Noel D. Galabin Jr.

St. Michael’s College, College of Criminology, Quezon Avenue, Iligan City

DOI : https://doi.org/10.47191/ijsshr/v7-i02-27

Google Scholar Download Pdf
ABSTRACT

For millennial St. Michael’s College continue to deliver its mission in education ministry administered by the Religious of the Virgin Mary Sisters offering four levels of education: elementary, secondary, tertiary and graduate school. Submitting to different accrediting body like the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) and International Organization for Standardization (ISO) and endeavor to provide facilities for enriching the students’ academic performance. The continuous constructions of building like the state of the library, the installation of the hyflex room to cater the hybrid and flexible classroom, improving the traditional classroom into fully air condition. Learning space matters to the students and the administrators. Studies of student satisfaction of learning space of St. Michael’s College are rather lacking. The aim of the study was to correlate the learning space expectations to student’s satisfaction in engagement in learning space through investigating aspects of their experience of campus learning space. With the following research questions: What is the Students expectations of the Learning Space in St. Michael’s College? What is the Students Satisfaction rating of Learning Space in St. Michael’s College? How do respondents’ learning space expectations related to their learning space satisfaction? The findings indicate a positive significant correlation of the students learning space expectation to the students learning space satisfaction with a p-value of .001. This implies that learning space expectations and learning space satisfaction of the students is a predictor of students’ academic performance and engagement.

KEYWORDS:

Satisfaction, Expectations, Learning Space

REFERENCES
1) Chapman, M. J., & Radford, J. (2017). Behavior-constraint theory: A framework for understanding human behavior. Perspectives in Psychological Science, 12(4), 631–644. https://doi.org/10.1177/1745691617703032

2) Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225. https://doi.org/10.1177/0146167295213003

3) Rodin, J., & Baum, A. (1978). Environmental psychology. In M. H. Appley & R. Trumbull (Eds.), Dynamics of Stress: Physiological, Psychological, and Social Perspectives (pp. 287–323). New York: Plenum Press. Stokols, D. (1978). Environmental psychology. Annual Review of Psychology, 29, 253–295. https://doi.org/10.1146/annurev.ps.29.020178.001345

4) Sadewa, P., & Damayanti, R. (2023). PENGARUH KOMPETENSI DOSEN DAN LINGKUNGAN KAMPUS TERHADAP KEPUASAN MAHASISWA S1 AKUNTANSI UNIVERSITAS PAMULANG. SCIENTIFIC JOURNAL OF REFLECTION : Economic, Accounting, Management and Business. https://doi.org/10.37481/sjr.v6i1.620.

5) Tang, W., Zhang, X., & Tian, Y. (2023). Investigating Lifelong Learners’ Continuing Learning Intention Moderated by Affective Support in Online Learning. Sustainability. https://doi.org/10.3390/su15031901.

6) Wen, Q., Liu, H., Chen, J., Ye, H., & Pan, Z. (2023). Evaluation of Satisfaction with the Built Environment of University Buildings under the Epidemic and Its Impact on Student Anxiety. International Journal of Environmental Research and Public Health, 20. https://doi.org/10.3390/ijerph20054183.

7) Wu, D. (2023). Research on the space design strategy of college classrooms based on positive emotion and learning happiness experience. SHS Web of Conferences. https://doi.org/10.1051/shsconf/202315901004.

Volume 07 Issue 02 February 2024