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dc.contributor.authorAjith, Peter John
dc.date.accessioned2022-03-29T12:29:44Z
dc.date.available2022-03-29T12:29:44Z
dc.date.issued2022-02
dc.identifier.citationAjith P, J.(2022). Examining students’ satisfaction with online classes: a case study of School of Statistics and Planning. Unpublished undergraduate dissertation. Makerere University, Kampala, Ugandaen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12281/11382
dc.descriptionA dissertation being submitted to the School of Statistics and Planning in Partial Fulfillment of the requirements for the award of a degree of Bachelor of Science in Quantitative Economics of Makerere Universityen_US
dc.description.abstractThe purpose of the study was to examine how students’ at the school of statistics and planning are satisfied with online classes. The study objectives were; 1) to determine students’ perceptions towards online classes at the school of statistics and planning, 2) to determine the factors influencing students’ satisfaction with online classes at the school of statistics and planning, and 3) to identify the challenges associated with online classes at the school of statistics and planning. The study used questionnaires and interviews to collect data from a sample size of 96 respondents. The findings of the study revealed that the perceptions held by students about online classes were that; online classes are flexible and convenient to the student, are associated with the need for high-speed broadband internet connection that makes it not suitable for village setting evidenced by a mean, course units are better understood and efficiently delivered than the face to face course units, online coursework has the potential to create environments where students actively engage with the material and learn by doing, online learning facilitates the construction of new knowledge and improvement in computer skills since students get familiar with computer functions and online classes promoting self-discipline and motivation among students since there are no supervisors. The factors that significantly influenced students satisfaction towards online classes was; online class structure (P=0.014), interaction with fellow students (P=0.000), lecturer involvement was (P=0.001) and Computer skills (P=0.0000). At multivariate level, lesson structure (p=0.002), internet impact (P=0.011), and skills in computer use (P=0.000) continues to significantly influence student satisfaction with online classes. The challenges that are significantly associated with online classes are those that had a 50% response rate in the yes category and they include; online classes not being easy to engage in a group course work due to technical issues with online classes 83.7%, online learning being associated with inequality in students assessments 60.9%, students negative attitude to change from face to face the approach of learning to internet-based approach 51.1% and poor time management 68.5%. The the study recommended that a similar study should be done covering all universities in Uganda to realize generalizable results on factors affecting students’ satisfaction with online classesen_US
dc.language.isoenen_US
dc.publisherMakerere Universityen_US
dc.subjectSchool of Statistics and Planningen_US
dc.subjectOnline learningen_US
dc.subjectOnline classesen_US
dc.subjectUniversity studentsen_US
dc.subjectMakerere Universityen_US
dc.titleExamining students’ satisfaction with online classes: a case study of School of Statistics and Planningen_US
dc.typeThesisen_US


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