December 17, 2024 Thesis Open Access

CHALI BEKELE TOLASA

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    <subfield code="a">MEASURING STUDENT SATISFACTION IN MATHEMATICS  COURSES DELIVERED BY DISTANCE EDUCATION: THE CASE OF  WALLAGA UNIVERSITY MAIN CAMPUS DISTANCE LEARNE</subfield>
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    <subfield code="a">&lt;p&gt;Advisor: GOSA GADISA (PhD)&lt;/p&gt;

&lt;p&gt;ABSTRACT&lt;/p&gt;

&lt;p&gt;This study investigated the service quality of distance education and its impact on student satisfaction at Wallaga University. Specifically, it examined the relationships between service quality dimensions and student satisfaction, and identified the most influential dimensions. Data were collected from 155 distance learners using a questionnaire categorized into seven service quality dimensions. Cluster and convenience sampling techniques were employed. Both primary and secondary data sources were utilized. Data analysis employed SPSS version 24, including correlation and multiple regression analyses. The findings revealed a positive correlation between all service quality dimensions and student satisfaction. Regression analysis indicated that all dimensions- student satisfaction with feedback, feedback timeliness, use of discussion groups, instructor-student dialogue, perception of distance learning experiences, instructor characteristics, and sense of learning community &amp;ndash; significantly and positively influenced student satisfaction. Collectively, these dimensions explained 93.5% of the variance in student satisfaction. Based on these findings, the study recommends that the university prioritize improving student satisfaction and address program-related issues, particularly those with lower mean scores, to enhance the overall quality of its distance education services. The instrument was developed and found to be realiable through confirmatory factor analysis. Using multiple regression for question three, it was found that age students demonstrated statistically significant absolute and relative effects on satisfaction with distance Mathematics courses.Lastly, using multiple regration and ANOVA to answer question two, it was found that gains from pretest to posttest did not depend on individual characteristics, learning performances, and distance learning environment&lt;/p&gt;

&lt;p&gt;Keywords:Satisfaction,distance education,learning performanc&lt;/p&gt;</subfield>
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