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1

Donald, Janet G., and D. Brian Denison. "Quality Assessment of University Students: Student Perceptions of Quality Criteria." Journal of Higher Education 72, no. 4 (2001): 478. http://dx.doi.org/10.2307/2672892.

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2

Nair, Chenicheri Sid, and Mahsood Shah. "Quality of the Student Experience." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 3 (2012): 34–40. http://dx.doi.org/10.4018/ijqaete.2012070103.

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The changing pattern of student participation is playing a key role in the changing trend in the student experience. Research in general has reported the student experience and satisfaction mostly at institutional and national levels. There is limited research on what students see as most important in various institutions with various students which may improve student engagement, retention, and improvement in student satisfaction. This paper reviews the trend in student experience in three universities that have been using student satisfaction surveys for more than a decade with diverse student groups. The study presents an international perspective to student experience and satisfaction and the report in this paper is based on two Australian and one United Kingdom University. The findings and results of this study informs the predictors of student satisfaction which if effectively managed and improved by universities could result in improved student engagement, retention and student satisfaction.
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3

Henderson, Tom, Roy Rada, and Chaomei Chen. "Quality Management of Student-Student Evaluations." Journal of Educational Computing Research 17, no. 3 (1997): 199–215. http://dx.doi.org/10.2190/0gcn-38hr-q0au-9gq4.

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Classes delivered via the World Wide Web (WWW) have the ability to access large amounts of hypermedia. They can also be designed to present course work in small, orderly steps. Many learning theorists hypothesize that it is important to provide timely feedback which acts as a reinforcer if answers are good and as a corrective measure if answers are inadequate. However, it may not be practical for an instructor to give timely feedback on each submission done by all students in the class. One possible solution is to combine peer-peer evaluations with timely computer generated reports to help the instructor manage such a course. The peer evaluations may replace some or all of the traditional “grading” done by the professor. This process can contribute to higher developmental levels of understanding and students collaborative work skills may be honed by the requirements of the course. We hypothesize that instructors can adopt graphical methods of data presentation and quality improvement to help monitor the peer evaluation process in a timely and adequate fashion. Three such methods were applied to a class at Washington State University. Pseudo R-charts were used to track when comment scores by peers varied widely on an exercise submission. Pseudo X-bar charts helped identify exercise answers with unusually low average comment scores. Finally, relative frequency histograms were used to compare the frequency of questions asked to the frequency of questions answered when categorized using Bloom's taxonomy. Such tools were used during the class and were valuable input to the instructor.
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4

Ohvall, Richard A. "Improving Student Quality." American Journal of Pharmaceutical Education 49, no. 4 (1985): 429–30. http://dx.doi.org/10.1016/s0002-9459(24)09979-0.

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5

Tegowati, Tegowati, Dian Palupi, and Yesa Cahayaning Ramadhani. "Analysis of Educational Quality Based on Quality, ServQual and Retention of Students." Journal of Economics and Management Sciences 3, no. 2 (2020): p11. http://dx.doi.org/10.30560/jems.v3n2p11.

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This study analyzed the influence of ServQual (service quality) on satisfaction and student retention. The sample used was 175 STIESIA Surabaya students using non probability sampling called, accidental sampling. Data analysis used Structural Equation Modeling (SEM) with AMOS 21 software. Based on the discussion of the hypotheses proposed in this study, the conclusions are as follows: 1). There is a positive influence between ServQual on satisfaction. This is based on the results of the parameter coefficient output. It is known that the relationship of the ServQual construct to satisfaction is significant at 0.001 (sign p = ***) with a standardized parameter coefficient of 0.735. Thus, if ServQual is good, students will be satisfied, and vice versa if ServQual is bad, students will not be satisfied. 2) There is a positive effect of satisfaction on student retention. This is based on the results of the output coefficient parameter construct relationship satisfaction to student retention significant at 0.001 (p = 0.001) and standardized parameter coefficient of 0.513. Thus if student satisfaction is high then student retention is also high, and vice versa if satisfaction is low then student retention is also low. 3) There is no influence between ServQual on student retention indicated by the output parameter coefficient at 0.001 (p = 0.132) This proves that loyalty cannot be created through service quality, but through satisfaction first. thus, it can be said that satisfaction has a mediating effect between ServQual and Student Retention.
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Hasan, Mahamudul, and Md Zakir Hosen. "University Service Quality." International Journal of Asian Education 1, no. 3 (2020): 135–46. http://dx.doi.org/10.46966/ijae.v1i3.46.

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The present study explores the effect on student satisfaction and student loyalty of higher education service quality dimensions. Ensuring quality improvement and implementation of strategies for the tertiary education sector has become critical. Moreover, the study also tests the mediating impact of university reputation and external prestige between university service quality and satisfaction and loyalty. Data has collected through a structured questionnaire from a sample of 390 graduate and undergraduate students of two public universities in Bangladesh. The study reflects that the performance on service quality dimensions of selected public universities is not satisfactory. The study results have shown that Teaching, Support services, Library and lab facilities, and internationalization significantly influence student satisfaction except for Administrative service and Hostel facilities. Teaching, Administrative Services, Library and lab facilities, and internationalization significantly influence student Loyalty. The mediating analysis has shown that student satisfaction partially mediates between service quality and student loyalty. The study results have also indicated that university reputation and external prestige partially mediate between service quality and student satisfaction and loyalty. The previous studies which measure service quality of Bangladeshi higher educational institutions have applied the SERVQUAL model, which is not suitable for an educational institution. However, this study has applied a higher education service quality model uniquely developed to measure higher educational institutions' service quality.
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7

Gershenson, Seth. "Linking Teacher Quality, Student Attendance, and Student Achievement." Education Finance and Policy 11, no. 2 (2016): 125–49. http://dx.doi.org/10.1162/edfp_a_00180.

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Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers’ potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance, suggesting that effective teaching is multidimensional and teachers who are effective in one domain are not necessarily effective in others.
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8

Pena, Letícia, and Dayr Reis. "Student stress and quality of education." Revista de Administração de Empresas 37, no. 4 (1997): 16–27. http://dx.doi.org/10.1590/s0034-75901997000400003.

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Today, managers are increasingly interested in knowing how the work in organizations aftects employees' health. Less common is the interest in stress erupting in the academic community - among students, faculty and administrators. The authors present a reflection paper focused on student stress. In this paper, they first examine McLean 's model of context, vulnerability and stressors. This model provides the framework for the student surveys and for the entire paper. Based on the students surveys, an assessment is made of how asma" group of students are coping with stress. The paper fina"y suggests what can be done by students, faculty, and administrators to insta" and/or improve social support systems that might reduce the harmful eftects of stress on students and thus impact the quality of education.
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9

Elistia, Elistia, Jovita Nathania, Rojuaniah, Lista Meria, and Mitsalina Tantri. "Perceived Quality, Trust, Satisfaction on Student Loyalty in Private Universities." Journal of Business and Behavioural Entrepreneurship 6, no. 2 (2023): 51–68. http://dx.doi.org/10.21009/jobbe.006.2.05.

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The best universities certainly have advantages which are their competitiveness. These are essential studies conducted at private universities in West Jakarta, Indonesia, about the effect of perceived quality, trust, and student satisfaction on student loyalty. This study aims to examine the effect of perceived quality on students, student satisfaction, and student confidence in student loyalty. The population of this research is the five best universities in West Jakarta, with a total sample of 150 students. The research design used in this study is a causal descriptive research design and uses a quantitative method approach that is processed and tested using SEM-PLS. The findings of this study indicate that the perceived quality of students, student trust, and student satisfaction is proven to increase student loyalty, and the perceived quality of students will affect student loyalty through student satisfaction. These findings have also provided a better understanding of how each factor affects student loyalty. This research contributes to the theoretical and practical levels, as well as contribute knowledge to the determinants of student loyalty at the 5 Best Private Universities in West Jakarta, Indonesia.
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10

Sudarma Sudarma and Titi Hendrawati. "Optimization of Quality Management in Quality Based Curriculum Development." LITERACY : International Scientific Journals of Social, Education, Humanities 4, no. 1 (2025): 58–63. https://doi.org/10.56910/literacy.v4i1.1983.

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Evaluation is a crucial component in the development and implementation of quality-based curricula. This study explores the effectiveness of various evaluation methods, including formative, summative, and authentic assessments, in measuring curriculum success. The results indicate that formative assessment positively contributes to students' understanding, while summative assessments often fail to accurately reflect students' abilities. Authentic assessments have proven to enhance student motivation and preparedness for real-world challenges. Student involvement in the evaluation process, the use of evaluation data for continuous improvement, and teacher training in diverse evaluation methods are key factors in enhancing evaluation effectiveness. This research emphasizes the importance of selecting appropriate evaluation methods aligned with curriculum objectives to achieve optimal educational outcomes. Thus, the findings provide valuable insights for curriculum development and evaluation practices in educational institutions.
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Amin, Astuti Muh, Romi Adiansyah, and Noor Hujjatusnaini. "Students’ argumentation quality and argumentation skill biology education student." JURNAL BIOEDUKATIKA 9, no. 2 (2021): 84. http://dx.doi.org/10.26555/bioedukatika.v9i2.20675.

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12

Amin, Astuti Muh, Romi Adiansyah, and Noor Hujjatusnaini. "Students’ argumentation quality and argumentation skill biology education student." JURNAL BIOEDUKATIKA 9, no. 2 (2021): 84. http://dx.doi.org/10.26555/bioedukatika.v9i2.20675.

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13

Febria Widodo, Firdaos, Ainur Rofiq, and Andika Aprilianto. "Student Admission Strategy In Increasing The Quality of Students." Chalim Journal of Teaching and Learning 2, no. 2 (2023): 124–32. http://dx.doi.org/10.31538/cjotl.v2i2.398.

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The Madrasah Ibtidaiyah Al Ersyad City of Kediri is one of the madrasas that seeks to create future generations of Muslims who are good and worthy of pride for religion, nation and state, especially in the city of Kediri. MI Al Ersyad is under the auspices of an Islamic foundation with the characteristics of the Ahlussunnah waljamaah (Aswaja) ideology. And make a real contribution in society in the educational aspect by preparing a generation of students who are ready to face the challenges of the times. Against the background of the community's social environment, the foundation has succeeded in supporting the establishment of formal institutions starting at the PIAUD, Elementary and Secondary levels, therefore many strategies are carried out in the student acceptance process (PPDB) in each new school year. The formulation of the problems in this study are, 1) What are the student admission strategies in improving the quality of students at MI Al Ersyad, Kediri City?, 2) What are the supporting and inhibiting factors for student acceptance at MI Al Ersyad, Kediri City?. This study uses a qualitative approach to the type of case study research. Data collection techniques through observation, interviews, documentation, and triangulation. The results of this study are that the New Student Acceptance Strategy (PPDB) at MI Al Irsyad, Kediri City Islamic Boarding School District is a process that is carried out every new school year. This was done by managing the acceptance of new PPDB students at MI Al Ersyad, Kediri City in improving the quality of students, such as improving the strategic management of the formulation stage which was strengthened by the implementation stage through registration of two batches from 04 January to 31 March 2022, by selecting approximately 115 people. new students, up to the evaluation stages of New Student Admissions by measuring the quantity and quality of new students based on student test scores.
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14

Qie, Liuyin, and Chunlian Quan. "Relationship between the Educational Service Quality, Student Satisfaction, School Trust, and Student Loyalty among Chinese University Students." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 23 (2024): 478–91. https://doi.org/10.22251/jlcci.2024.24.23.478.

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Objectives This study aims to determine the structural relationships between the educational service quality, student satisfaction, school trust, and student loyalty among Chinese university students. Methods Therefore, from January 12 to February 1, 2024, a mobile phone questionnaire survey was conducted among 608 sophomores, juniors and seniors in 37 four-year universities in Jilin Province, China. To test the hypotheses about the relationships between latent variables, a structural equation model analysis was conducted, and the Bootstrap method was used to verify the mediating effects. Results First, educational service quality has a positively affects student satisfaction and school trust, but it does not directly affect student loyalty. Second, student satisfaction positively affects both school trust and student loyalty. Third, school trust positively affects student loyalty. Fourth, student satisfaction has a positive mediating role between educational services quality and student trust. Fifth, student satisfaction has a positive mediating role between educational services quality and student loyalty. Sixth, student trust in the university serves as a positive mediator between educational services quality and student loyalty. Seventh, the impact of the educational services quality on student satisfaction is the greatest, followed by school trust. Student satisfaction has the greatest impact on student loyalty, followed by school trust. Eighth, the educational services quality does not directly affect student loyalty but has an indirect impact through the mediating variables of student satisfaction and school trust, with the student satisfaction -> school trust path being the most critical mediating path. The educational services quality, including indirect effects through student satisfaction and school trust, determines approximately 69% of student loyalty. Conclusions Student satisfaction and school trust are the variables that have a positive impact on student loyalty directly, while educational service quality is the indirect variable. Educational service quality can directly improve school satisfaction and school trust, so in order to improve school loyalty, educational service quality must be improved. From this point of view, the quality of educational services is the most important variable among the three variables. As a means of development, universities should first improve the quality of educational services if they want to increase the loyalty of students. Therefore, universities need to find out what problems exist in major aspects of education such as teachers, environment, curriculum, administration, and welfare, which determine the quality of educational services, and improve them. At the same time, it is necessary to identify the factors that can directly improve student satisfaction, school trust, and student loyalty, and strive to directly improve them.
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15

IRAM, TAHIR, and FATIMA NOOR. "The impact of student engagement, quality of student faculty relationship and student loyalty on quality of higher education: A systematic literature review." World Journal of Advanced Research and Reviews 20, no. 2 (2023): 741–55. https://doi.org/10.5281/zenodo.12591618.

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The aim of this research work is to find the impact of student engagement, the quality of the relationship between the faculty and students, and student loyalty on higher education by conducting a systematic review. The data for this research work have been collected from the major databases, which include JSTOR, PubMed, Google Scholar, and EBSCO. This research work targeted the peer-reviewed journal articles that were published in the English Language from 2013 to 2023. The research works contain empirical data analysis included in this work for conducting the systematic review on the basis of inclusion and the exclusion criteria the PRISMA analysis used for the screening of the literature. In the initial stage, 289 primary articles were selected related to this research, and after the removal of the duplicates, the number of articles was reduced to 250; in the next stage of screening, 190 articles were excluded because the researcher did not find these articles relevant to the objectives of the study. The abstract of the remaining 60 studies analyzed, and 20 more articles have been excluded at this stage. The remaining 40 articles go through a comprehensive full-text review for the assessment related to suitability for inclusion in the study. After the completion of the assessment, the ten articles have been finalized for the final review. The results extracted from the review indicate that student engagement, the quality of student-faculty relationships, and student loyalty have a positive and significant association with the quality of higher education. The recommendations of this research are that the comprehensive review must be conducted at the primary school level and also at the secondary school level.
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16

Ferguson, Ronald F. "Can Student Surveys Measure Teaching Quality?" Phi Delta Kappan 94, no. 3 (2012): 24–28. http://dx.doi.org/10.1177/003172171209400306.

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17

Koyongian, Yeane, Henny N. Tambingon, Fientje J. A. Oentoe, and Jeffry SJ Lengkong. "Structural Model of Student Learning Motivation Advent High School In North Sulawesi Province." Eduvest - Journal of Universal Studies 2, no. 12 (2022): 2571–89. http://dx.doi.org/10.36418/eduvest.v2i12.670.

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Study this aim for analyze the structural model motivation learn. Three variable exogenous that is image school, quality academic and quality service. Satisfaction student is variable mediation and motivation study student as endogenous variable. Study this using 300 respondents Adventist high school student at eight school in North Sulawesi class 11 and 12 with use method quantitative and technical SEM data analysis using Smart PLS application . Seven hypothesis influence direct and three hypothesis influence no direct . Research results this showing that image school take effect positive but no significant to satisfaction student, image school take effect positive and significant to motivation study students, satisfaction student take effect positive and significant to motivation study students, quality academic take effect positive and significant to satisfaction students, quality academic take effect positive and significant to motivation study students, quality service take effect positive and significant to satisfaction students and quality service take effect positive and significant to motivation study student. School image take effect positive but no significant to motivation study student through satisfaction student as variable mediation, quality academic take effect positive and significant to motivation study student through satisfaction student as variable mediation and motivation study student influenced in a manner positive and significant by quality service with satisfaction student as variable mediation
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18

Koyongian, Yeane, Henny N. Tambingon, Fientje J. A. Oentoe, and Jeffry SJ Lengkong. "Structural Model of Student Learning Motivation Advent High School In North Sulawesi Province." Eduvest - Journal of Universal Studies 2, no. 12 (2022): 2571–89. http://dx.doi.org/10.59188/eduvest.v2i12.670.

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Study this aim for analyze the structural model motivation learn. Three variable exogenous that is image school, quality academic and quality service. Satisfaction student is variable mediation and motivation study student as endogenous variable. Study this using 300 respondents Adventist high school student at eight school in North Sulawesi class 11 and 12 with use method quantitative and technical SEM data analysis using Smart PLS application . Seven hypothesis influence direct and three hypothesis influence no direct . Research results this showing that image school take effect positive but no significant to satisfaction student, image school take effect positive and significant to motivation study students, satisfaction student take effect positive and significant to motivation study students, quality academic take effect positive and significant to satisfaction students, quality academic take effect positive and significant to motivation study students, quality service take effect positive and significant to satisfaction students and quality service take effect positive and significant to motivation study student. School image take effect positive but no significant to motivation study student through satisfaction student as variable mediation, quality academic take effect positive and significant to motivation study student through satisfaction student as variable mediation and motivation study student influenced in a manner positive and significant by quality service with satisfaction student as variable mediation
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19

Rani, Lala Aulia Sanria, and Jaka Nugraha. "The Effect of Service Quality, School Image, and Student Satisfaction on Loyalty." Economic Education Analysis Journal 10, no. 3 (2021): 432–43. http://dx.doi.org/10.15294/eeaj.v10i3.48566.

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This study aimed to determine service quality, school image, and student satisfaction with student loyalty at SMKN 2 Buduran. This study used quantitative research methods. Data were obtained from 50 students at SMKN 2 Buduran Sidoarjo. Analysis of the data used using Google Form as a research medium for service quality, school image, and student satisfaction with student loyalty. The results obtained from the study can be concluded: the quality of school services to students was almost fulfilled. The better the quality of service provided by the school to students, the higher the student loyalty. The image of the school according to students' views was good. The higher the image quality of the school, the higher the loyalty that students had so that students became satisfied while learning. Student satisfaction according to the assessment of students was quite fulfilled. So that the higher the student satisfaction, the higher the student's loyalty to the school. Students' views on service quality, school image, and student satisfaction were almost fulfilled because the higher the loyalty given to students, the higher the students' loyalty to the school so that students felt satisfied in carrying out learning activities at school.
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Gaftandzhieva, Silvia, Rositsa Doneva, Sadiq Hussain, Ashis Talukder, Gunadeep Chetia, and Nisha Gohain. "QUALITY OF BLENDED LEARNING COURSES: STUDENTS’ PERSPECTIVE." Mathematics and Informatics 66, no. 6 (2023): 607–23. http://dx.doi.org/10.53656/math2023-6-4-qua.

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This research paper focuses on studying students' perspectives on the quality of online course developed to support traditional face-to-face learning, specifically exploring their satisfaction levels. The study aims to identify the factors influencing student satisfaction and their impact on academic performance. A questionnaire was developed, consisting of four evaluated areas: course content and design, organization and preparation of training, communication and support in the learning process, and evaluation. The questionnaire was administered to 51 students who completed an Object-Oriented Programming course. The collected data was analysed using statistical techniques, including skewness and kurtosis indexes, Cronbach's alpha coefficients, average variance extracted (AVE), composite reliability (CR), and principal component analysis (PCA). The findings revealed a generally positive perception of course content, organization, communication, and evaluation with specific areas identified for improvement. The findings emphasize the importance of addressing students' satisfaction to enhance the overall quality of blended learning courses. The study contributes to the existing literature on student satisfaction with learning courses for blended learning. It highlights the need for institutions to prioritize course quality to meet students' expectations and needs.
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Mohammadi Nejad, Alireza, and Omid Nikbakht. "The Impact of Teacher-Student Relationship Quality and Educational Environment Quality on Academic Engagement of Elementary Students in Tehran." Journal of Study and Innovation in Education and Development 3, no. 4 (2023): 20–30. http://dx.doi.org/10.61838/jsied.3.4.3.

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This study aimed to examine the impact of teacher-student relationship quality and the quality of the educational environment on the academic engagement of elementary students in Tehran. The study sought to explore the relationship between these factors and students' academic engagement to understand their role in enhancing motivation and participation in learning. This cross-sectional study was conducted on 250 elementary students in Tehran. The sample was selected through cluster random sampling. Data collection tools included the Student Engagement Questionnaire, the Teacher-Student Relationship Scale, and the Classroom Environment Scale. Data were analyzed using SPSS-27. Pearson correlation was used to assess the relationships between variables, and multiple linear regression was employed to predict academic engagement based on the independent variables. The results indicated that both teacher-student relationship quality (r = 0.45, p < 0.01) and educational environment quality (r = 0.41, p < 0.01) were significantly correlated with students' academic engagement. Multiple linear regression analysis revealed that these two independent variables explained 28% of the variance in academic engagement (R² = 0.28, p < 0.001). Both variables were significant predictors of students' academic engagement. This study demonstrated that the quality of the teacher-student relationship and the educational environment play critical roles in enhancing students' academic engagement. Improving these factors can effectively boost students' motivation and participation in learning. The findings can assist policymakers and educational administrators in designing effective programs to improve the quality of education and increase students' academic motivation.
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Ming Li. "Enhancing Talent Quality in Chinese Language and Literature: Insights from Total Quality Management." Communications on Applied Nonlinear Analysis 32, no. 7s (2025): 97–119. https://doi.org/10.52783/cana.v32.3369.

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This study investigates the factors influencing student talent quality improvement among undergraduate students in Chinese Language and Literature in Southwest China, framed within the Total Quality Management (TQM) perspective. With a focus on institutional and individual components, the research employs a quantitative methodology utilizing multiple regression analysis to explore the interplay of university management practices, facilities, teacher attributes, and student personal factors on talent development. The findings reveal a moderate positive correlation (R = 0.405) between the independent variables and student talent quality, accounting for 16.4% of the variance in talent cultivation. While statistically significant (p = 0.049), the low adjusted R² value of 0.079 indicates that other unmeasured factors play a crucial role in influencing talent quality. The study supports multiple hypotheses, confirming that effective university management, high-quality facilities, and competent teachers significantly contribute to the cultivation of student talent. Additionally, student personal attributes, such as motivation and learning ability, emerge as essential elements in enhancing both talent development and personal growth. These insights underscore the necessity for universities to adopt a holistic approach that integrates robust management systems, enhanced infrastructure, and comprehensive support for both educators and students. Based on the findings, practical recommendations are provided, including streamlining administrative processes, improving access to modern learning resources, and investing in continuous professional development for teachers. This study contributes to the existing literature by highlighting the intricate relationships between various factors in a higher education context, particularly within the aspect of Chinese Language and Literature. By emphasizing the importance of TQM principles, it advocates for a systematic enhancement of educational practices to ensure the success of students and, ultimately, improve employability outcomes in an increasingly competitive job market. The research findings serve as a valuable resource for educational policymakers and practitioners aiming to refine their strategies for talent development in higher education.
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Calvert, Carol, and James Warren. "Towards practical learning using air quality monitors." MSOR Connections 22, no. 2 (2024): 4–11. http://dx.doi.org/10.21100/msor.v22i2.1478.

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In this study, we explore the use of a low-cost air quality monitor as an experiment within a first year undergraduate statistics setting. The aim is to enhance student engagement and to provide a basis for both individual and group assessments. A pilot, during the summer months of June-September 2023, involved 52 volunteer students who collected indoor and outdoor air quality data. The students shared their data and analytical insights. “Fun/enjoyment” was frequently mentioned in student feedback, suggesting this practical approach may improve student engagement.
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Tan, Peter Sin Howe, Yuen Onn Choong, and I.-Chi Chen. "Antecedents of Student Satisfaction: The Role of Student Perceived Service Quality." ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 7, no. 2 (2021): 216. http://dx.doi.org/10.24191/abrij.v7i2.13317.

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There is a lack of attention from past studies on the role of antecedents in the private higher education in Malaysia. Thus, this paper aim to examine the roles of reliable information and past experience on student’s perceived service quality and satisfaction among the undergraduate students of private universities in Malaysia. A self-administered questionnaire was adopted and collected 388 valid data from the 9 private universities in Malaysia. The SERVPERF instrument was adopted to evaluate the perceived service quality among the undergraduate students. The PLS-SEM was applied to analyze the students’ responses in determining the role of antecedents in improving student satisfaction by providing quality tertiary education in the private universities. The findings depicted that reliable information is significantly related with student perceived service quality. However, there is no relationships between past experience and student perceived service quality. Student perceived service quality is found significantly related to student satisfaction. This paper provides a valuable contribution in the body of knowledge of the antecedent and consequence of perceived service quality. The findings of the study help the management of the universities to improve the student satisfaction through the focus on the role of antecedents, particularly reliable information. Several implications are offered which would benefits Malaysia private universities and Ministry of Higher Education.
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Bulvinska, Oksana, and Lesya Chervona. "STUDENTS’ PARTICIPATION IN QUALITY ASSUARANCE AT UNIVERSITY." Continuing Professional Education: Theory and Practice, no. 3 (2020): 95–101. http://dx.doi.org/10.28925/1609-8595.2020.3.11.

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The article highlights the problems associated with the concept of involving students in the formation, development and implementation of vital decisions in the field of higher education. It is emphasized that the relevance of student participation is that students are not only a stakeholder but also an equal partner in the processes of university governance and in the process of ensuring the quality of higher education. The article analyses different approaches to the concept of «student voice». The authors propose to consider this concept as a philosophical and managerial idea that students have their unique opinion on education and they should be able to make a real contribution to decision-making in higher education, influencing results, expressing their views, promoting their ideas and feeling the results of their influence. Different models and mechanisms of student voice are presented: representation of students in the governing bodies of the university; activities of students in leading groups of educational programs; survey of students, focus groups; cooperation with the students’ organization; regular informal discussions between students and faculty and university management. The article analyses the practical implementation of different models and mechanisms of student voice in European universities: University College London and University of Helsinki, and reviews the impact of student voice on educational practice in Ukrainian higher education institutions on the example of the National Technical University of Ukraine «Kyiv Polytechnic Institute named after Igor Sikorsky». It is concluded that in Ukrainian universities, compared to European ones, the concept of cooperation with students as full partners in every aspect of their education has not yet found practical implementation; forms of students’ influence more often relate to socio-cultural and sports areas, organization of leisure and entertainment.
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Alalfy, Hany R., and Salem S. Shalaby. "Student Quality Circles in Secondary School." Asian Journal of Education and Social Studies 43, no. 4 (2023): 16–21. http://dx.doi.org/10.9734/ajess/2023/v43i4948.

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The study aimed to clarify the concept of student quality circles (SQC) and the mechanisms and procedures of their work in schools. The study used the descriptive method. And it reached the possibility of applying SQC in secondary schools with conditions, including training students on how to apply these circles, and defining their roles accurately, and the study showed that one of the benefits of applying SQC are developing effective communication skills between students and each other, increasing students’ confidence in themselves and developing loyalty to the school to which they belong and develop their abilities to judge matters and face problems.
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Shchegliuk, Dariia. "PARTICIPATION OF STUDENTS IN THE QUALITY ASSURANCE SYSTEM." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 68–72. http://dx.doi.org/10.17721/2415-3699.2018.8.18.

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HEI should regulate and encourage active participation in the quality assurance of higher education of all stakeholders, as well as stimulate their interaction. The introduction and support of appropriate mechanisms to ensure the maximum participation of students at different levels of the quality assurance system is one of the main tasks of the leadership of departments, faculties and institutions of higher education. Student involvement in quality can have a positive influence on the delivery and development of any aspect of the student educational experience, whether implemented by the higher education provider, a faculty, a department, or an individual member of staff. It is necessary to envisage the involvement of students in all processes and quality assurance procedures at all institutional levels. It is necessary to clearly define the rights that are granted in each case to student self- government bodies and student. Students should be provided with methodological support to improve their participation in internal and external quality assurance processes. The selection of experts for accreditation processes from the number of students should be carried out through an open competition with the assistance of national student organizations.
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Mennenga, Heidi A., Lois Tschetter, and Lily Sanjaya. "Student Perceptions of Quality and Safety Competencies." International Journal of Nursing Education Scholarship 12, no. 1 (2015): 155–61. http://dx.doi.org/10.1515/ijnes-2015-0034.

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AbstractAim/Purpose: The purpose of the study was to evaluate senior students’ level of preparedness to perform and perceived importance of 22 QSEN-related skills over a three year project period.Background: The national Quality and Safety Education in Nursing (QSEN) project promotes student learning in the provision of safe, quality health care. One Midwestern nursing program attempted to address health care challenges by purposefully utilizing the QSEN competencies for curricular changes.Methods: This study collected data from students in their final semester of a baccalaureate program using the QSEN Student Evaluation Survey.Results/Findings: Students reported they were somewhat prepared to perform skills related to all six QSEN competencies. Students perceived all QSEN related skills as being as least somewhat important.Conclusions: As a result of this study, the nursing program identified areas to be developed for further growth and utilized findings to aid in curriculum revision.
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Li, Hongbo, Huilin Gu, Wei Chen, and Qingkang Zhu. "Improving Massive Open Online Course Quality in Higher Education by Addressing Student Needs Using Quality Function Deployment." Sustainability 15, no. 22 (2023): 15678. http://dx.doi.org/10.3390/su152215678.

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Massive Open Online Courses (MOOCs) are playing an increasingly important role in higher education. However, some MOOCs still suffer from low quality, which hinders the sustainable development of higher education. Course characteristics reflect students’ needs for online learning and have a significant impact on the quality of MOOCs. In the course improvement process, existing research has neither improved the MOOC quality from the perspective of student needs nor has it considered resource constraints. Therefore, to deal with this situation, we propose a student-needs-driven MOOC quality improvement framework. In this framework, we first map students’ differentiated needs for MOOCs into quality characteristics based on quality function deployment (QFD). Then, we formulate a mixed-integer linear programming model to produce MOOC quality improvement policies. The effectiveness of the proposed framework is verified by real-world data from China’s higher education MOOCs. We also investigate the impacts of budget, cost, and student needs on student satisfaction. Our results revealed that to significantly improve student satisfaction, the course budget needs to be increased by a small amount or the course cost needs to be greatly reduced. Our research provides an effective decision-making reference for MOOC educators to improve course quality.
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Hollingsworth, Sheila, Sarah Walton, and Bob Hallawell. "Student perceptions of total quality." Nursing Standard 8, no. 23 (1994): 34–35. http://dx.doi.org/10.7748/ns.8.23.34.s52.

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Congdon, Graham. "Student life-consistency brings quality." Nursing Standard 27, no. 7 (2012): 64. http://dx.doi.org/10.7748/ns.27.7.64.s64.

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Bartanen, Brendan. "Principal Quality and Student Attendance." Educational Researcher 49, no. 2 (2020): 101–13. http://dx.doi.org/10.3102/0013189x19898702.

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Student attendance is increasingly recognized as an important measure of educational success, which has spurred a body of research examining the extent to which schools can affect this outcome. However, prior work almost exclusively focuses on teachers, and no studies have explicitly examined the importance of school leaders. This study begins to fill this gap by estimating principal value-added to student absences. Drawing on statewide data from Tennessee over a decade, I find that principal effects on student absences are comparable in magnitude to effects on student achievement. Moving from the 25th to 75th percentile in principal value-added decreases student absences by 1.4 instructional days and lowers the probability of chronic absenteeism by 4 percentage points. Principals have larger effects in urban and high-poverty schools, which also have the highest baseline absenteeism rates. Finally, principals who excel at decreasing student absences may not be those who excel at increasing student test scores, and high-stakes accountability measures, such as supervisor ratings, fail to identify principals who decrease student absenteeism.
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Mansfield, Richard K. "Teacher Quality and Student Inequality." Journal of Labor Economics 33, no. 3 (2015): 751–88. http://dx.doi.org/10.1086/679683.

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34

Darling-Hammond, Linda. "Teacher Quality and Student Achievement." education policy analysis archives 8 (January 1, 2000): 1. http://dx.doi.org/10.14507/epaa.v8n1.2000.

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Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.
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Contratto, Erin, Todd Peterson, and Carlos A. Estrada. "Preclinical Medical Student Note Quality." American Journal of the Medical Sciences 353, no. 4 (2017): 387–88. http://dx.doi.org/10.1016/j.amjms.2016.08.019.

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36

Alharbi, Mansour. "Evaluation of Quality: Student Perceptions." International Journal of Learning: Annual Review 16, no. 9 (2009): 281–96. http://dx.doi.org/10.18848/1447-9494/cgp/v16i09/46553.

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Hudson, Joanne, and Ann‐Marie Latham. "Student Assessment is Quality Assessment?" Mentoring & Tutoring: Partnership in Learning 4, no. 1 (1996): 47–52. http://dx.doi.org/10.1080/0968465960040106.

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Africia, Fresty, Stefanus Supriyanto, and Tiyas Kusumaningrum. "Improving the Services Quality of Educational Staff Based on Satisfaction and Loyalty Analysis of Nursing Students." Jurnal Ners 12, no. 2 (2017): 164. http://dx.doi.org/10.20473/jn.v12i2.4628.

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Introduction: Educational staff services play a role in determining the quality of education. Service quality is able to provide satisfaction for students. Students who were satisfied with the perceived quality will develop student loyalty to the institution. The purpose of this study was to assess the effect of educational staff service quality with the satisfaction and loyalty of nursing students so that the educational institutions as service providers are able to provide the best service and survive in the midst of competition. Method: The study was an explanative survey with a cross-sectional design. Data collection was conducted using both quantitative (questionnaires) and qualitative (Focus Group discussion/FGD) methods. This study used proportional random sampling, with 110 students as samples. The variables in this research were customer expectations, perceived quality, student satisfaction and loyalty. The data was collected by a questionnaire and analyzed by linear regression, while FGD was conducted in two different groups (students and staff’s managers). Result: The result of the study explains the influence of student expectations on the perceived quality of the educational staff with a p-value = 0,002. There was no influence of student expectation on student satisfaction with a p-value = 0,156. The influence of the perceived quality of the educational staff towards student satisfaction had a p-value = 0,000. The influence of student satisfaction on student loyalty had a p-value = 0,000. Conclusion: The fulfilment of student expectations will have a positive impact on perceived quality. Furthermore, the positively perceived quality will create student satisfaction and student loyalty towards the educational institutions. For further research, it is suggested to examine the effect of satisfaction on student complaints.
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Abdalla Salih, Abdel Rahman. "Student Feedback or ‘Students Hit Back’: in Search of Quality Feedback for Quality Teaching." International Journal of Applied Linguistics & English Literature 1, no. 7 (2012): 90–103. http://dx.doi.org/10.7575/ijalel.v.1n.7p.90.

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40

Fitriani, Efi. "Impact of Student Attachment on University Reputation: An Analysis of Perceived Quality and Perceived Value." International Journal of Marketing and Digital Creative 2, no. 2 (2024): 33–51. http://dx.doi.org/10.31098/ijmadic.v2i2.2328.

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Many studies have referred to campus reputation but have not used the mediating variable of student attachment. This study aims to examine the impact of perceived quality and value on students and analyze how perceived quality and value affect university reputation through student attachment. The statistical population comprised students at campus X. The sampling technique used was simple random sampling on 212 students from Campus X in Bandung, Indonesia. The results show that value perception is positively and significantly influenced by perceived quality. Perceived quality and perceived value have a positive and significant impact on student attachment, student attachment has a positive and significant impact on university reputation, perceived quality has a positive and significant impact on university reputation through student attachment, and perceived quality has a positive and significant impact on perceived value through perception of quality. In the literature on consumer behavior, there are several studies that examine perceived quality on perceived value, perceived quality on student attachment, perceived value on student attachment, and student attachment on university reputation. The primary contribution of this research is to examine perceived quality and value of university reputation through student attachment. This research adds value to the consumer behavior literature by providing new insights into the determinants of university reputation in a private university.
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Kosasih, Ade, Feby Febrian, and Agus Mulyana. "The Influence of Service Quality on Student Satisfaction and Implications For Loyalty Lessee Loyalty (Study on Learners at Vocational High School (SMK) Negeri 1 Soreang)." Greenation International Journal of Engineering Science 2, no. 3 (2024): 125–33. https://doi.org/10.38035/gijes.v2i3.257.

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This study aims to provide an overview of service quality, student satisfaction, and student loyalty among students at Vocational High School (SMK) Negeri 1 Soreang. Additionally, it seeks to determine the direct and indirect effects of service quality on student satisfaction and loyalty, as well as analyze the impact of student satisfaction on student loyalty. The research method used in this study is a causal associative approach, which examines the relationship between variables that have a causal connection. The sampling technique applied is non-probability sampling, specifically purposive sampling. The unit of analysis is the students of SMKN 1 Soreang, Bandung Regency, with a sample size of 56 students. The results indicate that service quality, student satisfaction, and student loyalty at SMK Negeri 1 Soreang are in good, satisfactory, and loyal conditions, respectively. Moreover, service quality has a positive and significant effect on both student satisfaction and loyalty. Similarly, student satisfaction positively and significantly influences student loyalty.Since both service quality and student satisfaction impact loyalty, it was found that student satisfaction has a more dominant influence. Therefore, enhancing student satisfaction should be the top priority in improving student loyalty. It is recommended that SMKN 1 Soreang focuses on increasing the sense of satisfaction among its students by delivering high-quality services, thereby fostering greater loyalty to the school.
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Wilson, Rebekah. "Student Absences and Student Abscesses: Impediments to Quality Teaching." Urban Review 46, no. 5 (2014): 831–45. http://dx.doi.org/10.1007/s11256-014-0305-6.

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43

Rahmawati, Nur Annisa, and Nurul Latifatul Inayati. "Student Management in Improving the Quality of Student Organizations." JIE (Journal of Islamic Education) 8, no. 2 (2024): 283–93. http://dx.doi.org/10.52615/jie.v8i2.336.

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This study aims to describe student management in improving the quality of student organizations. This research uses a type of field research or field research with a phenomenological approach. Data collection techniques include observation, interviews, and documentation. Data sources in this study are primary data sources and secondary data sources. Data analysis is carried out through three lines of activities: data reduction, data presentation, and conclusions. Test the validity of the data, namely tricoagulation of sources, techniques, and time. The focus of this study is to describe student management in improving the quality of student organizations. The results showed that student management promotes the quality of student organizations, namely from the planning stage, namely forming HDI management, organizing, recruiting, and selecting HDI members, implementation, compiling work programs, and supervision by the school. The importance of coordination between all stakeholders, such as teachers, school staff, management, and parents to ensure student programs run according to plan.
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44

Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.
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Fitriani, Efi, Arief Helmi, Sucherly, and Umi Kaltum. "Shaping futures: How student experience and perceived quality drive college preferences for postgraduate studies in Bandung, Indonesia." Knowledge and Performance Management 9, no. 1 (2025): 124–38. https://doi.org/10.21511/kpm.09(1).2025.09.

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Postgraduate education plays a key role in developing skilled human resources and advancing knowledge. With increasing competition among universities in Indonesian cities such as Bandung, understanding the factors that influence students’ choices of master’s programs is crucial. This study aims to critically examine the role of student experience and perceived quality of higher education in shaping students’ decision-making processes regarding the selection of postgraduate institutions. This study was conducted at 14 private universities in Bandung, Indonesia. The study population consisted of 70,284 students, with 400 respondents selected across 29 study programs that offered master’s degrees. A proportional random sampling method was used. The research hypotheses were tested using Structural Equation Modeling (SEM) with SmartPLS. The findings indicate that student experience significantly impacts perceived quality (ß = 0.662, p = 0.000). Perceived quality also has a positive and significant effect on college preferences (ß = 0.366, p = 0.000). In addition, student experience significantly influences college preferences (ß = 0.148, p = 0.006). Furthermore, student experience indirectly affects college preference through perceived quality (ß = 0.242, p = 0.000). These results highlight that perceived quality is a major factor influencing college preferences. This study underscores the importance of student experience and perceived quality in shaping students’ preferences for postgraduate institutions. By enhancing positive student experiences and ensuring high educational quality, universities can strengthen their appeal and support students in making informed decisions about their postgraduate education. Acknowledgment To support the seamless operation of this PhD study, the author would like to thank STIE Ekuitas Bandung-Indonesia for providing tuition aid for 3.5 years.
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Wang, Meixin. "Linking teaching quality to student engagement: Student???faculty interaction as a mediator." Social Behavior and Personality: an international journal 52, no. 6 (2024): 1–8. http://dx.doi.org/10.2224/sbp.13131.

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This study examined the relationships among teaching quality, student???faculty interaction, and student engagement within the context of Chinese higher education. I focused on the role of student???faculty interaction as a mediator in the relationship between teaching quality and student engagement. The sample consisted of 265 students at one Chinese university, who completed self-administered, paper-based questionnaires. A model linking teaching quality with student???faculty interaction and student engagement was created and the hypotheses were tested using structural equation modeling. I found that teaching quality was positively related to both student???faculty interaction and student engagement. Moreover, student???faculty interaction played a mediating role between teaching quality and student engagement. These results illuminate the mechanism behind the link between teaching quality and student engagement.
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47

Huang, Jiatao. "The Impact of Teaching Quality on Student Academic Performance: Student Engagement as a Mediator." SHS Web of Conferences 209 (2024): 01009. https://doi.org/10.1051/shsconf/202420901009.

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Academic performance among students in higher education institutions has garnered considerable attention, particularly regarding the role of teaching quality. Despite the paramount importance of this topic, there remains a scarcity of research examining the associations between teaching quality, student engagement, and academic performance. The present study endeavors to explore the impact of teaching quality on student academic performance, with a specific emphasis on the mediating role of student engagement. A sample of 242 undergraduate students from a Chinese university participated in this investigation. The results of the structural equation modeling indicate that teaching quality exhibits both direct and indirect associations with student academic performance, and student engagement functions as a mediator in the teaching quality-academic performance link. These findings underscore the significance of teaching quality in fostering student success and highlight the pivotal role of student engagement in this process.
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48

Loes, Chad N., Brian P. An, and Teniell L. Trolian. "Quality of Student–Faculty Interactions, Persistence, and the Mediating Role of Student Satisfaction." Journal of Postsecondary Student Success 3, no. 4 (2024): 20–46. http://dx.doi.org/10.33009/fsop_jpss134793.

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Rising student attrition, exacerbated by the COVID-19 pandemic, has resulted in increased calls for higher education officials to better understand factors associated with increasing persistence rates, especially from the first- to second year of college. Though many studies have documented the influence of the frequency of student–faculty interactions on student persistence, less research has focused on the quality of those interactions, including potential mediating influences. To address these issues, this study used longitudinal data from 8,475 students among 44 four-year institutions to explore whether the quality of student–faculty interactions influences student persistence and whether student satisfaction mediates this relationship. Guided by theoretical models of persistence, we found that even in the presence of a range of potential confounders, students’ perceived quality of student–faculty interactions increased the odds of persistence to the second year of college. Furthermore, results from a Karlson–Holm–Breen (KHB) decomposition analysis suggest this relationship occurred indirectly through students’ satisfaction with the overall college experience.
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Bansah, Abednego Kofi. "In search of quality: students’ perceptions of designed online courses." World Journal on Educational Technology: Current Issues 16, no. 1 (2024): 40–60. http://dx.doi.org/10.18844/wjet.v16i1.9080.

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Emphasizing, obtaining, and utilizing a standardized guide for online instruction can never be overemphasized. The study sought to explore the degree to which an adapted and modified Quality Matters Review Standards; students’ engagement, student support, and student learning reflected on students’ perception of designed online courses. Convenience sampling was employed to access 542 participants through a link situated in Google Forms via the student listserv. Data was analyzed using descriptive statistics and multiple regression analysis. Participants reported high positive perceptions on all the independent latent variables: students' learning, engagement, and support based on QM-rubric-designed online courses. The study revealed that all three variables contributed to predicting students’ evaluation of the designed online course. Higher education institutions especially the one under study should develop coherent strategies to integrate the QM-rubric as a pedagogical standard for best practice in delivering online learning. Keywords: Online courses; pedagogy; quality matters rubric; students’ engagement; student learning; students support
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Musa, Musa, Masdar Mas’ud, Ahmad Firman, and Rozita Uji Mohammed. "Educational Products Quality and its Effect on Student Loyalty Through Mediating Student Satisfaction." Al-Musannif 5, no. 1 (2023): 1–16. http://dx.doi.org/10.56324/al-musannif.v5i1.63.

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College competition, which is dominated by the state college, is very tight when it comes to improving the quality of educational products for the sake of student recruitment. Meanwhile, not many private college students promote and recommend their colleges to others. This study aims to analyze the effect of educational products on student loyalty, either directly or indirectly through the student satisfaction variable. This type of research is a survey with a quantitative approach. The research population was all students of the Makassar LP3I Polytechnic, totaling 1,246 students. The research sample consisted of 93 students who were determined through a proportional random sampling technique using the Slovin formula. Data collection techniques using observation, questionnaires, and documentation. The collected data were then analyzed using descriptive statistical analysis, path analysis, and inferential statistical analysis techniques. The results showed that educational products had a positive and significant effect both directly on student loyalty and indirectly through student satisfaction. This research has implications for the need for study program products that meet the standards of community needs and government demands. Efforts to meet these standards will encourage tertiary colleges to provide excellent service for student satisfaction so that they remain loyal.
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