STUDY ON SATISFACTION OF SPIN AMONG

POSTGRADUATE STUDENT

Advisor: Pn Zakiah Binti Mohd Saat

GROUP MEMBER

1. NORAFAEDAH MOHAMAD P63111

2. SITI SURIANI CHE HUSSIN P63646

3. NURUL’IZZAH ISMAIL P63283

4. NINA ATIQAH MAT SUPRI P63110

5. DEEPASHINI A/P HARITHASAN P64636

OUTLINE• INTRODUCTION• RESEARCH BACKGROUND• RESEARCH QUESTION• HYPOTHESIS• OBJECTIVES• METHODOLOGY• RESULT• DISCUSSION • CONCLUSION• REFERRENCES

INTRODUCTION

• E learning is the use of networking and multimedia technology in enhancing the learning quality in allowing the accessibility of information and sources to form a knowledge society (WEWC & OUM , Malaysia 2004)

• ICT is used as a learning tools by UKM, known as SPIN which was firstly introduced at 2008.

RESEARCH BACKGROUND

• Comparing to the e-learning services from other university, SPIN in UKM accoutered some problem in its usage and services.

• Malik M.W, (2009) stated that student’s satisfaction in online education are affected by few factors such as students factor, design factors, course factors and support system factors.

RESEARCH QUESTION

• Is student satisfied with SPIN as an e-learning tool?

HYPOTHESIS

• Ho - SPIN satisfaction is not influenced by the student factor, design factor, course factor and support system factor.

OBJECTIVES

General Objective• To identify student satisfaction

towards SPIN

OBJECTIVE

Specific Objective• To determine level of satisfaction on SPIN

among student• To determine level of satisfaction between

gender, type of program, mode of program and department

• To determine the relationship between each factors and level of satisfaction

METHODOLOGY

• Study design: cross sectional • Sample frame: List of postgraduate student in

Faculty of Health Sciences

METHODOLOGY

Sample size calculation(Krejcie & Morgan formula).• Sample Population (N) = 244• Confidence Interval: 95%• Significance level : 0.05n = x² NP (1-P) Δ²(N-1)+ x²P(1-P)n= 150

METHODOLOGY

• Questionnaire (distributed 150, returned 100)• Divide into 3 section, total of 22 questions.o Section 1- background and demographyo Section 2- usage and satisfaction Every question has a scale of 5 to 1, which

represent strongly agree to strongly disagree.o Section 3- open question/ asking for an

opinion

RESULT

Male Female Research Coursework Master PhD Full Time Part TimeGender Mode of Study Study Program Type of Study

0

10

20

30

40

50

60

70

80

90

100

30

70

77

23

77

23

90

10

Percentage of Demographic Data

PERCENTAGE OF STUDENT SATISFACTION

Satisfied Unsatisfied0

10

20

30

40

50

60

70

80

90

100

14

86

PERCENTAGE STUDENT SATISFACTION ACCORDING TO FACTOR

factors statisfied unstatisfied

student 5 95

design 28 72

system 11 89

course 28 72

PERCENTAGE OF STUDENT SATISFACTION

male female research course work master pHD full time part timeGender mode programme type

0

10

20

30

40

50

60

70

80

90

unsatisfiedsatisfied

RELATIONSHIP BETWEEN STUDENT SATISFACTION AND DEMOGRAPHIC

• From the Fisher Exact test:• Gender: there is no significant association

p value 0.754• Mode of study: there is no significant, p value

1.0• Study programme: there is no significant, p

value 0.732• Type of study: there is no significant, p value 1.0

RELATIONSHIP ON STUDENT FACTOR B EXP(B)

GENDER -18.7 0.00

MODE OF STUDY -0.461 0.631

STUDY PROGRAMME -1.11 0.327

TYPE OF STUDY -1.16 0.314

The odd of student factor satisfaction is 0.63 times greater among PHD student compared to master student

REALTIONSHIP ON DESIGN FACTORB EXP(B)

GENDER 0.637 1.891

MODE OF STUDY 1.028 2.795

STUDY PROGRAMME -0.733 0.481

TYPE OF STUDY 0.541 1.717

The odd of design factor satisfaction is 2.795 times greater among PHD student compared to master student

RELATIONSHIP ON SYSTEM FACTORB EXP(B)

GENDER -1.012 0.364

MODE OF STUDY -1.436 0.238

STUDY PROGRAMME -1.286 0.276

TYPE OF STUDY -1.897 0.150

The odd of system factor satisfaction is 0.238 times greater among PHD student compared to master student

RELATIONSHIP ON COURSE FACTORB EXP(B)

GENDER 0.389 1.475

MODE OF STUDY 1.090 2.974

STUDY PROGRAMME -0.451 0.637

TYPE OF STUDY 0.567 1.762

The odd of course factor satisfaction is 2.974 times greater among PHD student compared to master student

DISCUSSION

• From our study, all factors does not influence the level of student satisfaction which is not parallel with the study done by Arbaugh 2000.

• There is no association between student satisfaction with demographic

• The highest odd ratio is observed in course factor.

DISCUSSION

• Student factor: positive attitude towards computer , proficiency in computers

• Course factor: flexibility of time and location• Design factor: friendly and ease of to use

interface, data security• Support system factors: high speed internet,

effective technical support• Others: helpful communication with the lecturer

LIMITATION

• Unable to recruit samples based on sample size calculation due to time constraint.

CONCLUSION

• Level of satisfaction does not influence by student factor, design factor, system support factor, and course factor.

REFERENCES1.Choy S, McNickle, C, & Clayton, C (2002). Learners expectations and experiences: an examination of students view of support in online learning. Leabrook, SA: Australian National Training Authority.2.Diekelman, N, & Mendias, E.P. (2005). Being supportive presence in online courses: attending to students online presence with each other. Journal of Nursing Education, 44 (9), 393-396.3. Samarawickrema, R.G (2005). Determinants of student readiness for flexible learning: some preliminary findings. Distance education , 26 (1), 49-674. Powers, S., & Rossman, M. (1985) Students Satisfaction with graduate education: Dimensionality and assessment in a college education. Psychology, 22, 46-495. Northrup (2002). Online learners preferences for interaction. Quarterly Review of Distance Education. 32, 219-226.6. Howland, J.L., and J.L. Moore, 2002. Students perceptions as distance learners in internet based courses. Distance Education 23 (2): 83-1957. Belcheir, M.J, & Cucek, M (2001). Student perceptions of their distance education courses. http://online.ucf.edu/cdl/webctstats.htm8. Mahwish W.M. 2009. Student satisfaction toward e-Learning: Influential role of key factor. Faculty of Management Sciences, International Islamic University, Islamabad.

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