Measuring University Students’ Satisfaction Level on their Courses Experiences
DOI:
https://doi.org/10.48112/eassr.v1i1.49Abstract
Abstract Views: 214
The objective of this study is to determine how satisfied students are with the course experiences provided by the learning facilities in Pakistani universities. This study looks into the factors of what they think is important for their learning environment, because students are the key stakeholders of the learning and education system. On the other hand, the missionary objectives of any university is to provide quality education and produce better alumni, because students’ achievements not only contribute to their scholastic development, but also build the reputation of an institution. Therefore, to measure the students’ satisfaction level of their course experiences, a self-structured survey questionnaire was used to collect the required data from students of different departments. A number of 141 master’s level students were identified from a local university. The data illustrated that the students’ satisfaction level in the provision of courses was low on given choices, like motivational characteristics, ICT application, and life-long learning skills; moderately satisfied for development of analytical and reflective thinking skills; and high level of satisfaction on all these elements except choices that have been reported of low importance.
Keywords:
course experiences, teaching and learning environment, university learning facilities
References
El Ansari, W., & Moseley, L. (2011). You get what you measure: Assessing and reporting student satisfaction with their health and social care educational experience. Nurse Education Today, 31(2), 173-178. DOI: https://doi.org/10.1016/j.nedt.2010.05.014
Escrigas, C., & Lobra, J. (2009). Higher education at a time of transformation: New dynamics for social responsibility. New York: Palgrave Macmillan. URL: https://bit.ly/3Ai1tYz
Gatfield, T. (2000). A scale for measuring student perceptions of quality: An Australian Asian perspective. Journal of Marketing for Higher Education, 10(1), 27-41. DOI: https://doi.org/10.1300/J050v10n01_03
Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn't fit all. Corwin Press. URL: https://amzn.to/3zeZyCO
Huang, S., & Fisher, D. (2011). Associations of the university learning environment with academic engagement and satisfaction among science majors in Taiwan. Asia-Pacific Education Researcher, 20(2), 291-307. DOI: http://hdl.handle.net/20.500.11937/22321
Hursen, C., Ozçınar, Z., Ozdamlı, F., & Uzunboylu, H. (2011). The communicative competences of students and teachers in different levels of education in North Cyprus. Asia Pacific Education Review, 12(1), 59-66. DOI: https://doi.org/10.1007/s12564-010-9120-2
Kember, D., & Leung, D. Y. (2009). Development of a questionnaire for assessing students’ perceptions of the teaching and learning environment and its use in quality assurance. Learning Environments Research, 12(1), 15-29. DOI: https://doi.org/10.1007/s10984-008-9050-7
Malik, M. E., Danish, R. Q., & Usman, A. (2010). The impact of service quality on students’ satisfaction in higher education institutes of Punjab. Journal of Management Research, 2(2), 1-11. URL: https://bit.ly/3nElPry
Marzo-Navarro, M., Pedraja-Iglesias, M., & Rivera-Torres, M. P. (2005). Measuring customer satisfaction in summer courses. Quality Assurance in Education, 13(1), 53-65. DOI: https://doi.org/10.1108/09684880510578650
Mavondo, F. T., Zaman, M., & Abubakar, B. (2000). Student satisfaction with tertiary institution and recommending it to prospective students. In Australian and New Zealand Marketing Academy Conference (ANZMAC 2000): Visionary Marketing for the 21st Century: Facing the Challenge (pp. 787-792). Griffith University. URL: http://anzmac.org/conference_archive/2000/CDsite/welcome.htm
McInnis-Bowers, C., Chew, E. B., & Bowers, M. R. (2010). Using reflective thinking to enhance decision skills, cultural sensitivity, and teamwork. Marketing Education Review, 20(1), 17-20. DOI: https://doi.org/10.2753/MER1052-8008200103
Meek, V. L., Teichler, U., & Kearney, M. L. (2009, September). Higher education, research and innovation: Changing dynamics. A report on the UNESCO forum on higher education, research and knowledge. International Centre for Higher Education Research, University of Kassel. URL: https://bit.ly/2Xn60tW
Sarwar, S., & Bhamani, S. (2018). Measuring school support for learning English as a foreign language through SSELL. Journal of Education and Educational Development, 5(2), 194-210. DOI: http://dx.doi.org/10.22555/joeed.v5i2.2007
Seel, N. M., & Dijkstra, S. (Eds.). (2004). Curriculum, plans, and processes in instructional design: International perspectives. London: Routledge.
Tennant, M., McMullen, C., & Kaczynski, D. (2009). Teaching, learning and research in higher education: A critical approach. New York: Routledge. URL: https://bit.ly/2XmNgeJ
Ullah, M. H., Ajmal, M., & Rahman, F. (2011). Analysis of quality indicators of higher education in Pakistan. Canadian Journal of Social Sciences, 1(1), 1-5. URL: https://bit.ly/2YSKDS4
Yousaf, M. I. (2005). Relationship of performance of university students with the selected variables of school Age. Unpublished PhD Thesis, University of Arid Agriculture, Pakistan.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Academy of Education and Social Sciences Review
This work is licensed under a Creative Commons Attribution 4.0 International License.
