Evaluation of Academic Satisfaction of Graduates From the Ji-Paraná Campus of the Federal University of Rondônia

Abstract

<jats:p>This paper aimed to know the degree of academic satisfaction of the students of the Federal University of Rondônia, Campus of Ji-Paraná, with the institution, the course and the opportunity of development. Such a finding is of paramount importance to assist managers in making decisions, as it reveals in which areas they are serving in a more precarious way, as well as which ones have been observed as quality by students, which can increase or decrease the rate of participation of the students, for example, or, to produce more or less qualified professionals, according to the quality applied in the course. The development of the research had an exploratory character, of a quantitative nature, with a strategy of data collection through a questionnaire, based on the Scale of Satisfaction and Academic Experience (SSAE), and to measure the intensity of satisfaction, a five points Likert-type scale was used. As a unit of analysis, the Ji-Paraná Campus of the Federal University of Rondônia was defined. The research subjects were 65 students graduating from Environmental Engineering, Statistics, Physics, Mathematics and Pedagogy courses. The sample consisted of 66,2% women and 38,2% men and their average age was 27 years. As a result, it was found that students are satisfied in the three dimensions surveyed, with the greatest satisfaction recorded being with the course that obtained 3,86 points, followed by satisfaction with the institution that reached 3,47 points and satisfaction with the development opportunity with 3,45 points. Knowing satisfaction with the quality of services provided to students of the higher education can contribute to increase the demand for students at Federal Institution for Superior Education, as well as increase the permanence rate, and also the quality of the services delivered to society regarding to the formation of professionals.</jats:p>

empleo de los recursos audiovisuales como herramienta de aprendizaje

“…Los recursos audiovisuales permiten al docente introducir cualquier aspecto de la dinámica empresarial y su entorno en el aula, así como contextualizar el proceso de aprendizaje tanto en un enfoque de clase tradicional como en un ambiente de flipped classroom (Pepin, Audebrand, Tremblay, & Keita, 2021;Salas, 2021;Valls & Oliva, 2020). Los estudiantes asisten al aula -física o virtual-con mayor regularidad, mejoran su compromiso con la asignatura, su interés por aprender y acaban por obtener mejores resultados académicos (Bonsignori, 2018;Gerbaudo, Gaspar, & Lins, 2021;Helfenstein et al, 2020;Tiernan, 2015). Estos impactos se han puesto especialmente de manifiesto durante la pandemia del COVID-19 (Torres et al, 2021).…”