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Modern education systems are facing new opportunities to implement innovative technological solutions in education that promote adaptive learning systems. Games provide information that students can use to develop their knowledge and skills, as well as stimulate direct student involvement in the learning process. The model’s effectiveness is measured by students’ success in the course and their satisfaction with the delivery system. The purpose of the paper is to determine the main trends, challenges and opportunities in the application of gamification in higher education. The methodological approach of the present study includes a literature review on the benefits of using games in universities, as well as to present an analysis of how satisfied students are with their use. The results of the research confirmed the importance of using gamification approaches in university education and confirm the hypotheses related to the satisfaction of the students with the learning process and follow-up evaluation of the obtained learning results. According to research carried out by FEBA, in courses where simulation games were used, students obtained an average mark of m = 5.52 as the results achieved by them at the end of the semester. [ABSTRACT FROM AUTHOR]

This study aims to determine the continuance use intention of using the current online learning systems. After COVID-19, many online learning systems are available. There is a need to evaluate the performance of existing online learning system. "Confirmation of expectation", "Perceived usefulness" and "Satisfaction on existing system" were hypothesized to influence students' intention to continuously use an online system in our conceptual model. The measurement scales of these constructs were adopted from the expectation-confirmation model (ECM) and measured on a seven-point scale. A total of 146 valid samples were collected from undergraduate students through an online survey about usage of online learning system. Partial least squares structural equation model was used. An online learning system continuance use intention model was proposed. It was found that 'Satisfaction on existing online system is a mediator between the "Confirmation of expectation" and "Continuance Use intention". Importance–performance analysis was performed. This study projected an understanding of the continuance use intention of an online learning systems during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the impact of leaders' psychological capital (Psy Cap) of high educational institutions on both their students' satisfaction and their organizations' growth, through the mediating effect of their followers' psychological capital or the academics' psychological capital. In other words, the research tried to examine if the high Psy Cap leaders at high educational institutions are more capable of selecting high Psy Cap academic staff, and more capable to take care of and preserve them if they are found? And so if the high Psy Cap academics are more able to attract and satisfy their students? And will this affect positively their organizational growth in terms of the number of annual students registered? And if the leaders' psychological capital has a direct effect on both students' satisfaction and the organization's growth. The study has been conducted at Canadian International College (CIC) in Egypt, in which a sample of 8 leaders, 52 academics, and 80 students, from two colleges, for three consecutive years, filled out questionnaires, and resulted in that : top management members of Canadian international college have a noticeable effect on their followers psychological capital or on academic staff members' psychological capital, and accordingly academic staff members' psychological capital has a positive effect on their students' satisfaction which means that the students' of high psychological capital academic member are more satisfied than the students' of low psychological capital academic member, and so the research proved that high psychological capital academic member positively affect the growth of their organization which means that the organizations of high psychological capital academic staff achieved more organizational growth than other ones with low psychological capital academic staff, finally the research discovered the partial mediating effect of followers' psychological capital between leader's psychological capital and both of their students' satisfaction and their organizations' growth, which means that the mediating variable accounts for some, but not all, of the relationship between the independent variable and dependent variable, implies that : there is not only a significant relationship between the mediator and the dependent variable but also some direct relationship between the independent and dependent variable, as shown by the significant positive effect of the independent variable, leaders' psychological capital, on a dependent variable in terms of students' satisfaction and organizational growth. [ABSTRACT FROM AUTHOR]

This research aims to determine the students' level of satisfaction with the use of fern fiddlehead as an ice cream flavor. The researchers used purposive sampling, surveying, and interviewing twenty (20) participants from 2nd and 3rd year HRM students. The study explored their overall experiences, and recommendations for product improvement. In terms of taste, texture, aroma/fragrance, flavor, and appearance/visual presentation, the product received a satisfactory interpretation. The identified positive experiences included similar to matcha, good taste, creamy texture, and unique texture. Conversely, the negative experiences included are not good, rough texture, unpleasant, and unappealing. For recommendations, the participants suggest removing the sour aftertaste, pulverizing the fern, improving the smell, and making it appealing. Overall, the use of fern fiddlehead as an ice cream flavor can represent culinary creativity and be a distinct addition to the world of gourmet dessert. [ABSTRACT FROM AUTHOR]

Satisfaction of education programmes is fundamental to accomplishing a professional identity of the graduates especially in programmes where clinical practicum forms a core element in the education process. This study aimed to detect the overall SLP students’ level of satisfaction with online instruction of clinical practicum during the COVID-19 pandemic. A questionnaire was administered for a convenience sample of two cohorts of students (n = 186). The number of participants who responded to the questionnaire, n = 149. The questionnaire was based on a construct of 30 questions, developed on a basis to reflect the components of key points such as student-patient-supervisor interaction, assessment, and treatment plans, the success of treatment, infection control measures, student skills, and training outcomes, student evaluation, use of instruments and tools, as well as report writing. Students rated their online instruction as very low. Only 30.7% agreed or strongly agreed that they were satisfied and fulfiled the expected training outcomes. ‘Self-reliance in searching for information from different resources’ was the most cited motivation for satisfaction. ‘Deprivation from exposure to instrumentation’ was the most cited motivation for dissatisfaction. The findings support the literature in the area of student satisfaction with e-learning methods of instruction in speech pathology programmes and reveal several implications regarding the satisfaction/dissatisfaction balance. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyse the differences in the International Foundation Programmes in Australia, China and the United Kingdom and to explore different University Foundation Programmes' effect on international student satisfaction, learning motivation and their performance in higher education. Through this research, it can be seen that improving the interaction between teachers and international students in the foundation stage, helping international students establish a certain sense of belonging, and integrating into the local culture is considered a key factor in improving foundation students' learning motivation and their satisfaction. The discussion of the research results suggests that some countries with imperfect international foundation courses should establish a more diverse curriculum system and hold highly interactive cultural activities to make it easier for students to integrate into the local culture, so as to help international students maintain a positive initiative and attitude when entering undergraduate studies. [ABSTRACT FROM AUTHOR]

Background with Aim of the Study: Assessment is crucial to the success of any educational program. In the dental school, students need to provide treatment for patients early in their clinical study. In Iraqi dental schools, this task is undertaken from the third year on. They must acquire both knowledge and skills to be capable, efficient practitioners. Materials and Methods: The study was done during the academic year's second semester of fifth-stage students. One hundred and eighteen students participated in this study. Each student was provided with the same questionnaire's form. The form consists of 5 domains, and each domain consists of 2 items, answered by choosing one of the available options. Both descriptive as well as inferential statistics were applied to the data using SPSS version 11.5. Chi-square and Pearson tests for correlation analysis. Results: A significant relationship between each of the cavity preparation, pulp capping, cavity lining, filling, and overall performance with the time. The vast majority of the responses reflected a "good" and "very good" level of evaluation. However, pulp capping and cavity lining did not reflect the same level of satisfaction in general. The result of this study indicates that the criteria adopted in the academic evaluation and patient-based outcome move in parallel directions. Academic staff evaluation includes that students are more challenging when they perform delicate procedures, and this is reflected by their evaluation toward such procedures (pulp capping and lining). Conclusion: The students' self-evaluation of their performance in the Operative Department seems logical. They seem to have reasonable level of satisfaction toward their performance. However, additional efforts are needed to assess students' views on management of any procedural challenges. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mobile applications for learning management systems (LMS) are becoming extremely common in higher education institutions, with student satisfaction (SS) being crucial for their adoption and effectiveness. This study addresses the gap in understanding factors influencing SS with LMS mobile applications by employing structural equation modeling (SEM) based on the technology acceptance model (TAM). Quantitative study was adopted in this study, involving 475 undergraduate students. The findings of the study revealed that students' satisfaction with mobile applications for LMS is significantly and positively influenced by external factors (mobile application self-efficacy, content quality, and enjoyment), as well as perceived ease of use and perceived usefulness. The results provide practical insights for decision-makers, professionals, and developers in higher educational institutes on how to effectively implement e-learning systems using mobile applications. [ABSTRACT FROM AUTHOR]

The current study investigates the effect of lecturer-student interaction-related variables (academic interaction, non-academic interaction, and interaction with a masked lecturer) on the student's overall satisfaction. A questionnaire was distributed to 472 tourism students at one of the Egyptian universities. The findings indicated that the pivot to blended learning diminished the quality of interactions between students and lecturers, but overall, that effect was not observed to have a substantial negative effect on students' overall satisfaction. The students accepted the need to be remote, so they adapted their expectations. Theoretical and practical implications are provided for tourism institutions and educators. [ABSTRACT FROM AUTHOR]

Presently, numerous universities in Saudi Arabia have embraced online learning following the experience gained during the COVID-19 pandemic. While several studies have assessed the quality of online learning and student satisfaction during that period, limited research has explored students' satisfaction post-pandemic control despite several universities planning to offer some courses online. Investigating student satisfaction post-pandemic is crucial for predicting the quality of online learning and assisting universities in enhancing the outcomes of online learning. Consequently, this study aims to examine student satisfaction with online learning by proposing a model derived from the updated Information System Success Model. The updated model factors include system quality, service quality, and information quality, supplemented by student–student interaction quality and self-directed learning. Data were collected from a sample of 150 undergraduates at King Saud University in the second semester of the 2023–2024 academic year. The research model was validated using the PLS approach. The findings indicated that only self-directed learning significantly affects students' satisfaction with online learning. This study contributes theoretically by expanding the existing literature and enhancing the understanding of the factors that drive student satisfaction. Moreover, it provides practical contributions to decision-makers and educators developing online learning strategies focusing on enhancing self-directed learning abilities. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Veterinary science remains a challenging and less appreciated subject in the Iranian higher education system and society. Objectives This survey aimed to assess the satisfaction and outlook of veterinary students at Urmia University, one of the major veterinary faculties in Iran. The survey was conducted during the COVID‐19 pandemic, which also significantly impacted veterinary education. Methods A questionnaire was used to gather the opinions of 292 students. Results The results revealed that 50.2% of respondents were either completely unsatisfied or less satisfied with the quality of teaching. Poor clinical training, the curriculum and distance learning were identified as the primary reasons. In addition, 40.3% of students expressed a desire to change their major. Most students (82.6%) expressed a desire to continue their education after completing their undergraduate course. Regarding future employment, 45.8% of participants wanted to start their own business or practice, whereas 54.2% preferred employment opportunities. A significant 81.6% of participants said they would consider emigrating to pursue better career prospects. Conclusion The study highlighted various challenges in veterinary education in Iran, including dissatisfaction with the quality of teaching, an oversupply of trained veterinarians and limited career options. The COVID‐19 pandemic and distance learning further exacerbated these issues.

AbstractIntense competition among universities with its negative consequences has necessitated the investigation of students’ academic experiences as it influences students’ university choices. To bridge this gap, this study seeks to examine students’ satisfaction with their educational experience at two selected universities in Ghana. Utility Maximisation Theory was deployed to guide the study. Relevant research ethics principles were duly observed. We used a cross-sectional survey of 309 students to estimate an ordered probit econometric model as well as cross-tabulation descriptive and graphical analyses. Based on the robustness of the results, we found that male students are quantitatively more satisfied with their academic performance than female students. The results also demonstrate consistent and significant associations between instructional delivery and feedback, and students’ academic satisfaction; there was a positive and statistically significant relationship between enabling conditions and the level of student satisfaction across both males and females; furthermore, the results indicate a positive and statistically significant relationship between learner support systems and the level of students’ satisfaction among both males and females; additionally, females have shown that they demonstrate a quantitatively greater appreciation for instructional delivery and feedback compared to males. Policymakers and educational institutions can better target support and intervention programmes for students with satisfaction scores that are close to the average by identifying these students. It is also suggested that universities focus on and keep improving upon the services and educational facilities they provide, as well as correcting any inefficiencies in the services so as to meet students’ satisfaction.

Introduction. Efficient learning transfer is crucial for training specialists to ensure the provision of quality medical services. This study investigates the impact of simulation-based training on the transfer of medical students' clinical competencies in parenteral drug administration: subcutaneous (SC), intramuscular (IM), and intravenous (IV). Material and methods. Using a quasi-experimental design, the research incorporates pre- and post-intervention testing, observational assessments, and a satisfaction survey to evaluate the educational impact. Results. The results indicate significant improvements in theoretical knowledge and practical skills post-intervention, with notable score increases for all types of injec-tions (SC: from 50% to 83.33%, IM: from 57.14% to 85.71%, IV: from 42.86% to 85.71%; p

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study's most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students' language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts. [ABSTRACT FROM AUTHOR]

Background: This study is one of a few papers that investigates students' satisfaction with web-based assessment platforms. We examined the intermediate role of the Self-Determination Theory (SDT) by examining the antecedents of its factors, competence and autonomy, and their indirect influence on satisfaction. Previous research examined the direct impact of competence and autonomy on attitudinal factors. We uncovered the indirect role of individual, technological, and motivational factors on students' satisfaction with web-based assessment platforms. Methods: Primary data, using questionnaires, were collected from 305 students familiar with web-based assessment. PLS-SEM was used to evaluate the hypotheses presented in the research model. Results: The results indicated that platform quality and engagement directly influence satisfaction. Competence, technology self-efficacy, and autonomy impact engagement. Response affects the platform quality which in turn impacts autonomy. Finally, autonomy influences technology self-efficacy. In summary, we found that engagement mediates the relationships between technological and motivational factors and satisfaction. Conclusion: This study fills a void in the literature regarding the factors contributing to students' satisfaction with web-based assessment platforms. This paper examined how technology-related factors and students' self-perceived thoughts and feelings impact their satisfaction with web-based assessment platforms. We discovered that the SDT factors, competence and autonomy, indirectly influence attitudinal factors. We also found that the systems' response and quality and students' self-efficacy are crucial factors. These results are important for practitioners all over the world especially in Pacific Asia since publishers are targeting this region. [ABSTRACT FROM AUTHOR]

This study investigates the critical factors influencing students’ satisfaction with university-business cooperation (UBC) in postgraduate education, focusing on Chinese universities of applied sciences. Employing a comprehensive research model, we utilised multivariate statistical analysis methods, including canonical correlation analysis, partial correlation analysis, principal component analysis (PCA), and cluster analysis, to validate our measurement and hypotheses. Our findings reveal that teaching, tutor supervision, practical relevance, and individual development are primary determinants of students’ satisfaction with UBC in postgraduate education. Additionally, significant correlations exist between these factors, consistent with our proposed research model. The study emphasises the importance of fostering effective UBC for enhancing postgraduate education quality. Practical implications and recommendations for stakeholders are discussed, contributing both to the academic understanding of UBC and offering actionable insights for educational institutions and businesses. Future research directions in this field are also suggested. [ABSTRACT FROM AUTHOR]

Studying and managing students’ satis- faction becomes essential to ensure the quality and competitiveness of higher education insti- tutions in the conditions of an environment characterized by volatility, uncertainty, com- plexity and ambiguity. This study aims to ana- lyze the level of students’ satisfaction in higher economic education in the Republic of Moldova by evaluating the factors that influence their educational experience, as well as the degree of attachment to the institution. The results of the study show high levels of student satisfaction in such aspects as communication with teaching staff, course organization and teaching staff competence, while accommodation conditions and institutional infrastructure are perceived more critically. The implications of these fin- dings are discussed in the context of improving the educational experiences, students’ retention and loyalty.

The pervasive adoption of online learning in educational systems worldwide has resulted in delivering this learning to digital natives, today’s university students. In this context, it is crucial to acknowledge the significance of students’ satisfaction in determining the success or failure of online learning. This study examines the impact of the four New Media Literacy (NML) dimensions on students’ satisfaction with online learning (SOL). A total of 640 university students from four universities in Egypt were included in the data collection process. The findings derived from structural equation modelling revealed that the four dimensions of (NML), namely functional consumption, critical consumption, functional prosumption, and critical prosumption, exhibited statistically significant and positive impacts on students’ (SOL). The primary determinant of students’ (SOL) was functional consumption. The results yield noteworthy practical implications for stakeholders involved in formulating strategic goals to enhance the efficacy of online courses. [ABSTRACT FROM AUTHOR]

This study evaluated the implementation of work immersion in the new normal, students' quality performance, and work immersion satisfaction. The relationship between variables and the mediating effect of students' quality performance between work immersion implementation and student satisfaction was also investigated. Adherence, exposure, quality of delivery in terms of work immersion curriculum, work immersion processes, and work immersion assessment, as well as participant responsiveness, were used to assess the extent of work immersion implementation. In addition, the level of satisfaction among students was evaluated using Task values (attainment value, intrinsic value, utility value, and cost); Motivation factors (work itself, achievement, and responsibility); and Hygiene factors (administrative policies, supervision, interpersonal, and working conditions). On the other hand, students' quality performance was gauged base on teamwork, communication, attendance/punctuality, productivity/resilience, initiative/proactivity, judgement/decision-making, and dependability. Respondents are Grade 12 students from public secondary schools in the SDO Tayabas who have participated in actual work immersion activities in an authentic workplace. The structured questionnaire was created and validated to collect data from respondents via Google Forms to determine the extent of the research variables and their association. These data were analyzed to obtain reliable and valid study results. The study's findings revealed that work immersion program implementation is significantly related to student satisfaction. Work immersion program implementation is significant to student quality performance; student satisfaction creates a relationship with work immersion program implementation. The mediation analysis results indicate that the overall student's quality performance can transmit the effect of influenced implementation of work immersion, which increases student Satisfaction. Also, partial mediation exists considering the extent of the mediating effect of students' quality performance between the work immersion implementation and the students' satisfaction with work immersion. This is due to the analysis that the work immersion implementation as the independent variable significantly affects a mediating variable, which is the students' quality performance. The students' quality performance as the mediating variable has a direct impact on the students' satisfaction with work immersion as the independent variable. [ABSTRACT FROM AUTHOR]

Universities have a wealth of new digital tools and methodologies at their disposal for educational processes. It is difficult to know which of the many options to use, but it makes sense to combine methodologies to increase student satisfaction and, above all, to reduce drop-out rates. The study used a questionnaire survey in a mass course to see how satisfied students are with the technical services of Moodle, the quality of teaching, and its usability. The students' learning habits and what content they use on the Moodle LMS (MLMS) platform of our own institution in Hungary is also examined. The use of MLMS as an educational tool, not only in distance learning but also in full-time education, is significant at our university, and its strengths have been successfully translated into benefits for students. The results confirmed our preliminary assumptions. The analysis suggests that the MLMS was a good choice as course outcomes improved, drop-out rates decreased, and student satisfaction increased. [ABSTRACT FROM AUTHOR]

Copyright of Economica: Revistă Ştiinţifico-Didactică is the property of Academy of Economic Studies of Moldova (AESM) / Academia de Studii Economice din Moldova (AESM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study’s most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students’ language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts.

The purpose of this study is to investigate the intentions of students studying hospitality towards engaging in entrepreneurial endeavours. This study examines the impact of students’ satisfaction with their major of study, modelling, financial support, and entrepreneurial education on their entrepreneurial intentions by focusing on the mediation of perception of self-efficacy. Using an online survey, 246 valid responses were obtained from students studying hospitality at three public universities in Jordan. The data was analysed using Smart-PLS software. The findings revealed a positive association between students' perceptions of self-efficacy and their entrepreneurial intentions. Furthermore, students' satisfaction with their major of study and modelling were associated positively with perception of self-efficacy. In turn, perception of self-efficacy was found to mediate those relationships. Conversely, financial support and entrepreneurial education did not correlate significantly with self-efficacy. This study contributes to the discussion on the factors that encourage students' entrepreneurial intentions, particularly in the hospitality field, as there is currently a lack of published studies concerning this crucial topic. To the best of the authors' knowledge, this study is the first to shed light on the impact of students' satisfaction with their major of study on entrepreneurial intentions, especially through the mediation of the perception of self-efficacy.

Presently, numerous universities in Saudi Arabia have embraced online learning following the experience gained during the COVID-19 pandemic. While several studies have assessed the quality of online learning and student satisfaction during that period, limited research has explored students’ satisfaction post-pandemic control despite several universities planning to offer some courses online. Investigating student satisfaction post-pandemic is crucial for predicting the quality of online learning and assisting universities in enhancing the outcomes of online learning. Consequently, this study aims to examine student satisfaction with online learning by proposing a model derived from the updated Information System Success Model. The updated model factors include system quality, service quality, and information quality, supplemented by student–student interaction quality and self-directed learning. Data were collected from a sample of 150 undergraduates at King Saud University in the second semester of the 2023–2024 academic year. The research model was validated using the PLS approach. The findings indicated that only self-directed learning significantly affects students’ satisfaction with online learning. This study contributes theoretically by expanding the existing literature and enhancing the understanding of the factors that drive student satisfaction. Moreover, it provides practical contributions to decision-makers and educators developing online learning strategies focusing on enhancing self-directed learning abilities.

The use of new technologies is one of the themes at the centre of the educational debate, especially following Distance Education. The Avant-garde Educative Movement gathers schools from all over the country that share experiments based on a model in which the student is at the centre of his or her own educational path, a model capable of promoting meaningful learning. The Self Determination Theory (Deci & Ryan, 1985) highlights the extent to which the satisfaction of the needs for autonomy, competence and relationships contributes to student motivation. The purpose of the present study is to understand whether the rethinking of teaching promoted by widespread use of new technologies has had an impact in terms of student satisfaction. For the analysis, a Multilevel Model was used that assumes as the dependent variable students’ satisfaction with their school life from the Clipper Test, a-Portfolio for the orientation of students aged 15–19 (Soresi & Nota, 2003). The scale captures satisfaction with the school experience in terms of preparation received, relationships established and congruence with expectations. Results show that satisfaction increases as the use and frequency of innovative teaching methodologies employed by the teacher increases and as the frequency of use of technological resources employed in the classroom and in homework assignments increases.

AbstractThe indispensable relationship between Research and Statistics makes the teaching of both courses crucial in all postgraduate programmes. However, over the years, postgraduate students have displayed a high level of anxiety in studying Statistics. Therefore, exploiting the descriptive case study strategy knitted within the sequential explanatory design, a Statistics teacher was studied in one of Ghana’s outstanding universities and the reported pedagogical behaviours were profiled. Primary data were obtained from 99 postgraduate students (reading various postgraduate programmes on regular, sandwich and distance modes of education) on their level of anxiety in Statistics (using the Statistics Anxiety Rating Scale) and their experiences with their teacher’s pedagogical behaviours. Also, 12 of the postgraduate students were interviewed about the pedagogical behaviours of their teacher that reduced their anxiety in Statistics. To triangulate the primary data, secondary results on the teacher’s teaching practices were obtained from the Directorate of Academic Planning and Quality Assurance Unit of the university (originally gathered through a statistical academic support scale). Descriptive (mean and standard deviation) and inferential (one-way ANOVA and SEM) statistics were used to analyse the quantitative data and the qualitative data were analysed into themes. Consequently, the study found 17 teacher pedagogical behaviours under teacher characteristics (cognitive and affective factors) and pedagogical practices that reduced postgraduate students’ statistical anxiety and heightened positive attitudes towards the study of Statistics. Therefore, a recognition of these pedagogical behaviours and their open display during the teaching of Statistics will go a long way in reducing postgraduate students’ high statistical anxiety.

Student satisfaction is one of the foremost factors for e-courses to continue efficiently and achieve their goals. The present research aims to analyze the clustering tendencies of e-course students’ satisfaction with e-courses according to the variables of “gender, class, computer ownership, computer and internet literacy, duration of internet use, the connection type to the internet, and the tools utilized by the students in the learning management system” through clustering algorithms, one of the data mining techniques. The survey model was employed. A 35-item satisfaction scale devised for students taking e-courses was used for data collection. A total of 522 students taking online courses at a university participated in the study. Descriptive statistics and cluster analysis were employed to analyze and interpret the data. As a result of the analyses through K-Means cluster analysis, four different clusters were obtained. Those clusters were defined in accordance with the variables they included as follows: Cluster 1 (the group with the highest rate of computer ownership and the highest computer literacy); Cluster 2 (the group with the lowest rate of computer ownership and the lowest computer literacy); Cluster 3 (students have low computer literacy and low duration of Internet use), and Cluster 4 (the group with the highest rate of females, first graders, and those who use the Internet at “good” and “very good” levels) . According to the research results, the mean student satisfaction levels regarding e-courses were determined to be low in general. As per the clustering analysis, it was observed that the students in Cluster 1 and Cluster 4 had the highest mean values of satisfaction with e-courses and a “good” level of satisfaction compared to the other groups, while Cluster 2 had the lowest mean value. Cluster 3, on the other hand, was the one with a “medium” level of satisfaction.

AbstractThe education sector as a service industry, is increasingly recognising the importance of service quality, in their quest to heightened efforts to meet the ever-changing expectations of their students. The higher education landscape regards students as customers and therefore, gives them greater latitude in their demand for better academic programmes. This study assessed the impact of service quality perception on students’ satisfaction with educational services provided in public universities. The study further examined the mediating role of students’ academic hardiness in the relationship between service quality and students’ satisfaction with education services. A proportionate stratified sampling technique was used to select 1022 students from two public universities to respond to a survey questionnaire. The first research question was examined with descriptive statistics, specifically mean and standard deviation, percentages, and frequencies. However, the study hypotheses were all tested using a biased-corrected covariance-based structural equation modelling approach. The study revealed a high level of student satisfaction with education services provided in the public universities. The study also showed a significant positive impact of service quality perception on students’ satisfaction. Further, academic hardiness was found to have a positive indirect effect on students’ satisfaction through the quality of educational services provided by an institution. The finding that students’ satisfactions were affected by the quality of services provided by academic institutions implies that universities should strive to add to the quality of infrastructure and services to maintain students’ satisfaction, which has rippling effect on their learning and loyalty to the institution.

Attaching the Classroom Response System (CRS) to the teaching process has been a flowering trend recently thanks to its appeal to students’ satisfaction and active learning. This paper set out simply to determine the learners’ perception of the Class Point tool – a modern CRS that was launched in 2015 and has not yet been familiar to Vietnamese educators. After nine times applying the Class Point tool directly in the classrooms, the teachers, also the researchers, conducted an online survey and a semi-structured interview with over two hundred learners from four different EFL English classes at a private institution in Ho Chi Minh City. Far from the expectation, the result of this study proved that participants not only experienced pleasure with the tool but also felt effectively engaged in interactive activities. Furthermore, its modernized features seem to maximize the dominance and minimize the hardship that other CRSs still entail. The finding of this study will enable teachers to further apply the tool in their classroom with a certain view of its benefits.

The research aimed to assess students' satisfaction at John B. Lacson Foundation Maritime University-Molo. The study examined the level and differences in satisfaction based on year level, place of origin, and classification (Polaris or Regular class). 50 Marine Engineering students enrolled in the school year 2016-2017 were surveyed using a standardized questionnaire. Descriptive statistics, such as mean and standard deviation, were used to analyze the data, while the t-Test for independent samples was used for inferential statistics. Overall, the facilities and services of the school were described as satisfying, with a few categories being moderately satisfying. When grouped by year level, place of origin, and classification, responses were limited to "satisfied" and "moderately satisfied" descriptions. There was no significant difference in satisfaction levels based on these factors. In conclusion, students generally found the facilities and services of the institution satisfying, with no significant differences based on year level, place of origin, and classification. [ABSTRACT FROM AUTHOR]

The spread of the COVID-19 pandemic across the world has disrupted the education process. Most educational institutions have closed and shifted from traditional classroom instruction to online learning platforms to protect students from viral exposures. Students’ satisfaction with online courses is considered a significant factor in predicting the effectiveness and success of online learning. The resulting wide use of online learning calls for an exploration of the factors influencing student’s satisfaction with this mode of learning. The study aimed to explore factors influencing students’ satisfaction with online learning via Blackboard in a physics course at King Saud University. The Course Experience Questionnaire CEQ (Ginns & Ellis, 2007) was applied to explore the satisfaction of 334 undergraduate first year Health Colleges students. The results revealed that there was a positive strong correlation coefficient between students’ satisfaction with online learning of the physics course and all the proposed factors, namely online teaching quality, online resources quality, online appropriate workload, and online students’ interaction, and all of these coefficients were also statistically significant at the 0.01 level. These results show that all the proposed factors significantly, positively, and strongly influenced the students’ satisfaction with online learning of the physics course. [ABSTRACT FROM AUTHOR]

This study examined Jewish and Arab graduate students' satisfaction and success in an asynchronous online course (OC) in Israel, analyzing the correlations between student characteristics/background, design features and learning outcomes. Guided by Bronfenbrener's ecological model, the study employed quantitative and qualitative approaches. 174 students studying for master's degrees in education at a college in central Israel participated in the research, responding to a specially constructed online questionnaire as well as 12 semi- structured interviews. Additionally, the grades received by the students for their course assignments were analysed. Quantitative data analysis found: 1. Students' technological self-efficacy (TSE) predicts a correlation between intrinsic motivation and OC satisfaction. 2. The variables that predict the students' satisfaction with the OC: positive perception of the course assignments as understandable and useful; effectiveness of the learning process and good quality of communication with the lecturer. 3. The sector variable (Arab / Jewish) was found to moderate the correlation of the Jewish students' (JS) and Arab students' (AS) final grades with a contribution from various means of learning. Thus, when AS felt that they received a contribution from the use of more learning means, they achieved higher grades. The AS found it difficult to adapt to the independent learning style needed for the OC. Qualitative data, gathered from the open-ended questions and interviews with the students' were triangulated, reinforcing findings and explaining the quantitative data. Findings revealed three categories described the differences in satisfaction between the JS and AS throughout the course: Learners' attitude toward a course built from assignments, learning independently, Contacting the lecturer for assistance. Theoretical and practical implications are noted. [ABSTRACT FROM AUTHOR]

This research aims to identify and investigate different dimensions and underlying factors influencing the successful implementation of e-Learning, from participants' viewpoint, i.e. architecture students. To examine the constituents of an effective e-Learning experience in education, evaluation themes were formulated as overall substitutability level, cognitive performance, social interaction and engagement, student comprehension and comfort, personal preference, and learners' satisfaction. Through literature survey and review of mostly referred factors affecting e-Learning efficiency, four dimensions were designated for further elaboration in this study: (i) course characteristics, (ii) participant characteristics, (iii) e-Learning environment, and (iv) prior acquaintance, with each category including several sub-measures. Survey method was employed and a questionnaire was administered to 122 architecture students at both undergraduate and graduate levels to investigate participant perspectives in reference to particular synchronous lectures delivered online. Out of ten potential influencing factors hypothesized, seven were verified to be critical determinants of e-Learning effectiveness in architectural education. [ABSTRACT FROM AUTHOR]

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The purpose of this paper is to examine the mediating role of perceived good governance practices into the relationship between ethical leadership and students' satisfaction in the context of Ethiopian public universities. The survey design took cross-sectional data from 384 valid responses from students of randomly chosen four public universities representing four generations. Confirmatory factor analysis (CFA) was run to determine the model fit statistics, and Hayes PROCESS macro was used for mediation analysis. The study finds that ethical leadership behaviours positively affect students' satisfaction. Moreover, perceived good governance practices at the higher educational institutions acts as a partial mediator into the relationship between ethical leadership and students' satisfaction. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the VARK model based on the idea that different people have different preferences for how they learn best, and it includes four different styles: visual, aural, reading/writing, and kinesthetic. By incorporating teaching methods that appeal to these different learning styles, teachers can create a more engaging and effective learning environment. Firstly, our study designed that the study design was based on existing research from international sources and the main theory of cognition in higher education institutions. This suggests that the researchers reviewed prior studies and theories to develop their own study design. Secondly, we analyzed four hypotheses, and all of them had a positive relationship with considered impacts. The result of data was determined online between January and March of fiscal 2023. There were 168 students who study at Mongolian National University of Education participated in our study. Thirdly, we used two different software programs to analyze their data: SMART PLS 3.0 and SPSS 25.0. By using these tools, we were able to analyze and interpret their data to draw conclusions about their hypotheses. Finally, we analyzed that the researchers conducted a study based on existing research and theories, developed and tested hypotheses, collected data online, and analyzed that data using statistical software. The results of our analysis suggest that four hypotheses were supported in this study. [ABSTRACT FROM AUTHOR]

Bachelor of Science in Hospitality Management major in Cruise Ship Services is one of the programs offered by John B. Lacson Colleges Foundation-Bacolod. This program provides higher education for students to advance their knowledge and a complete set of facilities for students to use. Several studies addressed the issue of delivering service quality in higher education due to the increasing number of enrollees. As the school undergoes accreditation with the Philippine Association of Colleges and Universities Commission on Accreditation, it seeks to assess if the program meets the stringent requirements continually; hence, it is crucial to carry out this research. The study’s main objective was to determine student satisfaction with the services and facilities in the College of Business’ laboratory areas. This study was participated by 159 BSHM students. A research-made survey questionnaire was utilized through the use of Google Forms. Frequency count, rank, mean, standard deviation, one-way ANOVA, and Pearson Product Moment Correlation were utilized in the data analyses. The findings showed that the expected service quality attributes, when taken as a whole and when students are grouped according to year level and section, are very much visible. The study revealed a very highly satisfying quality of services in the laboratory area.

This study sought to investigate educational e-services and student satisfaction in Nigerian universities using the University of Abuja as case study. The study’s objectives were to identify the implementation of educational e-services; impact of e-services on student satisfaction and challenges impeding educational e-services and student satisfaction at the University of Abuja. The study adopted a survey design whereby the researcher elicited relevant information from the distributed questionnaire and extensively reviewed pieces of literature. The data generated from the questionnaire were analyzed using mean, standard deviation and hypotheses tested using linear regression model, chi-square, and spearman rank correlation (Statistical Package for Social Sciences, version 23). The findings revealed that the University of Abuja, had adopted educational e-services in the form of email services, website interaction for and e-registration, fees payments, e-payment platform, virtual/online classes via GoogleMeet and the University management interaction with students using social media platforms such as Telegram and Facebook. The study also revealed that students are not satisfied with the mode of virtual/online lectures, time allocated for virtual classes, internet network, e-library services, and e-registration for hostel accommodation. Factors impeding educational e-services were poor maintenance culture, overpopulation, cost/poor funding, low ICT literacy/digital divide, inadequate ICT experts, poor internet network and poor knowledge of best practices. Therefore, the study recommended that public-private partnerships and internally generated revenue should be expanded to increase the revenue base of the university to provide the needed educational e-services facilities. Also, training and retraining of the University staff on ICT should be adopted. The University management should adopt best practices in the maintenance e-library by content centralization, updated and recent learning materials, full accessibility, user-friendly electronic devices, multi-format and appealing contents so to increase students’ satisfaction. Also strict adherence to National Universities Commission (NUC) policy on students’ admission should be implemented fully. Awareness on the importance on the need to imbibe good maintenance culture of the University properties should be carried out periodically by management. Partnership with telecommunication companies to build more network gadgets/devices to improve network connectivity, periodical assessment by the University leadership, the Ministry of Education and students on implementation of educational e-services should be adopted.

As a concept established on MOOC, SPOC has been used by many instructors in universities. Although SPOC-based flipped classroom instructional modes have been applied in many disciplines including English learning in China, no empirical study has tried to disentangle the application of the modes in teaching English pronunciation. This study reports the application of an instructional mode combining SPOC and flipped instruction in teaching English pronunciation for college students majoring in English Education. The effectiveness of this mode was assessed in terms of students' mastery of knowledge in English pronunciation, accuracy of students' pronunciation and students' satisfaction to the class. The freshmen enrolled in a university in 2018 were labeled as the controlled group and those enrolled in 2019 and 2020 comprised the experimental groups. Results showed that the experimental groups significantly outperformed the controlled group in the mastery of knowledge and the accuracy of pronunciation. In addition, the improvement in students' pronunciation was not as much as that in their degree of mastering the knowledge. All students in experimental groups indicated a high degree of satisfaction to the teaching mode. These results prove that SPOC-based flipped classroom instructional mode not only can attain positive perceptions from students but also can be helpful for improving students' learning of knowledge in pronunciation and correctness of pronunciation. However, more input and practice opportunities are still needed to make a better enhancement in students' English pronunciation, which can be expected to be achieved by virtual simulation systems for English pronunciation training. [ABSTRACT FROM AUTHOR]