The Investigation and Study on the Students' Satisfaction with the Quality of College Mathematics Teaching

Purpose There are several types of accommodation available to students of higher education institutions, and it is the responsibility of the institutions to focus on factors that can attract and retain students to their residences. This study aims to investigate satisfaction of higher institutions students with on-campus accommodation with an emphasis on the ethnicity of the students. Design/methodology/approach Using convenience sampling method, questionnaires were administered to students of selected residences in the study area. Mean item score was used to rank identified factors, whereas mean gap and Kruskal–Wallis K-test were adopted to examine the difference in opinion of students from various ethnic groups. Findings Overall, major features that make students dissatisfied with university-owned accommodations are enforcement of rule that compels all students to move out with their belongings during each recess, the effectiveness of the lift system, the size of wardrobe and closet, laundry service in the residence, numbers of electrical sockets and window quality. Considering dwelling unit features, neighbourhood, environmental, building quality and services provided by residence management, this study reveals that there is a significant difference in the satisfaction of students of diverse ethnic groups with their accommodation. Research limitations/implications The study was limited to on-campus residences owned by higher education institutions in South Africa. However, the findings of the study can be adopted for off-campus residences, and such owned by private individuals, agencies and other bodies provided are approved by the institutions. Originality/value The findings of this study will help management of higher education institutions to improve quality of services in their residences for the satisfaction of their students. Developers, contractors and other stakeholders involved in construction of these residences will also find the findings useful in designing and construction of the facilities.

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Study on the Status of International Students' Satisfaction with the Quality of Higher Education Service

Proceedings of the 2016 International Conference on Education, Management Science and Economics ◽

10.2991/icemse-16.2016.94 ◽

2016 ◽

Author(s):

Qiting Chen ◽

Qianqian Miao

Keyword(s):

Higher Education ◽

International Students ◽

Quality Of Higher Education ◽

Education Service ◽

The Status ◽

Students Satisfaction

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Factors Influencing the Students’ Perceptions of the Quality of Education Services at Hue University in Vietnam

International Journal of Educational Sciences ◽

10.31901/24566322.2021/32.1-3.1157 ◽

2021 ◽

Vol 32 (1-3) ◽

Author(s):

Hong-Van Thi Dinh

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Quality Of Education ◽

Access To Education ◽

Education Services ◽

Education Environment ◽

Central Vietnam ◽

Vietnamese Higher Education ◽

Students Satisfaction

ABSTRACT In today’s competitive higher education environment in Vietnam, higher education institutions have focussed more on quality education services to improve students’ satisfaction, which is considered an important factor for attracting and retaining students and evaluating the success of these higher education institutions, as a result. This research aimed to examine Vietnamese students’ perceptions about the quality of education services offered at Hue University in Vietnam. The data were obtained from the questionnaires completed by 2933 students from four-university members of Hue University in Central Vietnam. The research results showed that the students were generally satisfied with the quality of education services provided by Hue University. In addition, students’ satisfaction at Hue University is most affected by their perceptions about access to education services and the educational environment. The study also provided several implications, for Hue University in particular and other Vietnamese higher education institutions in general, to enhance their education services to improve the level of education service quality for attracting and retaining students.

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Assessment of future teachers' satisfaction with the conditions for the implementation of Russian-Chinese joint educational programs

Perspectives of science and education ◽

10.32744/pse.2021.5.8 ◽

2021 ◽

Vol 53 (5) ◽

pp. 110-124

Author(s):

Luo Wanqi ◽

◽

Elena L. Bolotova ◽

Keyword(s):

Student Satisfaction ◽

Research Work ◽

Educational Programs ◽

Technical Support ◽

Educational Process ◽

Research Activities ◽

Moscow Institute ◽

Pedagogical Orientation ◽

Students Satisfaction

The relevance of the research is due to the need to increase the competitiveness of joint educational programs of pedagogical orientation in the system of Russian-Chinese relations in the field of higher education. The student satisfaction indicator not only indicates the attractiveness/unattractiveness of the educational program, but also allows you to identify the most vulnerable places in the organization of the educational process. The purpose of the study is to identify ways to improve the conditions for the implementation of Russian-Chinese joint educational programs of pedagogical orientation. Materials and methods. The study applied a descriptive method to conducting a survey of students studying under the bachelor's degree majors "Preschool Education", "Music Education", "Fine Arts" at the Moscow Institute of Arts of the Weinan Pedagogical University (Province Shanxi). 198 graduates participated in the questionnaire, accounting for 77% of the total number of graduates from the Moscow Institute of Arts. The study was conducted using the author's questionnaire, compiled taking into account the practice of assessing student satisfaction at Moscow Pedagogical State University and the recommendations of the Ministry of Education of the People's Republic of China on the evaluation of joint Chinese-foreign educational programs. Results. In the study, the assessment of students' satisfaction with learning was carried out in five directions: satisfaction with the quality and content of training, satisfaction with the organization of the educational process, satisfaction with the material and technical support of the educational process, satisfaction with the organization of research activities, satisfaction with the socio-psychological climate at the institute. The study found that students' satisfaction with the organization of the educational process (68.2%) and its material and technical support (66.92%) was the highest, compared with their publishing activities in research work (60.4%). Despite the impossibility of implementing programs under the "3+1" scheme, due to the COVID-19 pandemic, the internal motivation of students during online training in the "4+0" mode did not decrease, which led to the preservation of the contingent of students throughout the entire period of program implementation. Discussion and conclusion. The research results have practical significance for managers, employees and teachers of pedagogical universities participating in the implementation of Chinese-foreign joint educational programs, as well as for representatives of the scientific community dealing with the problems of ensuring the quality of such programs. Further research of students' satisfaction with studying under Russian-Chinese joint educational programs for teacher training can be aimed at analyzing the quality of implementation of such programs at the level of academic degrees of students of pedagogical universities.

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A Study on the Relationship between College Mathematics Teaching and Quality Education

Proceedings of the 7th International Conference on Management, Education, Information and Control (MEICI 2017) ◽

10.2991/meici-17.2017.63 ◽

2017 ◽

Author(s):

Lingxia Huang

Keyword(s):

Mathematics Teaching ◽

Quality Education ◽

College Mathematics ◽

The Relationship

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Students’ Satisfaction with Accounting Teachers’ Lesson Delivery, the Role of Perceived Quality of Lesson Delivery in Ghanaian Senior High Schools

Business and Economic Research ◽

10.5296/ber.v11i1.17946 ◽

2021 ◽

Vol 11 (1) ◽

pp. 109

Author(s):

Ofori Debrah ◽

Nasiru Inusah ◽

Joseph Yaw Dwommor

Keyword(s):

High Schools ◽

Teaching And Learning ◽

Financial Accounting ◽

Accounting Students ◽

Quality Factors ◽

Lesson Delivery ◽

Quality Dimensions ◽

Low Performance ◽

Students Satisfaction

To highlight the importance of the quality of lesson delivery for students’ satisfaction with the teaching and learning process in the classroom, this study examines the quality factors of accounting teachers lesson delivery that may influence students’ satisfaction with accounting teachers’ lesson delivery in Senior High Schools in Ghana. Survey questionnaire, a modified version of SERQUAL model, was used in collecting data for this study. In all, a sample of 504 students from 20 public Senior High Schools in Kumasi metropolis in the Ashanti region of Ghana participated in the survey. The findings of this paper suggest that accounting students in Ghanaian Senior High Schools are generally not satisfied with the quality of lesson delivery of their financial accounting teachers. In addition, classroom setting (environment, facilities and materials) and teachers’ teaching behavior (responsive to students’ needs, reliability, competency, and empathy) do not meet Senior High School accounting students’ expectations. It is evident from the results that teachers’ performance in lesson delivery, as perceived by students, influence students’ satisfaction with lesson delivery in the classroom. Perceived low performance on the service quality dimensions of accounting teachers’ lesson delivery seems more susceptible to low satisfaction with teachers’ lesson delivery. These findings imply that, quality of accounting teachers’ lesson delivery, especially, along the dimensions of tangibility, responsiveness, reliability, assurance and empathy in their lesson delivery requires improvement. There is the need for teachers and school managers to identify what students really expect from teachers in their lesson delivery so that teachers can make the necessary changes to improve lesson delivery quality and students’ satisfaction in the classroom.

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