| dc.description.abstract | The main objective of this paper is to investigate the factors that affect students’ satisfaction with online classes. The variables that were considered in this study include teaching effectiveness, course content, lecturer performance and the online system quality which were used to find out if they affect students’ performance being the dependent variable. A total population size of 350 was considered with 290 being students and 60 being lecturers. From the population a 140 sample size was obtained with 115 being students and 25 being lecturers. The population was sampled using purposive sampling method and simple random sampling since they were the most convenient. Data was obtained from primary data sources by distributing questionnaires and interviewing the participants. Data analysis was conducted in which both univariate analysis and bivariate analysis was carried out. Under univariate analysis data was presented inform percentages and frequencies. Under bivariate analysis chi square values and p values were obtained to make comparisons between the dependent variable and independent variables. According to the analysis, from the sample of 105 students who participated, 50.48% where male students and 49.52% were female students. From the sample of 15 lecturers, the highest percentage (53.33%) were male lecturers while the smaller percentage (46.67%) were female lectures. Only 2nd year and 3rd year students were considered in this study for which 47.62% were where 2nd year students and 52.38% were the 3rd year students. Summary statistics was also made on the hours spent on online classes per week from which the average number of hours students spent on online classes per week was 17.9714hrs with a minimum of 13hrs and a maximum of 24hrs. Lecturers spent an average number of 21.86667hrs on online classes per week with a minimum of 18hrs and a maximum of 24hrs. According to the response rate from the students and the lecturers on online class experience, the highest percentage was generally in agreement to the experience. According to the bivariate analysis in which Pearson chi square test was used to measure association between the independent variables and the dependent variable at 0.05 level of significance, course content and online learning system quality were significantly associated with students’ performance since the p values were less than 0.05 level of significance. Teaching effectiveness, lecturer performance and the participants’ demographic characteristics were not significantly associated with the students’ performance. According to ix the analysis of variance hours spent on online classes per week by the students was significantly associated with the students’ performance. Keywords; Online classes, students’ satisfaction, students’ performance, teaching effectiveness, course content, lecturer performance, online learning system quality | en_US |
