Faculty of Nursing, Alexandria University. Four tools were used in the data collection. Tool I: Students’ readiness to E-learning survey, tool II: predictors of students’ satisfaction in e-learning survey, tool III: students’ self-assessment of their learning experiences survey, tool IV: students’ achievement record. Subject: A purposive sample of 345 undergraduate students who accepted to participate in the research and met the inclusion criteria. Results: The virtual classroom had highly statistically significant effect on increasing students’ interaction, learning satisfaction and level of achievement mean score p < 0.001. The ability of self-regulated learning in virtual classroom had a highly significant influence on students' learning satisfaction p=0.04. Conclusion: Virtual classroom was highly statistically significant effective method of learning and improving the studied students’ satisfaction and level of achievement mean score. Recommendation: assess the students’ needs towards virtual classroom for enhancing cooperative learning environment and improving the required equipment and internet availability to the students and staff members.

Mindfulness Relationship With Student Life Satisfaction In Learning During The Covid-19 Pandemic

Today in the era of the Covid-19 pandemic, this study aims to: (1) describe the mindfulness of students in learning during the Covid-19 pandemic, (2) describe student life satisfaction in learning during the Covid-19 pandemic, and (3) test Mindfulness relationship with student life satisfaction in learning during the Covid-19 pandemic. The research approach used a quantitative approach with a descriptive correlational type. The population in this study were students of SMA Negeri 2 Sungai Limau with a proportional random sampling technique. Data collection was carried out through mindfulness and student life satisfaction questionnaires in learning. Furthermore, the data were analyzed using descriptive statistics with percentage techniques, and to test for normality, linear test and the relationship between the two variables used statistical analysis using the Pearson product moment technique with the help of SPSS version 20.0 for windows. Based on the results of the study, it was found: (1) students' mindfulness was in the high category with an average percentage of 43%, (2) the life satisfaction of students was in the medium category with an average percentage of 70.3% and (3) there was a relationship between mindfulness and Student life satisfaction in learning during the Covid-19 pandemic was 0.632 with a significant level of 99%. The implication of guidance and counseling services is that guidance and counseling teachers provide services to students related to mindfulness problems and student life satisfaction in learning during the Covid-19 pandemic.

The determine factors of student satisfaction with e-learning in Malaysia Higher Education Institutions: a scoping review

The aim of this scoping review is to investigate work published on student satisfaction with e-learning in Malaysia Higher Learning Institutions (HLIs). A scoping review was conducted using the methodological framework of Arksey and O’Malley to identify a broad range of relevant literature, regardless of study design. A systematic search was performed using Google Scholar in May 2020 and then was updated in October 2020. The database was searched for literature published between 1st January 2019 and October 2020. Two authors independently assessed literature eligibility and extracted data to answer our research question ‘From the previous literature, what is the effects of e-learning/LMS on student learning satisfaction in Malaysia Higher Learning Institutions?’ Seven articles were included in the review. There appears to be a paucity of research regarding student satisfaction with e-learning in Malaysia HLIs. Various theories and models have been included in the papers. However, all the articles mentioned the factors that determine student satisfaction with e-learning. The study demonstrates that when e-learning is delivered purposefully and effectively in the management and support of student learning, it has a positive effect on student satisfaction. However, more research in this area is required.

The effect of using theodolite 3D AR in teaching measurement error on learning outcomes and satisfaction of civil engineering students with different spatial ability

ABSTRACT The purpose of this study was to investigate the effect of augmented reality (AR) using a 3D app in a smartphone on students’ learning outcomes and satisfaction in teaching angle measurement error to vocational high school students with different spatial ability. A quasi-experimental pretest/posttest was employed. There were 197 students from three vocational high schools in the southern, northern, and eastern part of Taiwan participated in this study. To minimize the biased result, we established one control group and one experimental group in each school. The experimental group used multimedia teaching tools and AR technology as a supplement, while the control group was taught by multimedia teaching tools only. We assessed some factors that possibly affect the learning outcomes and learning satisfaction, including different spatial abilities and different digital materials as teaching tools. Our finding highlights that different teaching materials influence students’ learning outcomes and satisfaction, whereas spatial ability does not affect. Further discussion and implementation are also identified in this study.

A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning

In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries hope to combine the concept of STEAM education (Science, Technology, Engineering, Art, and Mathematics) with interdisciplinary learning, and apply it to ESD. This study intended to integrate the sustainability concept into Virtual Reality (VR) system-aided STEAM education, in order to provide school children with integrated interdisciplinary STEAM education. A literature review was conducted and the research hypotheses were proposed. The empirical method and questionnaires were used as research methods to investigate the influence of the proposed system on the students’ satisfaction, self-efficacy, and learning outcomes after cognition learning. The results of this study showed that the combination of STEAM education, with VR-aided experience courses, could help to improve the learning satisfaction and outcomes of students and to arouse their learning motivation. However, the proposed system needs an ESD that is based on students’ traditional culture (such as designing a role-playing game), so that they can improve their self-efficacy through playing a VR game. Although VR games are interesting, they are difficult for some students to play. Therefore, it is necessary to adjust the teaching materials, methods, and strategies appropriately by using information technology, so that ESD can be achieved by inspiring students to explore continuously. The findings can serve as a reference for further relevant studies.

The impact of a team-based learning group readiness assurance test on nursing students' problem solving, learning satisfaction, and team efficacy: A crossover study

BackgroundTeam-based learning in nursing education has shown higher rates of students that meet the learning outcomes in problem-solving. But students claim team-based learning has its drawbacks, and that the readiness assurance test takes too much time. Therefore, it is necessary to examine how the group readiness assurance test in team-based learning effects student's educational outcomes. ObjectivesThis study was conducted to investigate the effects of the group readiness assurance tests on nursing students' problem solving, learning satisfaction, and team efficacy. Design & methodThis study used a crossover study design. The researchers conducted their study in team-based learning classes at a Korean university. The classes were conducted for eight weeks with nursing majors. In total, 194 students in their third year participated. Students received two different treatments: with and without a team test. The washout period was four weeks. ResultsThere was no statistically significant difference in nursing students' problem solving (t = 0.41, p = .679), learning satisfaction (t = 0.80, p = .420), or team efficacy (t = 1.20, p = .228) depending on the presence or absence of a team test. ConclusionsWhen using team-based learning with nursing students, instructors should consider whether to conduct group readiness assurance tests are an efficient educational intervention and if they achieve the expected educational goals.

Simulation design and students' satisfaction with home-based simulation learning in oral health therapy.

The COVID-19 pandemic presents a challenging situation for dental education, with school closures worldwide. While practical sessions are important for the acquisition of clinical skills, few studies have examined the role of home-based simulation learning (HBSL). This study aims to identify key aspects of simulation design and factors associated with students' satisfaction with HBSL. During a "circuit-breaker" period in Singapore, the Nanyang Polytechnic School of Health & Social Sciences (Oral Health Therapy) distributed portable manikins and instruments to students and staff for use at home. Synchronous teaching sessions with real-time feedback were carried out over the Zoom teleconferencing platform. A cross-sectional survey of students was conducted after 3 weeks of the HBSL program. Multiple linear regression analyses were carried out to assess the association between satisfaction with domains of simulation design and overall satisfaction with HBSL. The top three factors of importance to students in HBSL were feedback and guided reflection, support, and objectives and information. Final-year students expressed higher levels of overall satisfaction and self-confidence following HBSL than first-year students. Satisfaction with the objectives (β=0.42, 95% CI 0.26-0.57), support (β=0.27, 95% CI 0.11-0.42), and problem-solving (β=0.28, 95% CI 0.10-0.46) domains in the Simulation Design Scale were positively associated with overall student satisfaction and self-confidence in learning. The findings can aid educators in the design of future HBSL programs, with a focus on areas of simulation design that are of importance to students.

Determinants of accounting students’ undergraduate learning satisfaction

AbstractThis paper examines factors that influence the learning satisfaction of business school students in general and accounting students in particular. Guided by both the literature and the findings from a series of eight focus group sessions involving 43 university undergraduates, a research instrument capable of examining factors associated with student learning satisfaction was designed. Survey responses from 548 students generated seven factors of student satisfaction, with students attributing high importance to all seven factors. It was further found that gender and student major moderated the relationship between the seven factors and students’ reported learning satisfaction.

대학생의 온라인 강의 학습행태, 온라인 강의 시 학습자 특성, 학습만족도, 교수-학생 상호작용에 따른 온라인 강의 집중도

대학생의 온라인 강의 학습행태, 온라인 강의 시 학습자 특성, 학습만족도, 교수-학생 상호작용에 따른 온라인 강의 집중도