Open AccessSTUDENTS’ SATISFACTION WITH PEDAGOGY TEACHING
Author(s) -
Zsh. Zsheliaskova-Koynova,
Eleonora Mileva
Publication year - 2019
Publication title -
trakia journal of sciences
Language(s) - English
Resource type - Journals
eISSN - 1313-3551
pISSN - 1312-1723
DOI - 10.15547/tjs.2019.s.01.137
Subject(s) - accreditation , attendance , psychology , affect (linguistics) , medical education , perception , quality (philosophy) , pedagogy , medicine , political science , philosophy , communication , epistemology , neuroscience , law
Satisfaction with the training process is seen as one of the main criteria for accreditation of all higher education programs, according to the requirements of the National Evaluation and Accreditation Agency in Bulgaria. Students’ satisfaction is connected with the students' perception of the extent to which their needs or expectations have been met in the learning process. The aim of the research was to study students' satisfaction with the quality of pedagogy teaching at the National Sports Academy. The research involved 65 students (33 men, 32 women). The satisfaction survey was conducted using an online-based questionnaire (Google-Form). Subjects did not indicate their names, but only their group and gender. The results obtained show that, as a whole, students were satisfied to a very large extent with pedagogy teaching. Gender did not affect satisfaction. However, the attendance rate affected it. Students who attended all lectures had the highest degree of satisfaction, while students who did not attend any lectures had the lowest. Students who had finished elite secondary school (which is related to very high expectations of teaching), were the least satisfied and they were the ones who most often skipped lectures. The most important factor affecting students’ satisfaction was the behavior of lecturers and their interaction with the students.