Analysis of Factors Influencing Experimental Teaching Satisfaction Based on ISM-MICMAC

Abstract

The satisfaction with experimental teaching is of utmost importance for improving educational quality, promoting student development, and fostering the professional growth of teachers. Researching the factors influencing satisfaction with experimental teaching, as well as the hierarchical relationships and mechanisms of action among these factors, provides significant theoretical foundations and practical guidance for conducting scientific and targeted reforms in experimental teaching. Based on literature research and questionnaire surveys, fifteen factors affecting experimental teaching satisfaction were selected across five dimensions: teachers, curriculum, students, environment, and interaction. The Interpretive Structural Modeling (ISM) was used to reveal the hierarchical relationships among these factors, and the Cross-Impact Matrix Multiplication Applied to a Classification (MICMAC) method was employed to validate the model’s scientific validity and assess the driving forces and dependencies of each factor. The research results indicate that self-efficacy, academic emotions, perceived course value, teacher-student interaction, and peer interaction are direct factors influencing experimental teaching satisfaction and exhibit a high level of interdependence. Teacher’s teaching competence, laboratory management, course content, course resources, and laboratory environment are deeper influencing factors with strong driving forces, positively impacting both the direct factors and intermediary factors such as teaching models and course assessment. Based on the analysis results, improvement strategies, and recommendations are proposed to enhance the quality of experimental teaching and the effectiveness of talent development.