Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course Outcomes
The purpose of the study is to investigate the influence of course organization, faculty-student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universitat de València
2023-01-01
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| Series: | Research in Education and Learning Innovation Archives |
| Subjects: | |
| Online Access: | https://ojs.uv.es/index.php/realia/article/view/21524 |
| _version_ | 1797946890506993664 |
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| author | Nazmi Xhomara Leticja Gusho Arjana Muçaj |
| author_facet | Nazmi Xhomara Leticja Gusho Arjana Muçaj |
| author_sort | Nazmi Xhomara |
| collection | DOAJ |
| description | The purpose of the study is to investigate the influence of course organization, faculty-student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin' s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes. |
| first_indexed | 2024-04-10T21:18:12Z |
| format | Article |
| id | doaj.art-1bdfd31fc2ac44a28030119caf0664dd |
| institution | Directory Open Access Journal |
| issn | 2659-9031 |
| language | Spanish |
| last_indexed | 2024-04-10T21:18:12Z |
| publishDate | 2023-01-01 |
| publisher | Universitat de València |
| record_format | Article |
| series | Research in Education and Learning Innovation Archives |
| spelling | doaj.art-1bdfd31fc2ac44a28030119caf0664dd2023-01-20T10:03:56ZspaUniversitat de ValènciaResearch in Education and Learning Innovation Archives2659-90312023-01-01301938https://doi.org/10.7203/realia.30.21524Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course OutcomesNazmi Xhomara0https://orcid.org/0000-0003-1810-525XLeticja Gusho1https://orcid.org/0000-0002-1517-173XArjana Muçaj2https://orcid.org/0000-0001-9894-9123 Luarasi University, Tirana, AlbaniaUniversity of Tirana, Tirana, AlbaniaUniversity of Tirana, Tirana, AlbaniaThe purpose of the study is to investigate the influence of course organization, faculty-student interaction, and student involvement in course outcomes at university level. A correlational research design, a structured questionnaire, and a random cluster sample of the students (N=371) were used in the study. The study showed a significant difference somewhere among the mean scores of the course outcomes for the four groups of course organization. It also found a significant difference somewhere among the mean scores of the course outcomes for the five groups of faculty-student interaction, as well as a significant difference somewhere among the mean scores of the course outcomes for the five groups of student involvement. At the same time, the study showed that 32.6% of the variance in course outcomes is explained by course organization, 16.6% of the variance is explained by faculty-student interaction, and 28.4% of the variance is explained by student involvement. The findings of this study enhanced Astin' s theory of student development, as course organization, faculty-student interaction, and student involvement are important variables that predict course outcomes.https://ojs.uv.es/index.php/realia/article/view/21524course organizationstudent involvementcourse outcomesstudent development theoryhigher educationfaculty-student interaction |
| spellingShingle | Nazmi Xhomara Leticja Gusho Arjana Muçaj Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course Outcomes Research in Education and Learning Innovation Archives course organization student involvement course outcomes student development theory higher education faculty-student interaction |
| title | Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course Outcomes |
| title_full | Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course Outcomes |
| title_fullStr | Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course Outcomes |
| title_full_unstemmed | Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course Outcomes |
| title_short | Course Organization, Faculty-Student Interaction, and Student Involvement and Their Influence to Students’ Course Outcomes |
| title_sort | course organization faculty student interaction and student involvement and their influence to students course outcomes |
| topic | course organization student involvement course outcomes student development theory higher education faculty-student interaction |
| url | https://ojs.uv.es/index.php/realia/article/view/21524 |
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