Purpose This paper aims to examine students’ perceptions of quality learning using a mixed-methods approach in a Malaysian university, with an aim to fill existing knowledge gaps in the literature on relationships among relevant quality variables. The study also assesses the extent to which detailed results from a few participants can be generalised to a larger sample from the population. Design/methodology/approach A sequential, mixed-methods approach was used to obtain a more meaningful and balanced analysis of the data. In total, 12 students were purposively selected and interviewed in Phase 1, to gain insights into their perceptions of quality learning at a selected university. The results of the qualitative analysis were used to develop hypotheses for a quantitative survey of 1,490 students in Phase 2. The samples consisted of students enrolled in full-time bachelor’s degree programmes. The survey data were analysed using structural equation modelling (SEM) to confirm a series of hypotheses about pathways of influence of key quality constructs. Findings The results of the study showed strong positive relationships between student perceptions of learning outcomes, curriculum, instructional delivery and support, learning environment and quality learning. The overall findings suggest that the influences of these quality variables on the perceived quality of learning experiences of students may be complex. Practical implications All Malaysian higher education providers are currently concerned with providing high-quality education that caters to students’ needs. The results generate useful evidence for governors, administrators and other stakeholders regarding the students’ perceptions of quality learning. The results provide insights for supporting diverse students served by these providers. Originality/value The sequential, mixed-methods research design of the study contributed a rich contextual description of students’ perceptions of quality learning. It also fills the knowledge gap mentioned.
This study examines the mediating effects of quality learning on the overall learning experience, and learning outcomes for a sample of 1180 Malaysian STEM students. Data were collected using the Quality Assurance Perception Questionnaire for Students (QAPQ-S), a self-reported questionnaire designed to measure students’ perceptions of learning quality in higher education. The contribution of this study is the empirical examination of the main exogenous variables in greater depth using SEM-PLS. The research fills a gap in the literature through its analysis of the mediating role of quality learning. The results show that quality learning is a significant mediator of learning skills, teacher support and curriculum in the achievement of learning outcomes. Quality learning fully mediates learning skills and learning outcomes while partially mediating the other relationships. Limitation and implications for practice are also discussed.
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