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Experiments on Education as a Service

Experiments on Education as a Service. Hyoyoung Kim James R. Morrison Department of Industrial and Systems Engineering KAIST. Contents. Motivation Experiments Statistical Analysis Concluding Remarks. Literature Review.

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Experiments on Education as a Service

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  1. Experiments on Education as a Service Hyoyoung Kim James R. Morrison Department of Industrial and Systems Engineering KAIST

  2. Contents • Motivation • Experiments • Statistical Analysis • Concluding Remarks

  3. Literature Review [1] Bagchi, U.; , "Delivering student satisfaction in higher education: A QFD approach," Service Systems and Service Management (ICSSSM), 2010 7th International Conference on , vol., no., pp.1-4, 28-30 June 2010, doi: 10.1109/ICSSSM.2010.5530090 [2] Mathew Joseph, Beatriz Joseph, (1997) "Service quality in education: a student perspective", Quality Assurance in Education, Vol. 5 Iss: 1, pp.15 – 21 [3] SangeetaSahney, D.K. Banwet, S. Karunes, (2004) "A SERVQUAL and QFD approach to total quality education: A student perspective", International Journal of Productivity and Performance Management, Vol. 53 Iss: 2, pp.143 – 166 [4] Kay C. Tan and Sei W. Kek, (2004) “Service Quality in Higher Education Using an enhanced SERVQUAL approach,” Quality in Higher Education, Vol. 10, No. 1, pp. 17-24

  4. Motivation Course Experience Better Satisfaction Teaching Better Evaluation Service Service Service Service • Take Home Point: • Good service improves the student experience and increases satisfaction • But what is good service?

  5. Motivation • Identify how to increase customer satisfaction in Education • Experiment 1 • GOAL: Determine Basic, Performance, and Excitement needs • Kano’s model survey • Result: Identified 4 BN, 11 PN, 20 EN • Experiment 2 • GOAL: Determine which services (among excitement needs) make statistically significant difference in student satisfaction • SERVQUAL survey • Result: • Observed drift of service and service memory effect • Numerous services improve/influence student perceptions

  6. Experiment 1 - Spring, 2010 • GOAL: Determine Basic, Performance, and Excitement needs • KAIST IE 200 Introduction to Operations Research class • Class size: 186 students (from all science and engineering majors) • Conducted Kano’s model survey • 76 Functional and Dysfunctional questions • 18 Solution questions • 15 Overall satisfaction questions Functional Dysfunctional

  7. Experiment 1 - Spring, 2010 RESULTS: • Basic Need (Must-be): • Lecture room density is NOT high (large room size with small number of students) • Lecture notes are uploaded at least one day before class • Lecture room is NOT disturbed by outside noise • Class time is well kept Satisfaction Done very poorly Done very well Must-be Dissatisfaction

  8. Experiment 1 - Spring, 2010 RESULTS: • Performance Need (One-dimensional): • Exams and/or homework are directly related to lectures • You feel you learned a lot at the end of the semester • Lecture room is close to dormitory • Professor is confident about lecture contents • Professor enjoys teaching • Professor prepares the lecture well • Professor delivers the lecture clearly • Lecture is easy to understand • Professor respects you • TAs are kind • Lecture notes are easily understandable • Lecture room is clean Satisfaction One-dimensional Done very poorly Done very well Dissatisfaction

  9. Experiment 1 - Spring, 2010 RESULTS: • Excitement Need: • Furniture and classroom equipment are up-to-date • Professor gives candies when answering questions • Professor and TAs provide sufficient and convenient office hours • Professor is humorous • Professor smiles while giving lectures • Professor cares about students • Professor’s appearance is neat • Professor calls students by name • Professor is kind • In-class activities are fun • Course material can be applied in the real world • Lectures make you think Satisfaction Attractive Done very poorly Done very well Dissatisfaction

  10. Experiment 2 - Fall, 2010 • KAIST IE 332 Operations Research IIclass, 60 students (IE majors) • SERVQUAL survey to measure expectation, performance, and importance • GOAL: Determine which excitement needs measurably improve student satisfaction

  11. Experiment 2 - Fall, 2010 • Handling missing data: Regression • Data reliability: Cronbach’s alpha (α) • 0 ≤ α ≤ 1, ↑ α, ↑reliable • Recommended to have a reliability of 0.70 or higher to be used as data • Data of six surveys: 0.89 ≤ α ≤ 0.94 ⇒ can trust data • Correlation • Measure of how much each pair of scores relates • Statistical testing • SAS 9.1 • Wilcoxon signed-rank test (paired sample test) • Kruskal-Wallis test 0.00-0.25: little if any 0.26-0.49: low 0.50-0.69: moderate 0.70-0.89: high 0.90-1.00: very high • non-parametric statistical hypothesis test for the case of two related samples a non-parametric method for testing equality of population medians among groups

  12. Statistical Analysis <Summary> • Perception 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5; Strongly agree

  13. Statistical Analysis <Humor> • Input • Jokes and funny/silly examples • Short funny music • Output • Spillover effect – effect of humor lasted longer than other services. • H0: there is no difference or relationship between the variables of interest • If p-value ≥ 0.05 , H0 is accepted → no difference in measurements • Students still remembered humor and rated humor higher on the next survey 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5; Strongly agree Accept (p-value: 0.854 ≥ 0.05) Accept(p-value: 0.420 ≥ 0.05) Reject (p-value: 0.013 ≤ 0.05) Reject (p-value: 0.017 ≤ 0.05) Accept (p-value: 0.939 ≥ 0.05) Reject (p-value: 0.003 ≤ 0.05)

  14. Statistical Analysis <Humor> • Outcome 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5; Strongly agree Correlation of 0.672

  15. Statistical Analysis <Candy> • Input • Give candy to students when they ask or answer questions • Output • Perceived candy • Drift of needs (Excitement need to basic need): • 2.26/5 → 3.11/5 for the importance of giving candies 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5; Strongly agree

  16. Statistical Analysis <In-class Activity> • Input • Skits • Games • Team activity • Active learning activities • Output • Correlation of 0.43324 between in-class activities and confidence Time, effort 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5; Strongly agree

  17. Statistical Analysis <Nominal Service> • Outcome Significant change Insignificant change 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5; Strongly agree

  18. Statistical Analysis <Full Service> • Input • Candy • Humor • In-class activity • Enthusiasm • Neat appearance • Output 1: Strongly disagree 2: Disagree 3: Neutral 4: Agree 5; Strongly agree

  19. Statistical Analysis < Full Service > • Outcome • Positive • Negative Significant change Insignificant change

  20. Concluding Remarks • Students perceived the offering of such services • We observed needs drift of such services • We also observed the service memory effect • Needs that require further improvement: • Lecture notes are easy to understand • Sufficient and convenient office hours • Feel you learned a lot • Exams and/or homework are directly related to lectures • Future Research: Service increases student learning outcome

  21. Thank You.Any Questions?

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