Student Satisfaction and Learning Style

Among Senior High Students in

Crispin E. Rojas National High School

A Research to the Faculty of Crispin E. Rojas National High School

Lambajon, Baganga, Davao Oriental

In Partial Fulfillment of the Requirements

For Practical Research 2

Grade 12 Sincerity

Jersam John Rojas

 Chapter I

Introduction

Rationale

Learning styles improves students overall leaning results, increasing both

motivation and efficiency and enables a positive attitude towards learning (Gilakjani,

2012).However, students study differently; “what works well for one student may not be

beneficial or favorable to another” (Man &Tomoko, 2010 p.30). It was found (Almasa et

al., 2005) that students learning styles have been disregarded by teachers and have

been considered a minor component in the learning process. Thus, what is more, when

learning style of the student in one class and teaching style of the teachers are

mismatched, with hostile potential effects, the students maybe bored and become

distracted in class, perform badly in tests, get disheartened about course, the curriculum

and themselves, and in many cases the students tend to change to another program or

drop out from school (Felder & Spurlin,2005, p 109)

Students’ satisfaction as a short term attitude, resulting from an evaluation of a

students’ educational experiences (Elliott, K. & Healy, M., 2001. It is a positive

antecedent of student loyalty (Navarro, M. M., Iglesias, M. P. & Torres, P. R.,

2005.Again Elliot & Shin define student satisfaction as students’ disposition by

subjective evaluation of educational outcomes and experience (Elliott, K. & Shin, D.,

2002.). Therefore, student satisfaction can be defined as a function of relative level of

experiences and perceived performance about educational service (Mukhtar, U., Anwar,

S., Ahmed, U. & Baloch, M. A., 2015.) during the study period, Carey, et al (Carey, K.,
Cambiano, R. & De Vore, J., 2002.) By considering all, students’ satisfaction can be

defined as a short-term attitude resulting from an evaluation of students’ educational

experience, services and facilities.

Learning styles have been proposed to influence overall students satisfaction

with course (Lee, Sriniasan, Trail, Lewis & Lopez, 2011). Learning styles consist of

characteristics affective, cognitive, and psychological behaviors that pertain to the ways

that the student receives and processes information (Khalifelu, Gholizadeh,

Gharehchopogh, & Mahmoudi, 2011). The process of learning online is different from

the face-to-face leaning process not because of different levels of leaning strategies or

different levels of cognitive processes, but because of contextual differences of how the

information is presented (Kauffman, 2015). Similarly, overall course satisfaction has

been attributed to both course-related interactions (Shook, Greer, & Campbell, 2013).

As well as to students’ individualized learning styles (Lee et al., 2011), it remains

unknown, however, the degree to which satisfaction with online interactions, both

between learners and between learner and instruction, have interacted with learning-

style preferences of student’s overall course satisfaction. An understanding of the

synergistic relationship between students learning styles and satisfaction with

interactions within an online course may assist faculty in indentifying instructional

strategies that enhance learning, interaction, and improved overall satisfaction for the

RN to BSN student (Boiling, Hough, Krinsky, Saleem, & Stevens, 2012; Smith, 2010).

The researchers have not come across a study dealing with the influence of

student satisfaction and learning style among senior high students. It is in the above

context that the researchers opt to determine the relationship between student
satisfaction and learning style among Senior High Students in Crispin E. Rojas National

High School. This study intends to bridge this gap.

Research Objectives

This study aims to determine which domain of student satisfaction significantly

influences learning style among Senior High Students in Crispin E. Rojas National High

School in Lambajon, Baganga, Davao Oriental. Specifically, it seeks to attain the

following objectives:

1. To assess the level of students satisfaction among Senior High Students in

Crispin E. Rojas National High School in Lambajon, Baganga, Davao Oriental in terms

of:

1.1 Reliability

1.2 Assurance / Security

1.3 Tangibles

1.4 Empathy

1.5 Responsiveness / Responsibility

2. To assess the level of Learning Style among Senior High Students in Crispin

E. Rojas National High School in Lambajon, Baganga, Davao Oriental in terms of:

2.1 intrinsic motivation;

 2.2 self-efficacy;

2.3 self-determination;

2.4 grade motivation; and

2.5 career motivation

3. To determine the significant relationship between Student Satisfaction and

Learning Style.

4. To determine which domain of Student Satisfaction significantly influences

Learning Style.

Hypothesis

The following hypothesis will be tested at 0.05 level of significance:

1. There is no significant relationship between the level of Student Satisfaction and

Learning Style.

2. There is no domain of Motivation in Student Satisfaction that best influences

Learning Style.
Review of Related Literature

This section present the related review literature and studies relevant on the

topics that was gathered from various sources such as books, internet, journals and

many more, as to gain deep understanding with the two variable of this present study.

Student Satisfaction is identified as the independent variable was developed by Glynn

et.al(2011) with the following indicators; Reliability Assurance, Security Tangibles

,Empathy, Responsiveness, Responsibility On the other hand, Learning Style as the

dependent variable the following indicators; Intrinsic Motivation, Self-Efficacy, Self-

Determination ,Grade Motivation And Career Motivation.

Students Satisfaction

Student satisfaction is the “perception of enjoyment and accomplishment in

learning environment” (Sweeney, J.C., & Ingram. D.,2001) Students satisfaction is very

important factor, they exist findings suggest a significant relationship between student

satisfaction and academic performance (Ramsden, P.,2005). But there are many

definitions of student satisfaction (Moore, J.C.,2009, O’Leary, P.F., Quinlan, T.J.,2007)

and it is sure that students´ satisfaction is influenced by many factors (Griggs, V.,

Blackburn, M., Smith, J.,2012. (Seidman A. 2005), pointed out that students have

expectations that their university should provide them with services that will help them

succeed. These services if correctly applied will help to stabilize students who are not

well prepared for challenges of education.

 Administrative services dimensions covered in this study include; friendliness and

willingness by administrative staff to provide information, ease of obtaining results from

academic and records office, academic calendar planning and lecture timetables. Study

on students’ satisfaction on administrative services by (Martinez-Arguelles, M., &

Batalla-Busquets, J. 2016) found that perceived administrative services can have

comparatively high impact on student satisfaction. Quality teaching is essential for

effective learning. Coe, R. and Aloisi, C. and Higgins, S. & Major, L.E. 2014) listed six

(6) instructor characteristics that demonstrate effective teaching: content, knowledge,

quality of the instruction, classroom climate, classroom management, teacher beliefs

and professional behaviours.

(Delaney, Johnson and Treslan’s 2010) survey of 17,000 graduate and

undergraduate students of Montrial University of Newfound added respect for students,

engagement, communicative, organized, responsive and humours as teachers effective

behaviours.( Smyth, E. (2011) is of the opinion that good teacher attitude towards

students are very essential as students who feel important, valued, respected and

honoured show their pleasure by turning into vessels of good faculty student

relationship. (Al-Kuwaiti A. 2014) found a strong relationship between teacher

effectiveness and student overall satisfaction with university.(Korte, L., Lavin, A. and

Davis, T. 2013) found that female students rate their teacher effectiveness higher and

significantly different than their male counter parts in a study carried out in a Midwestern

University
 Choudhury (Choudhury,2012) assumes four dimensions (teaching, facilities,

attitude and convenience), Maceli, Fogliasso and Baack (Maceli, K. M., Fogliasso, Ch.

E. & Baack, D.,2011) confirmed gender influence, Marsh (Marsh, Sh. J.,2002)

discussed the impact of the grade which students expect to receive. Maceli, Fogliasso

and Baack (21) claim, that students compare their expectation and lecturers´

performance. It seems that this evaluation cannot be objective. (Kesselheim et al,.2014)

claim, that trainees hold mismatched impression of their training program. In spite of this

many evaluation procedures focus solely on student feedback without correction from

other sources (Griggs, V., Blackburn, M., Smith, J.,2012). It also agreed with (Kaymaz,

K.,2011) idea that the performance feedback data lead the training plans, job rotation

efforts and career development activities. On the other hand Nair, Bennett and Mertova

(Nair Ch. S., Bennett L., Mertova P.,2010) found that many universities around the

world collect student feedback, but they do not use it for institutional changes. It

correspondent with fact, that some universities do not managed all projects what they

realized (Šviráková, E.2013).

Empathy can define a word which means to listen, or can be fully involvement in

understanding the inner world of the person they relate. Trying to understand the inner

world of another person means putting away something from your own person, from

your personal values and attitudes, to try assuming another’s person attitude. And to

answer another person's world, any response is a personal check. ( Franco Perino,

Cristina Andreolli, 2003, p.5) The ability to feel empathy involves understanding what

the person next to you lives like you live in his place. This means deep respect in a

profound dimension to that person, without trial or different conditionings. Empathy is

also an expression of the intellectual dimension of a person, integrating communication,

transparency at some standards. Transparency in communication does not mean that

two persons who communicate empathy to fully reveal to one another without any

reserve, but requires a greater capacity for getting on the inner side to the other so you

can share his feelings, to grant support, to exist a certain emotional fusion but also

differentiation while it is necessary to recognize the other as a person with values. An

empathic person is one who knows how to find common points in differentiation through

effective communication so that you give the person in front of you the possibility of

entering into a constructive 63 development in harmony with mind and heart,

understanding other's needs. Empathy is different from sympathy while sharing the

ending "pathy". If sympathy means "feeling with" empathy means "to feel in". Both

presuppose the existence of at least two people and an emotional reality. (Ferdinando

de Muro, 2005)

Students experience more psychological and social stress including separation

from the family's previous life, beginning the student life and the need to adapt with the

university environment, management of educational, economical and emotional issues

due to their sensitivity to the growth and education and the specific conditions at this

stage of life, especially at the beginning of entrance to university. With regard to these

problems, the necessity of consultation is of great importance. Counseling is comprised

of all moral activities in which the counselor tries to help the person to perform activities

to solve his/her problems (Lotfi M, Fazelpur S, Abuyi M, Ghane B, Vatani J., 2012). One

of the responsibilities of faculty members in addition to teaching and researching is

providing the students with counseling. If it is done well, it can help to solve the
students’ problems and prevent their academic failure. The responsibility of academic

advisors in directing, guiding and supporting students is very effective in achieving the

educational goals, especially for those who enter a new environment from far and near

villages and towns and are faced with issues such as separation from family, living in a

dormitory, and studying in a co-educational environment (Rabiei MSR, Siyadat SA.,

2007). The students expect that the advisor, as a coordinator, to have sufficient

knowledge and information about the curriculum, educational issues, and personal,

medical and counseling services (Sastre EA, Burke EE, Silverstein E, Kupperman A,

Rymer JA, Davidson MA, Rodgers SM, Fleming AE Med Teach. 2010)

Despite the need for counseling, several studies have reported the assessment

of student counseling at universities; unfortunately, the students do not consider the

teachers as a reliable source of reference to meet their educational needs. In this

regard, a study from Hamedan University of Medical Sciences has reported that the

advisors have not been successful in providing advice and guidance to students,

especially in medicine and dentistry fields (Hazavei SM..2000)

Learning Styles

Learning style is defined as individual’s characteristic ways of processing

information, feeling and behaving in the learning situation. From the educational

perspective Atkins, Moore and Hobbs (2001) proposed that students respond differently

to learning situation because their responses are influenced by their thinking,

experiences and environment

 Learning style has many definitions. According Davidson (2002) reported that

learning style correlates with the learning outcome and student’s academic

performance. Suski (2002) agreed definition for the term learning style and refers to the

term as simply individual differences in approaches to learning based on their

preferences.

During the last century, the generally embraced teaching practices were focused

on the preparation of a wide assortment of teaching materials that would equally benefit

all students in the classroom. This approach assumes that knowledge can be obtained

regardless of students’ learning abilities and personality, failing to acknowledge the fact

that learners have personal preferences and attitudes towards learning a foreign

language. Attitudes in the foreign language classroom vary significantly and are

conditioned by the students’ character, previous experiences at school, and the local

education systems’ view on the teacher-student power structure.

Although university education differs from learners’ previous experiences at

elementary and secondary school, approaches towards language learning are usually

well established by that time. Some individuals may prefer memorising grammar rules

or words and phrases and listening to the teacher’s explanations and taking notes.

Other learners may prefer to be actively involved in learning activities, inclined to

participate in more action-based language learning strategies, considering this as a

useful tool that enables them to communicate with others who know that language

(Oxford, 1993 66-67). These attitudes towards learning, as well as the perceptions and

beliefs which determine them, may have a profound influence on learning behaviours
and learning outcomes. Therefore, it seems that language teachers should take into

account such learners’ needs and attitudes in making decisions about the types of

activities they conduct in the classroom. Also, identifying the learners’ needs and

preferences, and devising and implementing suitable activities will make teaching more

successful. This will help students to develop more active and autonomous attitudes

which allow them to take charge of their own learning. However, gaps between

teachers’ and learners’ views may result in negative language learning outcomes

(Mehrdad & Ahghar, 2013, pp.102-103). In this critical time of history, rapid

demographic changes are swiftly shaping increasingly diverse societies. Globalization

and an extensively technological world generate strong demand for English language

learning around the world. Most developing countries assume that if their inhabitants

are fluent in English, there will be expanded opportunities in the educational and

economic sectors (Moores-Abdool, Yahya & Unzueta, 2009, p.3).

Therefore, teaching English and other foreign languages has recently become a

world-wide phenomenon at all educational levels for people of all ages and

backgrounds. This situation may present a challenge to teachers for developing

successful teaching techniques that enhance both students’ knowledge and motivation.

Although considering students’ learning style preferences may be a success factor in

the classroom, these individual differences are rarely taken into account. The reason for

this is that, except for very obvious cases, teachers may not even realise these

differences in personalities. Therefore, deciphering motivation and learning style

preferences is of fundamental interest to language programme designers, teachers, and

administrators. Ideally, they should not only attract students to their institutions and
educational programmes but need to provide them with the opportunity to learn

according to their preferences and interests. Therefore, acknowledging different

learning needs, demands, and attitudes is crucial for educators and for students

themselves. Teachers should strive to use specific pedagogical techniques that

strengthen and develop learners’ autonomy.

A great deal of attention has been given to the way individuals learn on

understand new information and as well as their preferred methods of understand their

own learning styles to enable them to benefit from the language learning process well.

Once the students distinguish and know their own learning styles they can find

suitable activities that suit their learning preference which will enhance

their performance in English. In addition, if the students fail to identify their preferred or

compatible learning styles, they might lose interest in learning English as they fail to find

suitable activities that can boost their learning interest. In addition, students study

differently; “what works well for one student may not be beneficial or favorable to

another” (Man & Tomoko, 2010, p. 30). Hence, Man and Tomoko (2010) added that

individuals learn differently through many ways from time to time, from culture to culture

and from context to context. Thus, it has become one of the pivotal factors to know

students’ preferred learning styles that can assist the learning process. Moreover, many

teachers do not seem to understand students’ learning styles, so the teachers are

unable to evaluate students’ learning styles as they do not have a proper learning styles

inventory (Almasa, Parilah & Fauziah, 2005, p. 12). It was found (Almasa et al.,

2005) that students’ learning styles have been disregarded by teachers and have been
considered a minor component in the learning process. Thus, teachers may misinterpret

students’ lack of attention or hyperactivity in class as students’ bad attitudes which

might be due to a lack of proper evaluation of students’ preferred learning styles.

As a consequence, it has become a necessity for educators to assess the learning

style of students in order to accommodate different learners(Almasa et al.,

2005).Furthermore, teachers do not teach according to learning styles preferred by

students; instead they are teaching based on either their own learning styles or teaching

styles. continuum of mismatch between teachings out A study has found that

Conceptual Framework

The variables of the study are shown in Figure 1. The independent variable is

learning environment adopted from (Ramsden, P.,2005). It comprisesthe following

indicators: Reliability Assurance, Security Tangibles ,Empathy, Responsiveness,

Responsibility. Student cohesiveness pertains to the extent to which students are

friendly and supportive to each other (Ramsden, P.,2005).

Student satisfaction is a key strategic variable in maintaining such a competitive

position with long-term benefits arising from student loyalty (Arambewela & Hall, 2008)).

The perception of student satisfaction and the level of importance associated with

student support services become significant in the current competitive environment

(McDowell & Montgomery, 2009). Despite the difficulties that international students

encounter while they study abroad, such as financial limitations, language barriers,

unfamiliar environment, and a new learning environment, it is imperative that institutions

provide services that support them academically, socially and emotionally in order to
succeed.

The dependent variable in this study is attitude of the students. Learning style

has many definitions. According Davidson (2002) reported that learning style correlates

with the learning outcome and student’s academic performance. Suski (2002) agreed

definition for the term learning style and refers to the term as simply individual

differences in approaches to learning based on their preferences.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

 Reliability  Intrinsic Motivation

 Quality Service  Self-Efficacy

 Tangibles  Self-Determination

 Empathy  Grade Motivation

 Responsiveness /  Career Motivation

Responsibility

Figure1. Conceptual Framework Showing the Variables of the study.

The understanding of learning styles has been studied for many years. "Learning

style' is a general term used to think about our habitual or preferred ways of working
with new information and ideas. Rather than asking 'What is the best way to study?' it

poses the question "What works best for me?" (UofM, 2008, p. 1). The study of learning

styles based on ethnic background however, has not received enough attention or

respect in the way it can truly affect a student's learning in both school and in life. Not

only is the learner's background considered in such a situation, but the educator's

background as well. The means in which an educator teaches can also be connected to

their own ethnic background. So why is this significant? The answer lies within the

research, results and conclusion of this study. The significance is evaluating cultures to

gain a better understanding of how each ethnic background can influence the way a

learner understands what they are taught through a predisposed learning style.

Theoretical Framework

The origin of the term ‘cognitive style’ is endorsed to Allport in 1937 by most of

the researchers, although, he did not used term cognitive style in his book at that time,

whereas the term learning style, was first used by Riessman in 1964 (cited in Nielsen,

2012). Research on both constructs, is still growing steadily in spite of criticism by some

researchers, and experts (Nielsen, 2012). But, before Nielsen (2012), Kozhevnikov

(2007) disparaged situation of research on cognitive, and learning style as follows: At

the present time, many cognitive scientists would agree that research on cognitive

styles has reached an impasse. In their view, although, individual differences in

cognitive functioning do exist, but, their effects are often overwhelmed by other factors,

such as general abilities and cognitive constraints that all human minds have in

common (p. 464). Further, Kozhevnikov (2007) elaborated low-level interest of

researchers in developing coherent theory, as a cause for the lack of integration, and

coordination among different researchers, and a disjointed body of knowledge.

This scattered and disintegrated work, by researchers of different disciplines, and

regions raised many overlapping concepts and terms. Subsequently, Zhang, Sternberg,

and Rayner (2012) considered cognitive, and style research wandered in search of

identity. Zhang et al. (2012) used term intellectual style as overarching term for

cognitive, and learning styles, to defy the opposition, and admitted that “during its long

history, the field of intellectual styles has been struggling to find an identity within the

larger context of education, psychology, and business literatures” (p. 2). The most

puzzled, overlapped terms of cognitive, and learning style, although have their origin in

psychology discipline, but due to their extensive use in education, management,

medicine, and multi-disciplinary learning environments, has added adversity to the field

in terms of development of unified theoretical foundations, even though cross

disciplinary research added huge volumes of information in the field. But, in terms of

identity, there are persistent challenges like, a distinctive definition of cognitive and

learning style constructs, development of common language, and theoretical

foundations embedded in literature of psychology, education and business studies

(Zhang et al., 2012).

 Chapter II

Research Methodology

This section presents the research design, research locale and duration,

sampling and sampling technique, research instruments, data collection procedures,

and statistical treatment of data.

Research Design

The researchers will utilize quantitative descriptive correlation approach in this

study. According to McCombes (2019), Descriptive research aims to accurately and

systematically describe a population, situation or phenomenon. It can answer what,

when, where, and how questions, but not why questions. To determine cause and

effect, experimental research is required. A descriptive research design can use a wide

variety of quantitative and qualitative methods to investigate one more variables. Unlike

in experimental research, the researcher does not control or manipulate any of the

variables, but only observers and measures them. On the other hand, McCombes

(2019) defines correlational research design as a measures of relationship between two

variables without the correlation does not imply causation. Just because anyone find a

correlation between two thing doesn’t mean that one of them causes the other. Although

correlational research can’t prove causation, with a large amount of carefully collected

and analyzed data, it can strongly support a casual hypothesis.

Research Locale and Duration

This study will be conducted at Crispin E Rojas National High School Located

MVP Village, Blk 10 NASA Lambajon, Baganga, Davao Oriental.

Figure 2 shows the map of Crispin E Rojas National High School.

Sampling And Sampling Technique

The respondents of the study are Senior High students of Crispin E Rojas

National High School for the 1st semester of the School Year 2019-2020. They are

chosen through stratified random sampling technique. Stratified random sampling as

per defined by Hayes (2019) is a method of sampling that involves the division of

population into smaller sub groups known as strats. In stratified random sampling, the

strats are found based on members shared attributes or characteristics such as income

or educational attainment. It is also used to highlight differences between groups in a

population.

Slovin’s formula is used to determine the sample size of 100 with a margin of

error 0.05. This means that there are 100 correspondents which are grouped according

to section. Table 1 Shows the distribution of respondents. There are

Figure 2 Map of , MVP Village, Blk 10 NASA Lambajon, Baganga, Davao Oriental

Highlighting Crispin E Rojas National High School.

Research Instrument
The main research instrument that the researchers will use in the study are two

(2) adapted survey questionnaire. The questionnaire for the independent variable,

Students Satisfaction is adapted from (Elliott, K. & Healy, M., 2001) which is measured

through the following indicators Reliability, Assurance / Security, Tangibles, Empathy,

Responsiveness / Responsibility. The following scale is used to interpret the mean of

the independent variable.

Students Satisfaction
Indicate your answer by checking the appropriate number of your choices which corresponds the
implementation of objectives based on the scale describe below that best you describe about
statement.
1 - Poor

2 - Fair

3 - Good

4 - Very good

5 - Excellent
1.Overall, how satisfied are you with your educational experience at our school?

Poor Fair Good Very good Excellent

1 2 3 4 5

O O O O O

2. How would you rate the following aspects of your educational experience:

Quality of the teaching faculty Poor Fair Good Very good Excellent
O O O O O
Course availability Poor Fair Good Very good Excellent
O O O O O
Academic advising Poor Fair Good Very good Excellent
O O O O O
Access to teaching faculty Poor Fair Good Very good Excellent
O O O O O
Fellow students' academic ability Poor Fair Good Very good Excellent
 O O O O O

Academic reputation of the school Poor Fair Good Very good Excellent
O O O O O

Value of the education for the price Poor Fair Good Very good Excellent
O O O O O

3.How would you rate the following services/facilities at the school:

Campus Poor Fair Good Very good Excellent

O O O O O
Class and laboratory facilities Poor Fair Good Very good Excellent
O O O O O
Library Poor Fair Good Very good Excellent
O O O O O
Parking Poor Fair Good Very good Excellent
O O O O O
Public transportation Poor Fair Good Very good Excellent
O O O O O
Student residences Poor Fair Good Very good Excellent
O O O O O
Food services Poor Fair Good Very good Excellent
O O O O O
Sports and fitness facilities Poor Fair Good Very good Excellent
O O O O O
Career counseling and placement Poor Fair Good Very good Excellent
O O O O O

4.How would you rate the following aspects of student life at the school:

Sport and recreational facilities Poor Fair Good Very good Excellent
O O O O O
Clubs and student organizations Poor Fair Good Very good Excellent
O O O O O

Student diversity Poor Fair Good Very good Excellent

O O O O O
Campus safety Poor Fair Good Very good Excellent
O O O O O
Extracurricular activities Poor Fair Good Very good Excellent
O O O O O
Student safety Poor Fair Good Very good Excellent
O O O O O
Social life Poor Fair Good Very good Excellent
O O O O O

Learning Styles
The following set of statements relate to your feelings about the online class you have taken.
For each statement, please show the extent to which you believe this online course has the
feature described by the statement. Choosing a "1" means that you strongly disagree that the
online course has that feature, and choosing a "7" means that you strongly agree. You may
choose any of the numbers in the middle that show how strong your feelings are. There are no
right or wrong answers--all I am interested in is a number that best shows your perceptions of
the online course.

1. The website was modern-looking.

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O

2. The website was visually appealing. Strongly Disagree

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O

3. The website was professional looking.

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O

4. When the professor promised to do something by a certain time, he or she did so.

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O

5. When you had a problem, the professor showed a sincere interest in solving it.

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O
6. The website worked right the first time.

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O

7. The professor provided his or her services at the time he or she promised to do so.

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O

8. The website provided error-free records.

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O

9. The professor told you exactly when things associated with the class would occur (i.e.
assignments graded, emails answered, comments/grades returned).

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O

10. The professor gave you prompt service.

Strongly Disagree Strongly Agree

1 2 3 4 5 6 7

O O O O O O O
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