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Students’ Campus Experiences and Satisfaction of Learning for Multiple Entrance Program–Take Comprehensive Universities in Northern Taiwan as Examples
Multiple Entrance Program
satisfaction of learning
This study aims to investigate the status quo and differences between campus experience and satisfaction of learning of students with different background variables; and also to discuss how different channels of entering colleges and various individual background variables associate with students’ campus experience and satisfaction of learning. The findings of this study further offer some pedagogical implications to schools regarding students’ different background variables. In this study, 864 participants in total joined the research in school year 2010-2011 from four comprehensive universities in the north region of Taiwan. The four universities were National Taiwan University, National Taiwan Normal University, Soochow University, and Fu Jen Catholic University. The main research instrument utilized in this study was “Students’ Campus Experiences and Satisfaction of Learning for Multiple Entrance Program Questionnaire,” which was made by the researcher. The response rate of the questionnaire achieved 71.5%. The key findingsof this study are presented as follows: I. The overall average score of participants’ campus experience was 3.35 points; the order from high aspect to low aspect was “peer interaction,” “academic involvement,” “extracurricular activities,” and “teacher-student interaction.” The overall average score of participants’ satisfaction of learning was 3.43 points; the order from high aspect to low aspect was “teacher instruction,” “learning results,” “learning environments,” and “curriculum planning.” II. Differences of campus experience between different background variables: A. In terms of the aspect of “academic involvement,” students entering colleges with Multi-Stars Projects performed significantly better than students who applied for colleges via channels such as College Admissions through Application and College Entrance through Examination and Allocation. B. Individual background variables such as “experience of transferring schools,” “experience of changing majors,” “category of schools,” “gender,” “category of majors,” “working experience,” “school club experience,” “recreational time spent online every day,” and “time spent on studying every day” significantly influenced participants’ campus experience. III. Differences of satisfaction of learning between different background variables: A. In terms of the four aspects of satisfaction of learning, which were “learning results,” “curriculum planning,” “teacher instruction,” and “learning environment,” there was no significant difference between participants who chose different ways to enter colleges. B. Individual background variables such as “experience of transferring schools,” “category of schools,” “category of majors,” “time spent on studying every day,” “father’s educational attainment,” and “mother’s educational attainment” significantly affected students’ satisfaction of learning. IV. The results of satisfaction of learning predicted by different background variables and campus experience: According to hierarchical regression analysis, the explanatory power of “overall satisfaction of learning,” “learning results,” “curriculum planning,” “teacher instruction,” and “learning environment” reached 31.5%, 30.8%, 20.6%, 26.1%, and 14.4% respectively at model three. Among different background variables, “College Admissions through Application,” “experience of transferring schools,” “category of schools,” “category of majors,” “working experience,” “time spent on studying every day,” and “father’s educational attainment” were related to satisfaction of learning, but the four aspects of campus experience, which were “academic involvement,” “teacher-student interaction,” “peer interaction,” and “extracurricular activities,” were the chief factors to predict students’ satisfaction of learning. Different channels of entering colleges could not predict the overall satisfaction of learning. Based on the results of this study, several implications can be provided for people involved in higher education. First, college students’ campus experience should be improved, so as to facilitate their satisfaction of learning. Second, student affairs including “teacher-student interaction,” “peer interaction,” and “extracurricular activities” should be valued in order to strengthen students’ campus experience. Finally, based on the study, in terms of academic involvement, students who entered colleges by Multi-Stars Project outperformed those who did not. This finding is worth noting, and assistance should be provided to students who enter colleges not through Multi-Stars Project. Third, attention should be paid to the academic involvement from different types of students, who should be provided with appropriate assistance. Finally, large-scale research is needed to study the different campus experience resulted from various ways of entering colleges such as Multi-Stars Project, and assistance with preventive effect should be offered as well.
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