study satisfaction for students in universities

HESP Summer School 2006

Study Satisfaction for Students in Universities

Natalia IvanilovaVitaly Kobets

Ludmila KonstantsVira Lyubchenko

Vladimir Popov


Effective learning in the classroom depends on the teacher's ability… to maintain the interest that brought students to the course in the first place.

Ericksen S.C. The Lecture // Memo to the Faculty, no. 60. Ann Arbor: Centre for

Research on Teaching and Learning, University of Michigan, 1978

Literature Review


General Strategies

• Capitalize on students' existing needs • Make students active participants in

learning • Ask students to analyze what makes

their classes more or less "motivating"


Incorporating Instructional Behaviours that Motivate Students

1. Hold high but realistic expectations for your students.

2. Help students set achievable goals for themselves. 3. Tell students what they need to do to succeed in

your course. 4. Strengthen students' self-motivation. 5. Avoid creating intense competition among

students. 6. Be enthusiastic about your subject.


Basic Human Capital Model (experiment)

There are two types of learning:

B 20 / 80 20

A 50 / 50 13

Type Grade Ratio (50/100) Cost


Basic Human Capital Model (experiment)• Assumption 1. During all year in the university a student

can choice one of the two ways. Taking into account intellectual and physical abilities of each student, to them is accessible any from these ways:– ineffective learning (A)– effective learning (B)

Working effectively, a student carries costs in size of 20 m.u. for all the learning time, during unproductive work – only 13 m.u.

• Assumption 2. His or her future wages is the basic factor of student’s teaching efficiency at present.


Main QuestionWhat wages for graduating students must be at the

receipt them on work after finishing of university, that during teaching their work was effective and

corresponded to the way B or was ineffective and corresponded to the way A?


Basic Human Capital Model (questionnaire)

Each of the questioned students must write down two numbers:

– W50 – wages in the future, at which in the present during teaching they will show a low result B.

– W100 – wages in the future, at which they will demonstrate a high result A.


Basic Human Capital Model (results)

• Nobody of students is going to be outlaid on teaching more than amount of the expected wages which each of them wrote down and chose independently.

• But half of students consider that for further work they need to adjust only minimum efforts A, although here they will lose in the future wages.


Incentives Structure

There are 4 basic kinds of principal students incentives:– Monetary incentives– Research incentives– Recognition incentives– Teaching incentives


Incentives Structure (experiment)

• Formulate main question• Formulate questionnaire• Analyze results


Main Question

Are there similarity between the preferred incentives of students

and students perceptions of actual incentive structure?


Questionnaire

1. Estimate your study effort in scale 0-100 2. Is scholarship an incentive for you? 3. Is name scholarship an incentive for you? 4. Is public acknowledgement an incentive for you? 5. Is a possibility of your scientific research in University an incentive

for you?6. Is teacher’s interest in his/her course significant for you?7. Do you agree teacher has to think not only the course content, but

also the form of material? 8. Do you want to work in accordance with speciality? 9. Are you ready to collaborate with University after graduating? 10. Your average grade


Our Respondents (integration)

DNU 64,00 87,47

ASU 76,28 85,50

AUCA 66,67 70,00

University Effort Grade

ONPU 82,00 90,00

KSU 64,75 87,47


Our Results (integration)

Research incentives 58%

Recognition incentives73%

Monetary incentives 57%

Factor

Teaching incentives 97%


Thanks for your attention!

study satisfaction for students in universities

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