Students' Learning Satisfaction at Higher Education Institutions (HEIs): Do the Teaching Strategies make a difference?

Author(s) : Dr. Syed Abdul Waheed

Abstract:

Abstract
Teaching practices influence the learning process, activities, and students' satisfaction. The current study investigates students' perceived learning satisfaction with different teaching strategies practiced by university teachers in the Punjab. The ex-post facto study was conducted using survey research by selecting 510 students and 55 university teachers through multi-stage random sampling. Self-developed instruments, namely, Identification of Prospective Teachers' Learning Satisfaction and Practiced Teaching Strategies, were employed to test null hypotheses. A paired samples t-test was applied, and one-way ANOVA was used to determine overall similarities and dissimilarities in learning satisfaction with identified teaching strategies. It was found that discussion in the classroom, verbal presentations, question and answer, lecturing, and writing assignments were often practiced teaching strategies. Students were most satisfied with discussion in the classroom, traditional Lecturing, and verbal presentations and least satisfied with writing assignments. Thus, teaching strategies had a different impact on learning satisfaction. The study has implications for selecting appropriate teaching strategies and emphasizes increased students' learning satisfaction through interactive teaching strategies.

Keywords: Learning motivation, learning attitude, Learning interest, prospective teacher, teacher educator, teaching strategy.