Creating a Quality Teaching Learning Environment

Arif, Seema; Ilyas, Maryam

doi:10.18848/1447-9494/cgp/v18i06/47647

Cited by 5 publications

(5 citation statements)

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“…In addition, this finding is further supported by previous research (Arif, 2012) that mere availability of resources does not ensure student satisfaction because most of the students did not associate themselves with the social environment which may be because of cultural difference of family and university environment that made it difficult for students, especially girls, to work with boys on academic projects. Similarly, most of the students were not hopeful to get a good job after the completion of their degree which not only widened the gap between academic and professional experiences but also created the culture of unwillingness to learn.…”

Section: Discussionsupporting

confidence: 67%

“…The university management needs to focus on the students' perceived quality of services, rather than restricting their satisfaction to making the choice of courses only (Arif & Ilyas, 2012). Customer satisfaction is not the immediate experience of students; rather, it should meet their needs and expectations to have a life-long effect (Juran, 1988;Roorda, Jak, Zee, Oort, & Koomen, 2017).…”

Section: Introductionmentioning

confidence: 99%

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University Efforts for Quality to Ensure Epistemological Access

Omar

Chaudhry

2019

UER

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The purpose of this study is to explore the existing relationship among the quality of university efforts (teacher efforts and management efforts), the willingness of students to learn and customer satisfaction in order to ensure epistemological access to higher education in private universities of Pakistan. For this purpose, a survey was conducted with 339 students studying in three different faculties of a private university. It was aimed to collect their responses regarding their experiences at the campus about purposeful access to available resources and to measure their satisfaction level with the provided access. The data was collected through multistage sampling. It was found that there is a positive correlation among teacher efforts for epistemological access (TEEA), management efforts for epistemological access (MEEA), and customer satisfaction (CS); whereas, TEEA, MEEA, and CS are negatively correlated with student willingness (SW). It was also found that SW does not act as a mediator between UEQ and CS. The study contributes in the existing literature by accentuating the need for epistemological access by enhancing the willingness of students to learn and by providing quality university efforts to translate academic experiences into successful opportunities in the future.

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Section: Discussionsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 99%

University Efforts for Quality to Ensure Epistemological Access

Omar

Chaudhry

2019

UER

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“…It has been realized that quality education can be improved with the help of an appraisal system which is based on the employee's individual performance (Arif & Ilyas, 2012). Furthermore, individual performance may be improved to enhance the education of students.…”

Section: Literature Reviewmentioning

confidence: 99%

Effectiveness of the Teacher Appraisal System in Public Higher Secondary Schools of Punjab (Pakistan)

Nadeem

Arif

Asghar

2019

GRR

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Quantitative research was conducted to find out the effectiveness of the existing performance appraisal system (PAS). A survey research design was planned to determine the level of awareness of the teachers with the existing teacher appraisal system; moreover, the effectiveness was determined by the level of satisfaction or dissatisfaction of teachers with PAS and its probable effect on teaching practices. A random sampling technique was used to access the target population. A self-constructed questionnaire was distributed among 78 principals of public higher secondary schools and the reliability of the instrument was found to be .862. Step-wise regressions inform us dissatisfaction of teachers is associated with the transparency of the appraisers. Management support and motivation were not found to be significant predictors need for improvement. The results further highlighted that a lack of awareness about PAS negatively affects motivation to perform better. A lot of improvement is needed to make the appraisal process more effective.

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“…The perception of thermal comfort varies among cultures. [44] Temperatures between 68 and 74°F-20 and 24°Care described as comfort levels. Furthermore, 50% relative humidity is defined as an acceptable value for educational spaces in most cultures.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The esthetic value in the design studio is defined as the quality of wall color or the existence of the works of the pillars of the architecture to promote creativity. [21,22,36,44] Table 2 demonstrates the research framework. Well-being aspects focusing on objective condition and subjective experience of well-being [30] Table 1: Arrangement typology in a design studio (researcher, adapted from [14,22,26,47,48] ) 1.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Architecture Students Self-Report Wellbeing Assessment Based On Quality Learning Environment in Design Studio

Hussein

Mustafa

2023

Cihan U Erbil SCI J

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Higher education students’ difficulties, especially students in architecture education lead students to health problems. The design studio is the heart of architecture education and students spent most of their time with staff. Students tend to do various activities in the studio such as demonstrating, model-making, drawing, and lecturing. Therefore, the learning environment in the studio should attract students to spend most of their time in the studio happily. This research focused on a mixed method to assess the relationship between students’ wellbeing and the quality learning environment in the design studio. The students’ self-report assessment for the wellbeing situation has been used that depends on students experience in the design studio. For this reason, architecture design studios at private universities in Erbil city have been selected as a case study. The statistical program SPSS has been used to test hypotheses and analyze data. The findings of this study represent the significant positive relationship between students’ wellbeing and the quality learning environment in the design studio. Furthermore, the study illustrates the significance of the quality learning environment in the design studio and its role in the development of the student’s wellbeing.

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Creating a Quality Teaching Learning Environment

Cited by 5 publications

References 0 publications

University Efforts for Quality to Ensure Epistemological Access

University Efforts for Quality to Ensure Epistemological Access

Effectiveness of the Teacher Appraisal System in Public Higher Secondary Schools of Punjab (Pakistan)

Architecture Students Self-Report Wellbeing Assessment Based On Quality Learning Environment in Design Studio

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