Factors Affecting Student Satisfaction of Tutoring Classes in a Private Tutoring Center
Abstract
Background and Aim: In educational services, particularly tutoring centers, understanding the factors contributing to student satisfaction is crucial. This study aimed to investigate the impact of the variables of competence, responsiveness, empathy, learner-facilitator interaction, and learner-learner interaction on student satisfaction at a tutoring center in Hangzhou, China.
Materials and Methods: The study employed a robust methodological approach; (1) Questionnaire Validation: The validity of the questionnaire was tested using the Item-Objective Congruence (IOC) index, while its reliability was assessed through Cronbach's Alpha in a pilot test (n=30). (2) Data Collection: Data were gathered through surveys conducted via the Wenjuanxing App, yielding 120 valid responses. (3) Data Analysis: 1) Multiple Linear Regression: This technique was applied to the 120 valid questionnaires to verify significant relationships among variables. 2) Strategic Plan Implementation (SPI): A 14-week intervention was conducted with a control group of 30 students to test the impact of strategic changes. 3) Paired-Samples t-tests: These were performed to compare the variables between the pre and post-strategic plan for validation. (4) Statistical Software: Jamovi Statistical Software, version 2.4.1, was utilized for all statistical analyses in this study.
Results: The regression analysis revealed that all five variables significantly influenced student satisfaction. Specifically, tutor competence, responsiveness, and empathy were positively correlated with higher levels of student satisfaction. Additionally, both learner-facilitator and learner-learner interactions were found to enhance the overall satisfaction of students significantly. Following the implementation of the strategic plan designed to improve these variables, the paired samples t-test results indicated notable improvements: tutor competence (t = -26.0, p < 0.05), responsiveness (t = -29.3, p < 0.001), empathy (t = -22.7, p < 0.001), learner-facilitator interaction (t = -18.0, p < 0.001), learner-learner interaction (t = -25.2, p < 0.001) and satisfaction (t = -23.5, p < 0.001) all showed statistically significant enhancements. These findings underscore the critical role of these variables in fostering student satisfaction and demonstrate the effectiveness of the strategic interventions applied in this context.
Conclusion: This study highlights that tutor competence, responsiveness, empathy, and effective interactions are crucial for student satisfaction in tutoring centers. Implementing the strategic plan notably improved these areas, emphasizing their importance. These insights can enhance tutoring services, aiding Chinese students in their academic goals.
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