An analysis of the relationship between learning satisfaction and academic achievement of non-traditional learners in Singapore

Khiat, Henry

doi:10.5861/ijrse.2013.559

Cited by 6 publications

(7 citation statements)

References 24 publications

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“…Questions such as multi-choices, filling in the blank, writing a brief desorption. With all of these kinds of tests, multi-choices are the most usable these days [20]. While researching and reading some papers, it has found out some works have done in the same area, which the have little similarity with our research.…”

Section: J Online Test Typesmentioning

confidence: 81%

Skill Evaluation for Newly Graduated Students Via Online Test

Younis¹,

Baban²

2015

ijacsa

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Abstract-Every year in each university many students are graduated holding a first university degree. For example Bachelor degree in Computer Science. Most of those students have a motivation to continue with further studies to get higher education level degree in universities. However, some other students may have enthusiasm towards working based on their skills that they got during their life of studies in university. In both cases, it is required that applicant must pass a test that comprise the entire subject that they learned before. For this reasons, this research is proposing a new technique to evaluate graduate students skills.

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Section: J Online Test Typesmentioning

confidence: 81%

Skill Evaluation for Newly Graduated Students Via Online Test

Younis¹,

Baban²

2015

ijacsa

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“…(2012), Kardo (2015), Khiat (2013), Sinclaire (2011), and Tian and Wang (2010), who stated that learners' satisfaction in online settings is a statement of confidence in the system; furthermore, regardless of the environment used, the quality of the courses along with the connection with the learners themselves throughout the online learning sessions are very significant. Learner satisfaction is a primary need in the education process.…”

Section: Discussionmentioning

confidence: 99%

“…Learner satisfaction is the outcome of achievement, enjoyment, and thus, "a successful and pleasant experience" (Tian & Wang, 2010). Understanding learning satisfaction is important because it can provide the necessary point to improve learners' education (Khiat, 2013). Studies on learners' satisfaction with online learning platforms have gained a lot of interest and attention due to their impact on the educational effectiveness of instructional materials.…”

Section: Students-students' and Teacher-students' Communications And ...mentioning

confidence: 99%

Study from Home! The Antecedents and Consequences of Collaborative Learning on Malaysian University Students

Abuhassna

Busalim

Yahaya³

et al. 2023

JITE:Research

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Aim/Purpose: Drawing on transactional distance theory (TDT) and collaborative learning, this research proposes a research model to examine the role of collaborative learning during the COVID-19 pandemic. It investigates the potential antecedents that influence students’ academic achievements, autonomy, and satisfaction with online learning platforms. Background: The coronavirus (COVID-19) epidemic devastating the world has shaken the global educational system; such a transformation compelled all educational institutes to utilize online learning platforms. Malaysian higher educational institutions were greatly concerned by this disease and faced considerable transformations that affected higher education learners. Additionally, the campus closure and movement regulations impacted traditional education. Thus, the Malaysian Government ordered students at higher education institutions to return to their hometowns and continue their studies through online learning. Therefore, online learning was the most reasonable alternative to resume the learning process. Furthermore, in the educational world, collaborative learning is pivotal to forming students’ interpersonal skills. Collaborative learning practice is working in pairs or small groups to attain the learning objectives collaboratively. Collaborative learning refers to the process of acquiring knowledge in a collaborative setting as opposed to alone. Since the instructor and students are in separate locations, it is challenging for the teacher to facilitate collaborative learning. Methodology: This study utilized a quantitative method; purposive sampling was implemented, and the data were collected from 260 university students, both undergraduate and postgraduate, as long as they were affected by the COVID-19 pandemic in Malaysia. The questionnaire for this research was designed to fit the research hypothesis. The items of the questionnaire have been adapted to certify the content’s validity. The collected data were analyzed using Smart PLS software, which has been utilized as an essential data analysis tool. Contribution: This research contributes to: (1) a better understanding of the importance of communication and connection among students-students and teachers in online learning environments, as the results suggest that the more communication between students, teachers, and the environment itself, the greater the academic achievements, learners’ autonomy, and satisfaction; and (2) the role of both collaborative learning and TDT on learners’ academic achievements, autonomy, and satisfaction. Findings: This study advances by incorporating TDT and collaborative learning theories. This research model illustrates six main factors in online learning platforms that enhance students’ academic achievements, autonomy, and satisfaction through collaborative learning. The results showed a strong association between TDT and collaborative learning regarding the online learning platforms’ utilization for improving academic achievements, learners’ autonomy, and satisfaction. Recommendations for Practitioners: This model provided exceptional support to students during this sudden switch to online alternatives and helped them cope with the considerable challenges they faced under the current circumstances. Moreover, this model provides a guideline for higher education teachers and administrators for coping with online learning platforms. Recommendation for Researchers: Drawing on the association between TDT and collaborative learning regarding the utilization of online learning platforms for improving academic achievements, learners’ autonomy, and learner satisfaction, the research result presents a road map for researchers in the field of online learning. Accordingly, researchers are encouraged to utilize these theories, as they can lead to improvements among online learners in higher education institutions. Impact on Society: This preliminary model, which was developed throughout this research, will be a great support to both researchers and instructors to be able to utilize and elaborate in accordance with the role of online platforms on students’ satisfaction, autonomy, and academic achievements. It is critical for higher education administrators to pay more attention to the nature of communication between students and student instructors, which has been shown to have a positive influence on their academic achievements, to implement online learning. Moreover, instructors and course developers must be trained and skilled to achieve online learning platform goals. Future Research: Future research could include more information about blended learning environments and their relationship to the technology acceptance model as an online learning model. Researchers may extend the model used in this study.

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“…In the same vein, Aung and Ye (n,d), found that there were positive relationships between the levels of students' satisfaction and achievement at Kant Kaw Education Center, Yangon, Myanmar. Satisfaction can have an impact on learning effectiveness (Khiat, 2014). Amos & Hassan (2017) found that student's satisfaction and teaching quality dimensions in higher education institutions (HEIs) are positively related to each other.…”

Section: Well-being -mentioning

confidence: 99%

Lawler’s high involvement, stakeholders’ morale vis-à-vis school-based management: A conceptual model for quality basic education

Tugas¹

2022

IJRSE

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This study primarily aimed to identify, verify/fit, and modify a conceptual model depicting the impact of school-based management to quality education when nested with high involvement model and stakeholders' morale. A total of 1260 stakeholders from SBM-implementing schools of the Divisions of Maasin City and Southern Leyte participated in this study. Data retrieved through a standardized questionnaire were analyzed primarily using structural equation modeling. This study found that internal and external stakeholders observed the implementation of School-Based Management Practices religiously, are highly involved in its implementation, and with extreme morale. The study found that: (i) School-Based Management Practices affect Quality of Education; (ii) High Involvement of Stakeholders affects School-Based Management Practices; (iii) Stakeholders' Morale is related to High Involvement; and (iv) Stakeholders' Morale affects the Quality of Education. Thus, Quality Basic Education is highly possible through a full implementation of School-BasedManagement paralleled with high stakeholders' morale. However, there is a need to strengthen the stakeholders' involvement in terms of power, knowledge, access to information, and rewards as conditions to strong implementation of School-Based Management so that collaboration would be highly visible a precursor of Quality Basic Education. For model adoption, this study recommends the model to regional evaluation and recommendation.

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An analysis of the relationship between learning satisfaction and academic achievement of non-traditional learners in Singapore

Cited by 6 publications

References 24 publications

Skill Evaluation for Newly Graduated Students Via Online Test

Skill Evaluation for Newly Graduated Students Via Online Test

Study from Home! The Antecedents and Consequences of Collaborative Learning on Malaysian University Students

Lawler’s high involvement, stakeholders’ morale vis-à-vis school-based management: A conceptual model for quality basic education

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