How Increasing Students’ Interest and Motivation to Study Affects Perceived Service Quality and Academic Satisfaction at University

Abstract

Instructional Design has provided models and theories to make lectures more effective and attractive. However, managing and evaluating educational outcomes are still challenging because of their intangibility and heterogeneity. In particular, Learning Experience (LX), results in a change in value, motivation, or behavior to study, is rarely included as an integral part of Perceived Outcome Quality (POQ). Therefore, our primary purpose is to propose a new evaluation method of POQ to realize more accurate course evaluations. The research is based on the following research hypotheses: H1) Improving attitude toward learning positively affects LX; H2) Meta-recognition skills positively affect LX; H3) Goal orientation, reasons for engaging in class, positively affects LX; H4) LX positively affects Academic Outcome Satisfaction (AOS); H5) LX positively affects Net Promoter Score (NPS), students' voices and royalties. For the surveys, we made a questionnaire to measure LX levels, or engagement levels, and made good use of the questionnaires in previous works to measure other factors. The voluntary participants were thirty Japanese students in Tokyo University of Science and seventeen Japanese students in Aomori Chuo Gakuin University. The results of Structural Equation Modeling showed that H1) Improvement of learning behavior had a strong relationship to LX; H2) Meta-recognition skills did not have a meaningful relationship to LX; H3) Mastery goal and failure-avoidance goal had positive effects on LX; H4) LX did not have a significant correlation with AOS; and H5) LX made a significant impact on NPS. In conclusion, we could show that there were meaningful connections among attitude of study, LX, and NPS. Therefore, LX could be an important factor of the conceptual model of POQ to measure more accurate course evaluations.

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Author Information
Hisaki Kawamoto, Tokyo Institute of Technology, Japan
Yuki Watanabe, Tokyo Institute of Technology, Japan
Kazuyoshi Hidaka, Tokyo Institute of Technology, Japan

• Category: ACEID2017, Oral Presentation
• Tag: Learner Experiences and Learner Diversity, Student Learning

Posted by James Alexander Gordon

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