Determining Factors of Students’ Satisfaction with Malaysian Skills Training Institutes

Ibrahim, Mohd Faisal; Rahman, Mohd Nizam Ab; Yasin, Ruhizan Mohammad

doi:10.5539/ies.v7n6p9

Cited by 19 publications

(19 citation statements)

References 45 publications

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“…8, No. 2; This is in line with previous research of learning environments and satisfaction (Ibrahim et al, 2014;Majeed, Fraser, & Aldridge, 2002).The results of this study are also generally in line with previous findings that students with goals are more (internally) motivated, and usually outperform those without them (Maehr & Midgley, 1991;Perry & Van de Kamp, 2000;Shera, 2014). The results of this study are also in congruence with authors that stress adults' need for transparent demands, well-structured classes and strong teacher or peer support (Wlodkowski, 2008).…”

Section: Discussionsupporting

confidence: 78%

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Radovan

Makovec²

2015

IES

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The purpose of this paper is to explore attitudes towards learning and perceptions of the learning environment. Our theoretical examination is based on the social-cognitive theory of motivation and research that emphasizes the connections between an individual's perceptions of the learning environment and his/her motivation, interest, attitudes and confidence. Recent theories that deal with 'powerful learning environments ' (Fraser, 2002) stress that the teacher should not look only at the physical aspects of the environment in which learning takes place, but also at the learner's perceptions and beliefs. The importance of multiple aspects of learning environments will be stressed and some recommendations for improving the effectiveness of these environments will be given. Additionally, some theoretical concepts of learning environments will be reviewed. We will examine empirically the differences and correlations that occur in adult learners' motivation and attitudes due to their psycho-social and physical learning environment. An international comparison between various post-socialist countries has also been carried out.

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Section: Discussionsupporting

confidence: 78%

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Radovan

Makovec²

2015

IES

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“…SERVQUAL was selected as model for measurement since it can comprehensively measure quality of service. The model is widely applied in several industries such as tourism (Ying, 2015), banking (Ali & Raza, 2015), healthcare (Meesala & Paul, 2018), e-commerce (Palese & Usai, 2018), and higher education (Fitri, Ilias, Abd Rahman, & Abd Razak, 2008;Ibrahim, Rahman, & Yasin, 2014). However, the details of measurement items of service quality might slightly be different as to suite with the nature of industry.…”

Section: Service Qualitymentioning

confidence: 99%

MEDIATING EFFECT OF CORPORATE IMAGE AND STUDENTS’ SATISFACTION ON THE RELATIONSHIP BETWEEN SERVICE QUALITY AND STUDENTS’ LOYALTY IN TVET HLIs

Hassan¹,

Shamsudin²,

Hasim³

et al. 2019

AAMJ

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The main purpose of this study is to investigate the mediation effect of corporate image and students' satisfaction on the relationship between service quality and students' loyalty in technical vocational and education and training (TVET) of higher learning institutes (HLIs). The respondents of this study were final year students from TVET HLIs in Malaysia. Using proportionate stratified sampling and followed by convenience sampling method, 431 questionnaires were distributed to nine higher TVET institutions. From that, 398 questionnaires were used for data analysis using SPSS version 22 and SmartPLS 3.0. The measurement model showed that the constructs were reliable and valid. Meanwhile, the structural model showed that there is a direct and significance relationship among all constructs. Two mediators were tested in this research which were service quality and corporate image. Bootstrapping procedure indicated that there was a direct and significant effect between latent constructs. The mediating test statistically showed that there was a partial mediation of student satisfaction and corporate image on the relationship between Sallaudin Hassan et al. 94 service quality and student loyalty. This research recommended that TVET HLIs should improve the level of service quality, corporate image, and satisfaction to ensure student satisfaction and loyalty.

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“…On the other hand also, Ibrahim, Ab Rahman, and Yasin (2014) evaluated the students' perception of quality of service offered in Malaysian skill training institutes and how it influences overall satisfaction, and found that "campus environment was the most significant predictor of student satisfaction, followed by management of institute and support services" (p. 9). Ibrahim et al (2014) also found that "physical facilities and training delivery were not significant predictors of students' overall satisfaction" (p. 9).…”

Section: Background Of the Problemmentioning

confidence: 99%

MEBAUAC: Methodology for elaborating a baseline of the accomplishment of university accreditation criteria

Paredes

2020

Apunt. univ.

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El objetivo del estudio fue proponer y aplicar una metodología rápida para elaborar una línea de base del cumplimiento de los criterios de acreditación universitaria en las carreras universitarias con la percepción de los profesores y las autoridades académicas y aplicarla a una ciudad. MEBAUAC es original y ha permitido el establecimiento de una línea de base. No se encontraron metodologías similares anteriores. El instrumento de la evaluación es original y se aplicó a la evaluación del cumplimiento de los criterios de acreditación universitaria de carreras de ingeniería con una muestra de 73 profesores y autoridades académicas de carreras de ingeniería en Lima, capital del Perú. Utilizando la metodología propuesta, se obtuvieron los resultados de los siguientes criterios: (a) el conocimiento de las estrategias adecuadas de los procesos de enseñanza-aprendizaje por parte de los profesores, (b) la implementación de programas de bienestar (biblioteca, artes, atención de la salud, recreación actividades, etc.), (c) planificación a largo plazo, (d) elaboración de planes de estudio de acuerdo con los requisitos del mercado laboral, (e) aplicación de estrategias adecuadas para los procesos de enseñanza-aprendizaje, (f) tutoría, (g) extensión universitaria y proyección social, (h) espacios y equipamiento y (i) relaciones con grupos de interés. Las investigaciones futuras sobre la evaluación del proceso de acreditación deben tener en cuenta los enfoques para las escuelas universitarias, las autoridades gubernamentales y los investigadores interesados.

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Determining Factors of Students’ Satisfaction with Malaysian Skills Training Institutes

Cited by 19 publications

References 45 publications

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

Adult Learners’ Learning Environment Perceptions and Satisfaction in Formal Education—Case Study of Four East-European Countries

MEDIATING EFFECT OF CORPORATE IMAGE AND STUDENTS’ SATISFACTION ON THE RELATIONSHIP BETWEEN SERVICE QUALITY AND STUDENTS’ LOYALTY IN TVET HLIs

MEBAUAC: Methodology for elaborating a baseline of the accomplishment of university accreditation criteria

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