Purpose – The purpose of this research paper is to apply the Six Sigma methodology to identify the attributes of a lecturer that will help improve a student’s prior knowledge of a discipline from an initial “x” per cent knowledge to a higher “y” per cent of knowledge. Design/methodology/approach – The data collection method involved a one-on-one, in-depth interview based on the Kano questionnaire with a sample of 170 undergraduate and graduate students aged between 25 and 40 years in two Ghanaian universities. The Kano questionnaire contained the critical to quality (CTQ) and the 25 functional requirements (FRs). The analytical Kano (A-Kano) questionnaire was adopted for the purpose of improving learning outcome with a student–lecturer interaction. The CTQs in this study, from the customer (student) perspective, will correspond to Bloom’s (1956) categories in the cognitive domain made up of remember, understand, apply, analyze, evaluate and create. The configuration index, which provides a decision factor for selecting the 25 FRs that contribute to improving learning outcome made up of the American Society of Quality’s six leadership competencies (navigator, communicator, mentor, learner, builder and motivator) and 19 attributes from previous research studies on service quality in higher education. This study used the varimax and quartimax factor analysis rotation methods to generate the principal components (PCs). Findings – Out of the 25 FRs, four (communicator, mentor, builder and motivator) of the American Society of Quality (ASQ) leadership competencies were found to be exciters or attractive and when applied by the lecturer would exceed customer (student) expectation. Research limitations/implications – The study involved only a judgment sample of 170 undergraduate and graduate students from two universities drawn in Accra, Ghana; hence, the outcome cannot be generalized to the entire student population in Ghana as a whole. Practical implications – The Kano results from this study corroborates with previous findings that students perceive “Fostering of Team Work”, “Expertise in Other Subject Areas”, “Variety of Teaching Methods”, “Friendliness” and “Humor” as either exciters or attractive attributes. Social implications – Some of the benefits from this study include the fact that lecturers may improve classroom experience knowing what their students regard as satisfactory and dissatisfactory attributes or they may have a better understanding of the student’s perspective. The concept of student satisfaction addressed in this study should therefore always be seen as a “means to an end”, with the end being the transformation of students. Originality/value – This study contributes to the literature by examining how the student’s approach to learning or acquiring new knowledge has a significant effect on the learning outcome using factor analysis rotation methods to generate the PCs.
Purpose This paper aims to clarify the relationship between the student’s study time and the learning process in the higher education system by adapting the total quality management (TQM) principles-process approach. Contrary to Deming’s (1982) constancy of purpose to improve the learning process, some students in higher education postpone their studies till the last few weeks of an examination. Design/methodology/approach The paper opted for an experimental study with three different classes of business school students. The experimental research question was “Do student’s study time (massed or distributed spacing) has an impact on the learning process?” Findings Results indicated that students in the “Strictly supervised study time” group improved on their learning process more than the “Not Strictly Supervised study time” and the control group. It is important for students to manage their own learning activities and follow a regular study time and constantly improve their learning process as proposed by Deming (1982). Research limitations/implications This study used restricted to undergraduate business school students in a university in Ghana, and may not necessarily be applicable universally. One other limitation was that the authors did not control for lecturer’s expectancies and how these may have influenced the students’ learning process. Another potential limitation was that TQM was the only subject area used for this study. Practical implications This objective of the study is to use the TQM principles of process approach, the Learning Theory and the Learning Strategies from the Motivated Strategies for Learning Questionnaire (MSLQ) – Pintrich et al. (1991) – to support theoretical and practical implications of the relationship between the student’s study time and the learning process. The results imply that students must take a more active role in their learning by having a regular study time. Originality/value Currently, to the best of the authors’ knowledge, there are not many experiment-based studies on a student’s study time using the MSLQ-Pintrich et al. (1991) approach. This study contributes to the literature by examining how a student’s study time (massed or distributed spacing) has an impact on the learning process.
Purpose – The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student’s approach to learning and the teacher’s approach to teaching are concepts that have been widely researched, few studies have explored how the type of assessment (true or false, multiple-choice, calculation or essay questions) and stress would manifest themselves or influence the students’ learning outcome to fulfill Bloom’s taxonomy. Multiple-choice questions have been used for efficient assessment; however, this method has been criticized for encouraging surface learning. And also some students complain of excelling in essay questions and failing in multiple-choice questions. A concern has arisen that changes may be necessary in the type of assessment that is perceived to fulfill Bloom’s taxonomy. Design/methodology/approach – Students’ learning outcomes were measured using true or false, multiple-choice, calculations or essay questions to fulfill Bloom’s taxonomy and the students’ reaction to the test questionnaire. To assess the influence of the type of assessment and the stress level factors of interest, MANOVA was used to identify whether any differences exist and to assess the extent to which these differences are significantly different, both individually and collectively. Second, to assess if the feedback information given to respondents after the mid-semester assessment was effective, the one-way ANOVA procedure was used to test the equality of means and the differences in means of the mid-semester assessment scores and the final assessment scores. Findings – Results revealed that the type of questions (true or false, multiple-choice, calculations or essay) will not significantly affect the learning outcome for each subgroup. The ANOVA results, comparing the mid-semester and final assessments, indicated that there is sufficient evidence means are not equal. Thus, the feedback given to respondents after the mid-semester assessment had a positive impact on the final assessment to actively improve student learning. Research limitations/implications – This study is restricted to students in a particular university in Ghana, and may not necessarily be applicable universally. Practical implications – The practical implications of this research is that assessments for learning, and the importance of assessment impact not only on students, but also on teachers and the literature. Originality/value – This study contributes to the literature by examining how the combination of the type of assessment (true or false, multiple-choice, calculation or essay) and stress contributes to the learning outcome.
Purpose The purpose of this paper is to critically evaluate university leadership performance using the Lean Six Sigma (LSS) framework. University leadership performance management (PM) framework incorporates strategy formulation, lecturers, administrative services and the learning outcomes to achieve service quality excellence. Design/methodology/approach A theoretical investigation in literature was accomplished comparing PM and LSS frameworks. Through extant literature review, the authors identified five constructs (lecturers, administration staff, projects, programs and facilities) being offered by a university to evaluate the service quality excellence. Using these constructs, a student exit survey was conducted yielding a response rate of 56%. Five hypotheses were tested. The survey results evaluated reliability, convergent validity and discriminant validity of the constructs and were found to be satisfactory. To test the model fit and hypotheses between the constructs, the authors used structural equation modelling (SEM). Findings The LSS framework was found to be effective when compared with the PM framework, and for aligning university processes to achieve service quality excellence. The SEM result shows that there is a strong evidence to support the hypothesized model where facilities, projects and program had significant relationship with service quality excellence. The empirical evidence strongly supports that there is a relationship between the PM and the LSS frameworks. Research limitations/implications This research is based on a cross-sectional exit survey; future research could explore a longitudinal survey with treatment conditions to consider different genre of university leadership. Practical implications To achieve service quality excellence, university leadership will need to embrace LSS framework to satisfy their stakeholders. This could bring multifold organizational and social benefits. Originality/value Not too many studies have used the PM and the LSS framework to evaluate university leadership performance in terms of service quality excellence. This study identified constructs associated with LSS and empirically validated the scales to build on theory.
Purpose This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance. Design/methodology/approach Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis. Findings Students’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome. Research limitations/implications This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study. Practical implications This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class. Originality/value This paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.