dc.contributor.author | Ajith, Peter John | |
dc.date.accessioned | 2022-03-29T12:29:44Z | |
dc.date.available | 2022-03-29T12:29:44Z | |
dc.date.issued | 2022-02 | |
dc.identifier.citation | Ajith P, J.(2022). Examining students’ satisfaction with online classes: a case study of School of Statistics and Planning. Unpublished undergraduate dissertation. Makerere University, Kampala, Uganda | en_US |
dc.identifier.uri | http://hdl.handle.net/20.500.12281/11382 | |
dc.description | A 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 University | en_US |
dc.description.abstract | The 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 classes | en_US |
dc.language.iso | en | en_US |
dc.publisher | Makerere University | en_US |
dc.subject | School of Statistics and Planning | en_US |
dc.subject | Online learning | en_US |
dc.subject | Online classes | en_US |
dc.subject | University students | en_US |
dc.subject | Makerere University | en_US |
dc.title | Examining students’ satisfaction with online classes: a case study of School of Statistics and Planning | en_US |
dc.type | Thesis | en_US |