Modeling the prediction of student's satisfaction in face to face learning: An empirical investigation

Abstract

Quality is a multi-perspective construct varying from one context to another and difficult to define. In this paper, we focus on studying ways to improve quality in education based on students' perceptions through the assessment of educational processes. In the literature, we notice that there is no detailed assessment model that adapts to all face to face teaching methods and contexts. Based on rigorous theoretical assessment foundations, we propose a novel assessment model, it includes 5 dimensions refined into 15 criteria. A survey methodology is adopted in order to assess the Certificate of Informatics and Internet Training and to validate the proposed model. The participants of this study were undergraduate students in two Tunisian universities. Findings from the empirical study show the key factors that affect the success of a given face to face learning situation and increase student's satisfaction. This result leads to a better understanding of evaluating the mechanisms of face to face education. Our assessment model can be used to assess other fields; it is useful for teachers and organisations for assessing quality classroom teaching as perceived by students. The paper attempts to develop and validate an original detailed model to assess the quality of all face to face learning and teaching processes from the perspective of student's satisfaction.