Learning Satisfaction & Academic Performance

LEARNING SATISFACTION OF STUDENTS AND ACADEMIC PERFORMANCE:

A CORRELATIONAL STUDY

An Undergraduate Thesis Submitted

To the

Department of Psychology
School of Languages, Humanities, and Social Sciences
MAPUA INSTITUTE OF TECHNOLOGY

In partial fulfillment of
the requirements for the degree of

BACHELOR OF SCIENCE IN PSYCHOLOGY

by

MANARIN JR., JOSHUA B.

NIBATEN, WAYLON B.

JASMINE NADJA J. PINUGU

Mentor

January 2013

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 Learning Satisfaction & Academic Performance

Acknowledgement

We would like to express our special thanks of gratitude to our adviser, Mrs. Jasmine

Pinugu as well as to our Dean, Dr. Jonathan V. Macayan, who gave us the opportunity to

conduct this research entitled, LEARNING SATISFACTION OF STUDENTS AND

ACADEMIC PERFORMANCE: A CORRELATIONAL STUDY, which also helped us

in doing a lot of exploration and led us to learn new knowledge and information.

Secondly we would also like to thank our parents, friends, and other professors who

helped us a lot in finishing this research within the limited time.

We are making this project not only for grades but to also increase our knowledge.

THANK YOU again for all those who inspired and helped us. To God be the Glory!

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Learning Satisfaction & Academic Performance

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 Learning Satisfaction & Academic Performance

CONTENTS

Abstract.............................................................................................................................viii

CHAPTER I Problem and Review of Related Literature

Background of the Study ........................................................................................... 1-2

Review of Related Literature ..................................................................................... 2-8

Statement of the Problem & Hypothesis ........................................................................8

Theoretical Framework.............................................................................................9-10

CHAPTER II Methodology

Research Design...........................................................................................................11

Participants ............................................................................................................. 11-12

Instruments or Materials ..............................................................................................12

Procedures ....................................................................................................................13

Data Analysis ...............................................................................................................14

CHAPTER III Results

Descriptive Data..................................................................................................... 15-16

Research Problems & Findings....................... ............................................................16

CHAPTER IV Discussion
Learning Satisfaction of Students to Academic performance……………............17-18

CHAPTER V Summary, Conclusion, and Recommendation

Summary ............................................................................................................................19

Conclusion .........................................................................................................................20

Recommendation ......................................................................................................... 20-21

References .................................................................................................................... 22-24

Appendix A Student Satisfaction Survey .................................................................... 25-26

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 Learning Satisfaction & Academic Performance

Appendix B Self Satisfaction and GWA Correlation; Students‟ Percption of Satisfaction

to Academic Staff and GWA Correlation….. ........................................................ 26-27

Appendix C Students‟ Overall Learning Satisfaction and GWA Correlation ...................28

Appendix D Descriptive Statistics .....................................................................................29

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 Learning Satisfaction and Academic Performance

List of Figures

Figure 1.Learning Satisfaction correlates to acdemic perfromance ...................................10

Figure 2.Procedures ...........................................................................................................14

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Learning Satisfaction and Academic Performance

List of Tables

Table 1. Learning Satisfaction of Students ........................................................................16

Table 2. Academic Performance (GWA)...........................................................................17

Table 3. Correlation of Students‟ Learning Satisfaction and Academic Performance .....17

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Learning Satisfaction and Academic Performance

Abstract

This study investigated the potential links between students‟ learning satisfaction and

academic performance. This study also determined if learning satisfaction of the students

predicts their academic performance (General Weighted Average/GWA.) The result of

the study indicates that there is no significant relationship between the said variables. The

result of the study was analyzed with the use of statistical software. Pearson-r analysis

was employed by the researchers to determine the relationship of the two variables. The

results also implied that there are other factors that may influence the satisfaction of

students and their academic performance, which are manifested by the grades of the

students. Previous researches claimed that mastery of the subject matter and effectiveness

of the teachers are some of the factors that influence academic performance.

Keywords: learning satisfaction and academic performance

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 Learning Satisfaction and Academic Performance

CHAPTER 1
INTRODUCTION

Background of the Study

Learning satisfaction and academic performance are the major criteria used to

evaluate the personal satisfaction of a student and his satisfaction toward his academic

environment. In addition to the students' individual characteristics, courses and the

learning environment are some of the factors that may influence the students‟

satisfaction. The measurement of academic performance and learning satisfaction can be

useful in educational institutions, to be able to pinpoint the strengths and identify the

areas for improvement. According to Ansari (2011), students are viewed as customers of

the higher education market and as such their satisfaction is invaluable. He even stated

that understanding the students‟ satisfaction is to identify their concerns to be able to

provide improvements for the institutions that may contribute to quality.

Satisfaction is „„the pleasure or contentment that one person feels when she/he

does something or gets something that she/he wanted or needed to do or get‟‟ (Derri,

Giannousi, Kioumourtzoglou, Michalopoulos & Vernadakis, 2009). To be able to

understand the complexity of learning satisfaction, it is not enough to know the extent to

which students are satisfied but it is also important to understand the factors that

contribute to their satisfaction. According to Lee (2008), learning satisfaction would

influence students' personal satisfaction. In fact, he also discovered that students'

academic achievement also influence their learning satisfaction.

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 Learning Satisfaction of Students & Academic Performance

This study aimed to assist the educational system of schools, by maximizing the

learning satisfaction of students and achieve their maximum potential in performing

academically. Aligned to this, the learning satisfaction and the academic performance of

students are highlighted as relevant topics in the upgrade of our country‟s educational

system.

Review of Related Literature and Studies

This section reviewed some of the relevant literature and studies authored by

different researchers and writers. These studies helped in further conceptualization of the

present study. It also included a conceptual framework which served as a cognitive map

of the research, clarifying the relationships between and among the variables of the study

and further illustrated in a conceptual paradigm. Moreover, the chapter included the

definition of some commonly used terms that helped clarify technical concepts.

Learning Satisfaction of Students

With the increasing number of higher education institutions, universities are

competing to attract more students. The universities are competing to provide students

with all possible satisfaction by means of providing quality services. (Usman, 2010;

Altbach, 1998; Arambewela & Hall, 2009). This allowed universities not only to re-

construct their system to cater to the needs of the students for their own satisfaction, but it

also allowed them to develop a system for continuously monitoring how effectively they

meet or exceed student needs (O'Neill, 2003).

Learning satisfaction is one of the major criteria used to evaluate the students‟

performance. In addition to students' individual characteristics, teachers, courses, and the

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learning environment are all factors that may influence learning satisfaction (Lee, 2008,

pg. 45 -46). According to this study, there are three aspects which make learning

satisfaction important; these are learning attitude, learning motivation, and learning

interest. Learning attitude refers to students' relatively stable psychological tendency

expressed in a learning environment. It usually can be judged and explained based on

students' attention span, management of emotions, and behavior and level of willingness

to focus when learning. Learning motivation, on the other hand, is the motivational power

of learning. It cites whether students are proactive and interested in learning, and how

they learn is all directly related to learning motivation. Lastly, Learning interest is the

students' positive emotional tendency toward the subjects they are learning, including the

eagerness to understand and grasp the subjects. It is the motivational power that pushes

students to learn proactively.

Satisfaction and achievement according to Long (1985, as cited by Lee, 2008) are

the major objectives of adult educational activities. Tough (1982) pointed out that

satisfaction was manifested in student feelings and attitudes toward learning activities; a

cheerful mood or positive outlook showed satisfaction, while an unhappy mood or

negative outlook showed dissatisfaction.

Teven and McCroskey (1997) suggested that the teachers who show care or

appreciation for their students influenced the students‟ satisfaction of learning. For

example, teachers who show motivational feedback to a students‟ performance will boost

the students‟ satisfaction with his learning because he sees the result of his hard work.

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 Learning Satisfaction of Students & Academic Performance

Academic Performance

According to Akiri and Ugborugbo (2009), teachers who were not good in

teaching or ineffective in teaching failed to produce students to have high academic

performance. Earlier studies (Adu & Olatundun, 2007; Lockhead and Komenan, 1988;

Maduka, 2000) provided similar results to the study of Akiri and Ugborugbo (2009),

which indicated that the effectiveness of the academic staff produced well performed

students. They concluded that less effective performance of the academic staff leads to

lower academic performance of the students. The reported level of students‟ performance

may not be a good reflection of the quality of teaching in the schools. It may be more of

the function of the quality of students and the environment of learning in public

secondary schools. However, the findings of the study also indicated that the

effectiveness of the academic staff is not only the factor that contributes to the academic

performance of the students. Intelligence, learning interest, and parental guidance also

contribute as factors to the students‟ academic performance (Akiri and Ugborugbo,

2009).

Cunningham and Taafe (2006) stated that quality of teaching plays a key role in

determining academic performance for undergraduate students at tertiary institutions.

Further, Lee (2008) concluded in his study that learning satisfaction has a positive

influence on the students‟ academic performance. In fact, the author discovered that

students‟ academic performance also influence the learning satisfaction of students. It is

also stated by the author that the effectiveness of the teachers plays a major role in how

students are achieving high academic grades, which is similar to the previous researches.

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 Learning Satisfaction of Students & Academic Performance

In terms of the relationship between the learning satisfaction of students and their

academic performance, these two factors affected each other so that there was a positive

relationship between them. He even stated that this result was partially consistent with

other studies in which only learning satisfaction of students would influence students'

academic performance.

Satisfaction of teachers contributed to the academic performance of their studnts.

Kroncke (2006) stated that the higher job satisfaction of an employee correlated with

higher customer satisfaction. Thus, she stated that “a faculty member who is happy with

his or her colleagues may be motivated to do more team-teaching and enhance the

learning experience (and thus satisfaction) of students.

Learning satisfaction and academic performance in the educational setting is an

influential factor for a student to get a high grades academically. Teachers that are not

active in doing their jobs or not active in teaching may result in situations where a student

may have less attention on what their teacher is saying (Akiri & Ugborugbo, 2009.) In

this case, a student may not attend class because of what they are experiencing and may

not be also productive. On the other hand, a teacher who is more energetic and exerts

more effort may help the student to be motivated and to be able to achieve and perform

higher academically.

Satisfaction of Students towards Academic Staff and Students’ Self-satisfaction

to Academic Performance

In assessing factors contributory to academic performance, Hameed and Anjad

(2011) concluded that there is a positive relationship among supportive academic staff,

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 Learning Satisfaction of Students & Academic Performance

advisory staff, and classes with the students‟ academic performance. Students with

positive college experience show high quality of performance in the institution. Students‟

partial college experience is consistent with the assumption that supporting classes,

academic staff, and advisory staff are key factors that influence their performance in

class. Furthermore, their conclusions stated that classes affect the student‟s college

experience the most. If the environment of the classes is arranged in such a way where

more real world examples are used, the course is properly scheduled, and the students are

provided with cases and projects related to their course, students will show interest and

will have a high performance academically.

Institutions and organizations should have programs that will develop efficient

teaching. Programs that will improve academic staff that are designed closely to assess

department chairs and aims toward effective teaching relationships will increase

opportunities for students to improve their academic performance. Studies show that

these strategies can have significant impacts on job satisfaction and the retention of

academic staff (Dauw, Chih, Chung, & Ji, 2010).

As Johnson (2010) found in her study, understanding which factors are most

critical to job satisfaction may help university administrators better understand the job

satisfaction of the academic staff who work at the institution in order to improve the

academic performance of students. Awareness of these differences can also highlight

ways in which various programs and policy decisions may impact the academic staff on

campus. She further stated that pay and relationships with colleagues play a vital role in

job satisfaction of an academic staff and this may help increase the performance of

students academically.

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 Learning Satisfaction of Students & Academic Performance

The strong relationship between academic performance of students and academic

staff satisfaction may be found in the social interaction in certain classes. Academic

performance of students is an important component to be successful in the market of

higher education (Hermans, Haytko & Mott-Stenerson, 2010). The academic staff is the

primary predictor of a student‟s performance academically. Academic performance is

well correlated with the performance of the academic staff, particularly with his

availability and how they respond in time. The academic staff should not only become a

facilitator of learning but also a motivator of students (Bolliger & Martindale, 2004).

According to Akinsolu (2010), there is a positive and significant relationship

between quantity and quality of academic staff and students‟ academic performance. He

further stated that the academic staff who show competency and adequacy will help the

students‟ academic performance and attain the institution‟s educational goals and

objectives.

It is clear from the above literature review that there are many aspects that

contributed to the academic performance of students. However, the present study only

focused on two factors of satisfaction that may be linked to the academic performance of

the students; satisfaction toward the staff, and personal satisfaction.

Learning satisfaction plays a major role in shaping a student to become successful

in pursuing their education. On the other hand, high academic performance of students is

an outcome of their learning satisfaction. Previous studies indicated that learning

satisfaction of students does not influence their performance, but academic performance

influences the learning satisfaction of the students (Lee, 2008.)

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 Learning Satisfaction of Students & Academic Performance

A self-made test was used in measuring the students‟ learning satisfaction to make

the current study appropriate to the current context, as compared with previous studies

that had different contextual characteristics. The self-formulated test was based on

Filipino norms so that the participants can relate to the questions that were given to them.

Previous studies measured the academic performance of students by looking at their

academic achievement (course that they finished, career, and work). But in this study, the

general weighted average (GWA) of the student was used as the measurement of the

students‟ academic performance.

Research Questions and Hypothesis

This study aimed to measure the relationship between learning satisfaction of

students and academic performance. It sought answers to the following questions:

1. What is the level of learning satisfaction of students as measured by a self- made

instrument?

2. What is the level of the students‟ academic performance (GWA) according to the

school‟s grading system?

3. Does learning satisfaction of students influence their academic performance?

Hypothesis

The following hypothesis was tested at the .05 level of significance:

Ha1: Learning satisfaction of students does influence academic performance

Results of this study may prove beneficial to the following individuals and

groups, as follows:
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 Learning Satisfaction of Students & Academic Performance

Students will be the ultimate beneficiaries of this research since they will receive

any and all innovations that the school and mentors may adopt to raise the system‟s

standards. In consequence thereof, the students will have the learning satisfaction needed

for them to be more motivated to study and not just learn, but to understand the lessons

given to them.

Teachers will be able to identify their strengths and weaknesses in the

performance of their work, which will motivate them to improve their methods of

instructions by focusing on their strong points and improving on their weak points, and

concentrating on being professionals and not just paid-by-the-hour employees.

The Institutions/Universities may profit from this undertaking since the outcome

can raise awareness in improving their standards for the benefit of their studentry and

maximize their full learning potential.

For future researchers, this study will prove beneficial should they pursue a

similar line of query.

Theoretical Framework

The concept of the present study employs the Self-Determination theory of Deci

and Ryan (1985). The authors distinguished between different types of motivations based

“on the different goals that give rise to an action” (pp.55). These are intrinsic motivation,

which refers to factors for which an individual continues to do something because they

find it interesting, and extrinsic motivation, which refers to factors for an individual to

continue to do something because it directs to a separable result. In this study, the

learning satisfaction of the students is a function of intrinsic motivation; when students

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 Learning Satisfaction of Students & Academic Performance

have learning satisfaction, then it will be manifested in their academic performance.

Higher levels of learning satisfaction will result in good academic performance.

The present study was based on this conceptual paradigm, which shows the

assumed relationship taking place between the primary variables of the study: (IV)

learning satisfaction and academic performance (DV.)

Students‟ Perception of
satisfaction towards
academic staffs
Students‟ GWA
Students‟ Self Learning (Academic
Satisfaction Satisfaction Performance)

Figure 1. Learning Satisfaction correlates to Academic Performance

The above paradigm shows the assumed positive relationship between the quality

of the teaching of academic staff and students‟ learning satisfaction (Hameed & Anjad,

2011.) Furthermore, the study of Lee (2008) cited that the performance of the student has

a positive effect to their learning satisfaction.

The study intended to determine the relationship between learning satisfaction and

academic performance, as indicated by the GWA of the students.

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CHAPTER II
METHODOLOGY

This chapter discusses the methodology that was used to investigate the variables

of the present study. It included the research design, instrumentation, and procedures,

among others. The chapter hoped to provide insights on how the study was pursued.

Research Design

The study intended to determine the potential link between learning satisfaction

and academic performance (GWA) of the students. The researchers used the descriptive

correlational research design, since the aim of the researchers is to determine if learning

satisfaction influenced students‟ academic performance (GWA) and vice versa.

Research Locale

This study was conducted in Word Citi Colleges Aviation Company

Limansangan, a private university/institution based in Binalonan, Pangasinan. The

proponents selected the university/institution with a big population to make the study

reliable and valid. The researcher selected the said research locale with the aid of the

school‟s head permission and with the reason that the school wanted to determine if they

are providing quality service to their students.

Samples and Sampling Technique

The study included one hundred students (N=100) within the selected research

locale. The sampling technique used in this study is the Random Sampling with

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 Learning Satisfaction of Students & Academic Performance

Replacement Method. This method requires that the individual selected for the sample

will be recorded as a sample member, then will be returned to the population (replaced)

before the next selection will be made. This procedure ensures that the probability of the

selection remains constant throughout a series of selections.

Instrumentation

The researchers formulated an instrument composed of twenty- six (26) items,

with a four- point likert scale, that was deemed valid to measure the learning satisfaction

of students as validated by three experts in the field. After undergoing factor analysis

using principal components analysis, two major factors emerged: students‟ perception of

satisfaction toward academic staff and students‟ satisfaction. Fourteen (14) questions

were retained for the first variable while twelve (12) questions were assigned for the

second variable. Given that the cronbach alpha obtained are .84 for the students’

perception of satisfaction towards academic staffs and .78 for the students’ self

satisfaction with the factor rotation of .40, the instrument is adjudged to have internal

consistency and reliability in measuring learning satisfaction.

The academic performance of the students was assessed by obtaining the GWA of

the students. The researchers asked the selected participants to place their last semester

grade while answering the questions given to the respondents.

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Procedures

The proponents started the conceptualization of the study in July 2011. Data

collection started last October 2012 and was statistically treated and analyzed afterwards

with the aid of statistical software. The following procedures are outlined below:

Clearance from the selected research locale to

conduct the study to their school.

Formulated an instrument. Validation of the

instruments by 3 research experts.

Distribution of the formulated

instrument.

Data Gathering

Analyzed and statistically

treated the data

Fig. 2: Procedures

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 Learning Satisfaction of Students & Academic Performance

Data Analysis

The data that obtained in this study was analyzed through the use of the following

techniques:

For Problems No.1 and 2, the Mean and Standard Deviation was used.

For Problem No.3, Pearson R correlation was used in order to assess the

magnitude and direction of the association between two variables that are on an interval

or ratio scale.

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CHAPTER III
RESULTS

The chapter discusses the results and findings of this research based on the

previous statements of the problem at the beginning of the study.

Learning Satisfaction of Students

Table 1 shows the mean scores and standard deviation of learning satisfaction of

students measured by the self formulated instrument. The internal consistency of the

instrument is .81, which implies that the instrument is a reliable measure of learning

satisfaction of students. The mean and standard deviation for the domains of learning

satisfaction are as follows: students‟ self satisfaction (Mean = 2.91, SD= 0.39) and

students‟ satisfaction toward academic staff (Mean = 2.62, SD = 0.43). Overall

satisfaction fall under the criteria of being “satisfied” (Mean = 2.76, SD = .31).

Table 1:
Learning Satisfaction of Students
Learning Satisfaction M SD
Students‟ Self Satisfaction 2.91 0.39

Students‟ Satisfaction towards Academic Staff 2.62 0.43

Overall 2.76 .31

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Academic Performance

Table 2 shows the mean scores and standard deviation of the students‟ academic

performance as measured by the school‟s grading system. Based on the results obtained,

the academic performance of the students is on the average level (GWA) (Mean = 2.52,

SD = 0.70).

Table 2:
Academic Performance (GWA)
Academic Performance M SD
2.52
0.70

Correlation of Students’ Learning Satisfaction and Academic Performance (GWA)

Table 3 shows no significant relationship between satisfaction of students and

academic performance (GWA). It is clear from the data below that the coefficient

correlation of learning satisfaction and academic performance is insignificant at the .05

alpha level with an obtained p-value of .83. Thus, the hypothesis is accepted, thus, there

is no significant relationship between learning satisfaction and academic performance.

Table 3:
Correlation of Learning Satisfaction and Academic Performance (GWA)
Learning Satisfaction GWA

Learning Satisfaction 1 0.83

GWA 0.83 1

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CHAPTER IV
DISCUSSION

The data was statistically analyzed and treated based on the statement of the

problems. No significant relationship was found between learning satisfaction and

academic performance after it underwent analysis using a statistics software.

Based on the results, students‟ learning satisfaction and academic performance

(GWA) have no significant relationship. Thus, one can conclude that satisfaction of

students itself does not guarantee a high or low grade. Earlier studies clearly stated that

there are other factors that may affect students‟ academic performance. According to

Grayson (2004), character is a factor that keeps a student highly motivated in achieving

greater result in learning. Another factor is the effectiveness of the teacher, which can be

one of the main factors that may influence the grade of a student. A teacher‟s

effectiveness leads the students to interact within the classroom, which may lead to

higher academic performance. However, students‟ perceptions of interaction were not

related to the grade that they achieve (Maksoud and Fahmy, 2007.) It is acceptable that

the said variable is one of the factors that can make a student satisfied but on the other

hand, perception towards the class interaction itself is not enough for a student to

perform. This statement readily lends support to the present study‟s claim that a student‟s

perception toward academic staff does not influence their academic performance.

Mastery of the subject matter is also another factor that contributes to a student to

perform well. It is said in the study of Svaner and Aigner (2011) that satisfied students

are not assured to have low or high grades, but being able to understand the lessons that

were given to the students was the dominant factor. In addition, those students that

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 Learning Satisfaction of Students & Academic Performance

performed well continue to do so because they have the potential to maintain that status

(Durr, 1997.)

Student self-satisfaction on the other hand, is most likely a direct result of certain

personality characteristics. Grayson (2004) said that “this may result from the fact that as

they mature academically, students are more able to grasp the nuances of their disciplines

or from the possibility that in upper level courses, marking is more lenient than in earlier

years.” According to the author, students who are personally satisfied with their academic

experience is not enough to affect the achievement of those students‟ academic status.

Teachers who come late and merely attend classes may be a factor of students‟

satisfaction. On the other hand, teachers that are effective and pay attention more often to

the class may also contribute to the satisfaction of students.

Every individual has a different perspective in diverse situations that make them

unique and different when it comes to having different approaches in life. Perception of

satisfaction does not assure an individual‟s success in his various endeavors – it does not

precede interestedness that can lead one to satisfaction.

Limitations of the study

The study only gathered the data and chose the respondents from semestral-type

universities/colleges based in Pangasinan and may not be applicable for universities that

are using quarter-sem and tri-sem systems. Demographics were not included since the

focus is on variables that solely pertain to education and learning domains. Learning

styles were not also included as this pertains to the method of instruction and the way

students learn. Focus was on the learning satisfaction outcomes and not to the processes.

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CHAPTER V
SUMMARY, CONCLUSION, RECOMMENDATION

In this chapter, the summary of data, as well the conclusions contingent on this

study are presented. Recommendations as to future actions with the data enclosed are also

discussed.

Summary

The present study was undertaken to determine the level of satisfaction and

academic performance (GWA) of the respondents in the tertiary level and whether a

significant relationship exists between the said variables. A total of one hundred

respondents were included in the study. The learning satisfaction of the students was

measured by a self made instrument by the researchers while the academic performance

was based on the general weighted average (GWA) of the students and was given to the

researchers by the chosen research locale‟s authority.

Based on the data gathered, the learning satisfaction of the students and academic

performance (GWA) of the students was on the mid range score and labeled as

“Satisfied” for the students‟ satisfaction and “Average” for the GWA of the students.

There was no significant relationship between the learning satisfaction of the students and

academic performance. The data was analyzed using Pearson r, with the aid of statistica

software. Thus, learning satisfaction does not solely predict academic performance and

the results imply other factors that may influence this variable.

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 Learning Satisfaction of Students & Academic Performance

Conclusion

Based on the above findings, there was no significant relationship observed

between learning satisfaction of students and academic performance (GWA) among

students in the tertiary level. The study indicated that one‟s satisfaction is not enough to

get low or high grades. It is said on the discussion of the present study that there are

different factors that may contribute on the performance of the students to get low or high

grades. Teacher‟s effectiveness and mastery of the subject is considered as some of the

aspects for a student to perform well, based on previous studies related to the present

study of the researchers. However, subjective perceptions of the students toward the

academic standards are not enough for a student to perform, whether it is good or bad.

Satisfaction on the other hand has a different perspective when it comes to

students. There are students who become satisfied when the professor comes late because

they find it easy not to attend class. With this reason, students may fail or drop the

subject. However, there are cases when students find it satisfying when the professor

exerts effort in teaching the students.

Recommendation

Based on the above results and objectives of the study, the following

recommendations are suggested:

1. Different instruments in measuring the satisfaction of students may be used to

evaluate students‟ satisfaction, such as those that will focus on the nature of their

school‟s system, including the lessons that they are acquiring, their classroom,

classmates, etc.

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 Learning Satisfaction of Students & Academic Performance

2. Factors that affect satisfaction of students can be clustered to know the

domains of the satisfaction of the students.

3. Factors that affect students’ grade may also be used to see significant

relationships.

4. Further studies are also recommended to see different outcomes.

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 Learning Satisfaction of Students & Academic Performance

Appendix A

1 4
Student Learning Satisfaction 2 3
Strongly Strongly
Survey Disagree Agree
Disagree Agree
1. The Academic staff and tutors
1 2 3 4
show professionalism.
2. There is a high level of
knowledge of the staff who 1 2 3 4
teaches me.
3. The faculty gives recognition to
students for their 1 2 3 4
accomplishments.
4. The teaching staffs are
impartial and objective in the 1 2 3 4
treatment of students.
5. The teaching staffs are prompt
1 2 3 4
in responding to requests.
6. The professor drives me to
1 2 3 4
perform well.
7. The professor is very straight
forward about the subject 1 2 3 4
matter.
8. The professor enhances the
lessons through the use of 1 2 3 4
different materials and media.
9. Well systematized lecture by
1 2 3 4
the professor are applied.
10. Instructions are given in a
manner that enlightens rather
1 2 3 4
than confuse students by the
professor.
11. The teaching staffs are
responsive to the needs and 1 2 3 4
requests of students.
12. There is good rapport between
1 2 3 4
the faculty and students.
13. I am free in asking questions in
class regarding the subject 1 2 3 4
matter.
14. I am acquiring a high level of
1 2 3 4
knowledge.
15. I am satisfied with the teaching
1 2 3 4
ability of my tutors & lecturers.
16. I get high grades because of my
1 2 3 4
learning.
17. I become confident whenever I
1 2 3 4
ask questions.
18. I look forward to the next class
1 2 3 4 25
meeting.
19. I continue to discuss with my 1 2 3 4
 Learning Satisfaction of Students & Academic Performance

classmates the subject matter

even during our break.
20. I will try to find more reference
materials about the subject 1 2 3 4
matter.
21. I make further and/or advance
readings on the lessons just 1 2 3 4
given.
22. I am resolved to finish the
1 2 3 4
program that I am pursuing.
23. I feel compensate for my work
1 2 3 4
with my grades.
24. The learning center is
1 2 3 4
conducive for learning.
25. The whole class becomes
unaware of time during 1 2 3 4
lectures.
26. The class room is a place for
learning and more importantly 1 2 3 4
for understanding.

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 Learning Satisfaction of Students & Academic Performance

Appendix B
Self Satisfaction and GWA Correlation

MeanSSSand GWA GWA SSS

GWA 1

SSS -0.06614 1

Students’ of perception Satisfaction towards Academic Staff to GWA

MeanSPAS and GWA SPAS GWA

SPAS 1

GWA 0.083299 1

27
 Learning Satisfaction of Students & Academic Performance

Appendix C
Students’ overall Learning Satisfaction and GWA correlation
Pearson Product Moment Correlation - Ungrouped Data
Statistic Variable X Variable Y
Mean 2.7607 2.5288
Biased Variance 0.10140651 0.49055456
Biased Standard Deviation 0.318443888306873 0.700396002273
Covariance 0.00487559595959596
Correlation 0.0216414485431625
Determination 0.000468352295046351
T-Test 0.214289597663447
p-value (2 sided) 0.830766477790912
p-value (1 sided) 0.415383238895456
Degrees of Freedom 98
100
Number of Observations

28
 Learning Satisfaction of Students & Academic Performance

Appendix D
Descriptive Statistics

Descriptive Statistics
(Spreadsheet2)
Valid N Mean Minimum Maximum Std.Dev.
MeanSSS 100 2.915833 1.916667 3.833333 0.393995
MeanSPAS 100 2.628571 1.428571 3.857143 0.430371
OverallMean 100 2.761154 2.153846 3.807692 0.319523
GWA 100 2.528800 1.200000 3.900000 0.703924

29