The Quality of Teaching and Learning towards the Satisfaction among the University Students

Abstract

The aim of this study is to examine the relationship between the students' perception of the quality of teaching and learning and their satisfaction in a great university in Indonesia, which was very important in the effort of upgrading the quality of higher education. A survey research involving the sample of 387 students was conducted. The research instruments of the study regarding the quality of teaching and learning consisted of aspects such as the courses, lecturers' motivation, instructional design, relationship among students, relationship between students and lecturers, task assignment, lecturers' efficiency, evaluation, obstacles and restraints, as well as the instrument for measuring students' satisfaction. The research findings were analyzed using the descriptive statistics and inferential statistics such as T-Test, correlation, and regression. The findings showed that students' perception of the quality of teaching and learning was at the moderate level, and students' satisfaction was also at the moderate level. Based on the inferential statistics, it was indicated that there was a difference in the perception of the quality of teaching and learning concerning the gender, study period, and field of study. Similarly, there was also a difference in students' satisfaction based on gender, study period, and field of study. The correlation analysis showed that students' perception of the quality of teaching and learning had a positive relationship with their satisfaction, whereas the results of the regression test presented the existence of the 9 dimensions of positive contributions of the quality of teaching and learning in relation to students' satisfaction. The study recommendation is that the university find out about students' needs in the teaching and learning processes, including the physical needs or methods of generating a better relationship between the students and university as well as among students in order to enhance the quality of higher education. Thus, the main implication of this study regarding the education discipline was the discovery of the status of the quality of teaching and learning in an educational institution as the principal factor of the increment in students' satisfaction.

The Relation between Gender, Reasons to Participate in STEM-Related Subjects, Programs and The University Supports On First-Year University Student’s Satisfaction: A Structural Equation Model

“…This study explored the relationship gender, reasons to participate in STEM-related subjects, programs, and the university supports on first-year university student's satisfaction. The SEM results showed that students' satisfaction with STEM learning is highly affected by university supports (experiences as a student) which is consistent with previous studies that university supports highly correlated with student's overall satisfaction (Crisp et al, 2009;Green, Hood, & Neumann, 2015;Gruber, Fuß, Voss, & Gläser-Zikuda, 2010;Hakim, 2014;Lo, 2010;Suarman, Aziz, & Yasin, 2013;Wilkins, Balakrishnan, & Huisman, 2012). This result confirms and strengthens the fact that student satisfaction can be used as indicators to identify the areas where the university is performing well.…”

“…Moreover, students in a university STEM classroom probably have different learning needs compared to students in different subject areas, such as laboratory activities or site visits (Chang & Park, 2014). This finding has encouraged STEM teaching to satisfy the students expectation because teaching quality and expertise showed the most reliable relationship with student's satisfaction and their learning outcomes (Green, Hood, & Neumann, 2015;Hakim, 2014;Lo, 2010;Suarman, Aziz, & Yasin, 2013;Burgess, Senior, Moores, 2018;Khalil-Ur-Rehman, Farooq, & Younas, 2018;Son, Ha, Thi, & Khuyen, 2018).…”

Relationship between Students’ Perception toward the Teaching and Learning Methods of Mathematics’ Lecturer and Their Achievement in Pre-University Studies

“…There are a few components contained in the teaching and learning processes that are the main factors determining the quality of teaching which is consists of the lecturer (motivation, competence, the technique of building rapport with the students), teaching tools (courses, syllabus, media, teaching methods), students (students' competence, relationship among students), and instructional implementation (explanation on lecture materials, task assignment, evaluation, as well as restraints in teaching) (Suarman et al, 2013). According to Marsh (1990), Toland and De Ayala (2005), Gursoy and Umbreit (2005), Oxford Brookes University (2005), there are nine components of the quality of teaching and learning, which are the 1) courses, 2) lecturers' motivation, 3) instructional design, 4) relationship among students, 5) relationship between the students and lecturers, 6) assignment, 7) lecturers' competence, 8) obstacles and constraints, and 9) evaluation.…”

Student’s Satisfaction Level Towards Teachers’ Pedagogical Skills: A Conceptual Action Plan for Sindh Pakistan

“…Quality teaching is also one of the tools that have a great impact on students' satisfaction. (Suarman et. al, (2013)).…”

“…Self-efficacy among the teachers is considered one of the prime factors for enhancing the quality of teaching, Suarman (2015). The study of (Suarman et. al, (2013)) stated that assessing the quality of teaching does not only help teachers in their professional development 40 | but also assists in taking the direct measures of students' satisfaction during their learning journey.…”