Nara M. Martirosyan

An Examination of Factors Contributing to Student Satisfaction in Armenian Higher Education.

Purpose – The purpose of this paper is to investigate factors that affect student satisfaction in college environment in Armenian Higher Educational Institutions (AHEIs). Design/methodology/approach – This study used an ex-post facto, non-experimental approach to investigate factors that affected student satisfaction in college environment in AHEIs. Data were collected through a self-reported questionnaire from students in nine public and three private institutions located in different rural and urban areas of Armenia. The sample consisted of 372 respondents from 12 institutions that geographically covered the whole country in order to have a comparatively complete picture. Factors investigated in relation to student satisfaction included: demographics, faculty services, academic experience, students support facilities, campus life, and social integration. Findings – The Statistical Package for the Social Sciences software was used to analyze the data. Results of ANOVA indicated significant main effects f...

Delivery Method: Does it Matter? A Study of the North Carolina Developmental Mathematics Redesign

ABSTRACT In 2009, the North Carolina Community College System (NCCCS) began the process of redesigning developmental mathematics (DMA) courses. The first classes were offered in 2012 with final state implementation in fall 2013. The purpose of this study was to examine the subsequent gateway course success rates achieved by former DMA students in relation to the delivery method (i.e., teacher-centered, student-centered, and computer-centered) used in the redesigned North Carolina DMA courses. Students included in this study took a gateway math course and a developmental math course during the same or previous academic year. Students who participated in student-centered and computer-centered instruction in their DMA course had a statistically significant pass rate in subsequent gateway courses compared with students receiving teacher-centered instruction. Along with the findings, this paper discusses considerations for redesign, including the choice of delivery methods and instructional techniques, and recommendations for further research.

Instructional Technology Practices in Developmental Education in Texas.

The purpose of this study was to examine the current state of technology integration in developmental education in Texas higher education. Analyzing survey data from developmental education faculty members in 70 2- and 4-year colleges in Texas, researchers identified instructor-reported best instructional technology practices in developmental education and barriers impeding technology integration into developmental education instruction. Based on the findings, practical implications were drawn to supplement instructional and learning practices in developmental education courses.