For many researchers, satisfaction is a perennially popular research topic, with satisfaction in education being one of the most prevalent aspects. There are a few previous studies that have looked into the satisfaction of parents and students with their high school and college experiences. However, research on parental satisfaction with preschool education is limited, particularly in Vietnam. The purpose of this study was to determine the factors that influenced parents' satisfaction with their children's preschool education. A total of 511 parents in Danang agreed to take part in the study. In this study, multi-regression analysis was carried out to find out relations between response to information, teachers, and educational programs; financial costs; facilities, equipment, and supplies; care and support; and parents' satisfaction. It was found that a majority of participants expressed satisfaction with the quality of preschool education and showed their willingness to pay for it. The most influential factor affecting parents' satisfaction was identified as facilities, including other factors such as response to information, teachers, and educational programs; financial costs; care and support discussed in detail. Future research may build on the findings of this study and investigate additional factors such as practical and convenience factors or a measure of average classroom learning gains that may have an impact on the satisfaction of parents.
Abstrak: JJumlah penyandang disabilitas yang mengikuti sistem Pendidikan inklusi di perguruan tinggi semakin meningkat seiring dengan adanya Kartu Indonesia Pintar (KIP) Kuliah. Penelitian ini bertujuan untuk mendeskripsikan tantangan hambatan yang dihadapi mahasiswa disabilitas selama mengikuti kuliah inklusi dan strategi koping mahasiswa dalam mengatasinya. Penelitian ini bersifat deskriptif kualitatif dan data dikumpulkan dengan teknik interview, observasi, dan dokumentasi. Data dianalisis dengan metode analisis studi kasus. Hasil penelitian menunjukkan bahwa mahasiswa tunanetra menghadapi hambatan belajar terkait teks, gambar atau simbol/angka, sedangkan mahasiswa tunadaksa memiliki hambatan terkait aktiVitas fisik. Strategi koping yang dilakukan oleh mahasiswa adalah dengan menggunakan Assistive Technology (AT), meningkatkan komunikasi dengan dosen, dan melakukan diskusi kelompok. Dari temuan di atas, disimpulkan bahwa teknik pengajaran dan materi perkuliahan harus beaptasi dengan kebutuhan murid dan dapat digunakan secara universal.Abstract: The number of disabled students enrolled in the inclusive system in higher education has increased due to a card used to access colleges issued by the Indonesian government known as Kartu Indonesia Pintar Kuliah (KIP Kuliah). The research aims to describe learning barriers encountered by students with visual and physical disabilities during inclusive class and their coping strategies to overcome this predicament. The research is qualitative descriptive, and data were collected by interview, class observation, and documentation. The data were analyzed by using the case study analysis method. The results indicate that written material containing text, pictures, and symbols/numbers are barriers for visually disabled students, while physically disabled students have barriers in terms of class that requires physical activities. Students’ coping strategies are using Assistive Technology (AT), increasing communication frequency with the lecturers, and conducting study groups after class. It is concluded that the lecturer’s teaching technique and material should be adapted to meet the students’ needs and should be universal.
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