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ASSESSMENT OF THE IMPACT OF PROFESSOR’S PERFORMANCE AND FACILITIES

CONDUCIVENESS FOR LEARNING TO CUSTOMER SATISFACTION: BUILDING BLOCKS FOR A

MORE CUSTOMER-CENTRIC SAINT MICHAEL’SCOLLEGE OF LAGUNA ( SMCL)

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Chapter 1

INTRODUCTION

Education sector is expanding very rapidly all over the world in recent years.

Globalization and digital revolution has created a demand for new and varied

disciplines in education. The cost of providing education has gone up manifold

due to better teaching methodologies and learning instruments with rising

inflation worldwide. The brisk increase in the number of institutions in higher

education has led to an intense competition. Number of new institutions has

been established and enrolment is also on the rise (Isani & Virk, 2005).

Extensive research has been carried out studying the factors which can affect

the satisfaction and retention of students. Aldridge and Rowley (2016) articulate

that according to students’ point of view, good quality education provides better

learning opportunities and suggest that the levels of satisfaction or

dissatisfaction strongly affect the student’s success or failure of learning.

Deshields et al (2005) state that higher education institutions are focusing on

identifying and satisfying the needs and expectations of their students.

Appleton , Christenson ,& Furlong , 2008; Shernoff & Schmidt (2008) as cited

by Hart , Stewart , & Jimerson (2014) articulated that numerous studies have

linked student engagement with improvement academic performance and it has

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repeatedly demonstrated to be a robust predictor of achievement and behavior

in school.

A quantity of a student time is spent sitting in a school classroom. This place is

where they will learn the various skills believed necessary and proper for them

to achieve success in the global society. The classroom is where they will gain

an understanding of their place in the world and the gifts that they have to offer

it. It is where the student develops what they want their future to look like, as

well as knowledge of the skills needed to reach that goal. With the classroom

being such an important place in the growth of a child it is important to

understand the ways in which to affect this environment in order to receive

maximum effectiveness in instruction. If schools really do play a large role in

teaching the next generation how to be successful members of society then

every precaution should be taken to make sure that the learning environment is

one that helps students thrive. If not approached correctly, a classroom can be

set up in a way that stifles creativity or does not promote a positive learning

environment. There are many things that can affect this environment. There are

physical elements such as wall art, arrangement of desks, or resources. Also,

there are intangible elements such as the energy of the classroom, the rules, or

the sounds within the room. Each of these can impact a student’s focus and

achievement in the class. They can also affect a teacher’s attitude in the class.

Included in each of these elements of the classroom is the emotional

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environment. The way in which a teacher organizes their class, or how they

control it, will yield positive or negative consequences for their students. If a

teacher is unmotivated or negative there will be a direct impact on the students

within the classroom. Similarly, if a teacher is motivated and positive they will

likely have a beneficial impact on their students as well. It is important for a

teacher to understand this cause and effect in order to understand how to

organize their classroom to create a better learning environment.

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Review of Related Literature

FACILITY CONDUCIVENESS

LIBRARY

Private universities need to know what to do to in order to satisfy their students

because satisfied students can recommend their friends and relatives to join

these institutions in future. Service quality is one of the factors that can lead to

customer satisfaction (Kasper, Helsdingen, and Gabbott's 2015). Service

quality can be used as a strategy for competitive advantage (Gronroos, 2014).

According to Slack, Chambers, & Johnston, (2010) the five core service

performance objectives in operations management are quality, flexibility, speed,

dependability and cost. Core services performance objectives are the minimum

requirements that a customer expects to see or experience in a product or a

service. The success or failure of an operation is determined by how these core

performance objectives are met. In most cases, they also form the basis of

competitive advantage.

According to Kotso (2010) libraries support research process by collecting,

preserving and making available an array of information resources relevant to

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their research community. Academic library plays a vital role in teaching and

learning of an academic institution. Its aims are to collect, process, preserve

and disseminate documents and information to serve the user community. In

order to make the resources available to its users easily and conveniently

different types of facilities and services are being rendered from library.

Library user satisfaction implies how users feel after using the information

resources and services and their willingness to return to the library when next

they need information (Ikenwe and Adegbilero-Iwari, 2014). According to

Ijiekhuamhen, Aghojare and Lerdinand (2015) the level of using the library

depends on users’ satisfaction with the available information resources and

services rendered to them.

Tremendous advancements attained in the last one decade in computer and

mobile phone technologies have completely changed patrons’ information

seeking behavior (Wamalwa et al., 2016) and libraries must device proper

means to address users’ needs. Therefore, ease of use becomes an important

factor to consider when a user is contemplating accessing and utilizing library

resources. It is better to device an information retrieval system that will not

make it troublesome for a customer to access and use information. Ease of use

is sometimes ranked ahead of quality or of information expected from a

particular source.
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Investigators also indicated that most of these measures on teacher inputs,

such as teacher advanced educational degree, teacher certification, and

teaching experience, have a relatively weak relationship to students’ learning

outcomes (Aaronson, Barrow, & Sander, 2016; Rivkin et al.). In an influential

study that examined the importance of teachers in Chicago public high schools

using matched student-teacher administrative data, Aaronson, Barrow, and

Sander (2007) Similarly, Rivkin, et al. (2005) also indicated that little of the

variation in student achievement gain was explained by observable teacher

characteristics such as education degree or teaching experience.

CLASSROOM

In order for students to learn in school, it is not only important that teachers are

instructing the students on what is in the textbooks, but it is also imperative that

the classroom environment is one that allows students to perform to their

highest potential. The whole environment of the classroom consists of several

factors; indeed "it [the classroom environment] is constructed in much the same

manner as a quilt-numerous and diverse parts gain distinctiveness through the

contribution of each piece to a whole" (Stewart, Evans & Kaczynski )Classroom

environment can be broken down into four main factors as explained in "Setting

the Stage for Success: Assessing the Instructional Environment" (Stewart et

al.,). The four factors are: (1) physical environment, (2) time/instructional
`

management, (3) behavior management, and (4) teacher effectiveness. When

implemented properly, these four factors can play an important role in

contributing to student learning. If one of these four factors is neglected, this

could be detrimental to the learning process. These factors need to be

implemented all together in order to make the most positive impact on student

learning. Physical Environment Physical environment is understood as the first

step to "creating an orderly setting" for "establishing an environment conducive

to learning" (Stewart et al., 1997). Creating the physical environment of a

classroom includes "designating areas for specific activities, selecting and

arranging furniture, arranging seating to facilitate learning, decorating areas for

specific purposes, and organizing materials and areas for easy access"

(Stewart et al., 1997, ). If the physical environment of the classroom is not

"orderly and attractive" it can have a negative effect on "the way teachers and

students feel, think, and behave" (Stewart et al, 1997,). Furniture should be

arranged so that appropriate traffic patterns can be formed and all materials are

easily accessible. In order to create more space in a classroom for appropriate

traffic patterns, desks can be arranged in groups. This becomes more

welcoming and helps students with disabilities because they can move or be

moved more easily around the room (Landau, 2016). With the desks set up in

groups, teachers are also able to maneuver through the classroom more easily

in order to monitor student behavior. Arranging the students' desks in clusters

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can also create an environment in which students feel comfortable to work

cooperatively with their peers and ask them for help if they need it. Stewart,

Evans and Kaczynski (2015) argue that "an orderly and attractive environment

can have a positive effect on behavior by improving the level and quality of

student interactions, so teachers and students carry out activities efficiently

without excessive noise or interruption". Landau (2004) concurs, noting that

"visual learners, for example, do better at any level if the classroom has

interesting and appealing items on display" . Time/ Instructional Management In

order to keep a classroom running smoothly, teachers must create and adhere

to schedules for both the classroom and individual student (Stewart et al.).

These schedules should allow teachers to have the most time possible for core

subject instruction (Stewart et al.,). Consequently, teachers who stick to their

classroom schedules are less likely to run out of time for other lessons. "It is

helpful to plan a routine to open each day or period so that students know

exactly what to do and a closing routine to tie together the school day or period

in a pleasant, orderly manner" (Stewart et al.,). Developing such a plan will

enable teachers to cut down on wasted time and allow for more instructional

time. According to Kenneth D. Moore (2014), author of the book "Classroom

Teaching Skills", instructional time is defined as "blocks of class time translated

into productive learning activities". Students should be productively engaged for

the most part of the school day to allow for maximum learning. Teachers should
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be using materials that are relevant and motivating to the students. Students

should be provided with long term and short term goals. Having these goals will

increase the likelihood that students are successful in school because they are

receiving instruction that matches their educational needs (Stewart et al)

Behavior Management- Behavior and classroom management are the two

variables that have the greatest impact on student learning (Marzano and

Marzano, 2003). Teachers should develop classroom rules in order to

communicate expectations. Stewart et al. arugue: "Behavior management and

classroom control are central to stimulating learning. Research has shown that

teachers who are effective in managing classroom behavior are also effective in

improving achievement".Teachers should establish a limit of three to five rules

for their classrooms. These rules should be clearly stated in the beginning of

the school year, posted, and reviewed frequently (Stewart et al.) Teachers

should use multiple interventions that accommodate the needs of the students.

They should also "design and implement a number of incentive plans or

rewards for appropriate behavior, and offer individual, frequent, specific, and

corrective feedback about performance" (Stewart et al.). Teacher Effectiveness

For over thirty years, the behaviors of teachers have been studied to determine

the relationship to learner achievement" (Cano, 2001). A large factor in teacher

effectiveness is being able to establish positive relationships with students. A

teacher, who cannot communicate with his or her students, will not be effective.
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Research studies have shown the effects of teacher interactions with learners

and found that "the degree and frequency of praise, use of classroom time, and

the amount of attention given to groups or individuals to have significant

positive correlations to a learner's ability to learn".

FIVE VARIABLES

1.Management of Instructional Time

Teaching profession is highly inspiring, intellectually demanding and

passionately rewarding. Like other professions, teaching must subject itself to

an organized and objective planning, preparation and execution of the lessons

in order to direct the learners towards the different learning episodes. It

commits itself to an unbiased analysis, difficulty-answering and modification of

the outcomes of learning. It is in this concept of learning that a teacher is

committed to undergo teaching responsibilities along with more time filling out

paperwork, grading school work, dealing with administrators. Due to these

many tasks, many teachers file for long-term sick leave, adding to pressure on

the profession which is already struggling with recruitment and retention. In

fact, according to Ansis (2017), based from the CNN-Philippines, one of the

stressful jobs in the country is teaching. A big share of the 23 percent said they

experience stress because of their bosses or supervisors. One male reader

answered poor management at work, while others blamed it on job demands

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such as deadlines and being behind schedule and some attributed it to their co-

workers. Although the career path seems to have too much work for the

number of hours in a day, it is possible to manage the situation and clear extra

time in the classroom and outside of the class. With effective time management

practices, teachers can increase their productivity and provide a better

education for their students.

Felton (2009) said that time management is the process of planning and

exercising conscious control of time spent on specific activities, especially to

increase effectiveness, efficiency or productivity. Further, Contrell (2013)

defines time management as a organizing act of various demands of study.

According to Bilbao (2009), scheduling, goal setting, prioritizing tasks,

managing paperwork, and managing interruptions may be executed by the

teachers to meet the demands of their job. These save their time without

compromising the quality of teaching and service.

2. Management of student behavior

Teaching a number of diverse students in one classroom has become an issue

of concern for many educators. Educators have long understood that behavior

or difficulties can keep student from functioning productively in class. Hence,

for learning to take place, understanding how studen understand their

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academic and social environment is very important. Learning about the student

performance or functioning in and outside the classroom is very necessary.

Cochan-Smith (2017) pointed out that personal knowledge of student will result

in an effective and responsive curriculum in the classroom.

Schools then, analyze best practices for effective classroom organization to

minimize disruptive behavior and increase learning. Schools according to

Cochan-Smith, (2017) are expected to adjust classroom differences with

disabilities by changing factors in the school environment that may not favor the

student progress. Gartin et al.(2014 )described it as differentiated instruction

that is “using strategies that address student strengths, interests, skills, and

readiness in flexible learning environment.” In addition, Tomlinson (2000)

emphasized that teachers must possess a solid understanding of a curriculum

and its components to successfully differentiate instruction to meet diverse

needs.

3. Instructional Presentation

Over the years, the poor performance of students in public examinations has

been blamed on the wrong choice of teaching methods by teachers. Teaching

and learning activities have a lot to do with other variables, such as instructional

materials, teacher’s qualification, school environment variables, students’

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factors and so on. Instructional material is the main focus in order to unveil their

effects on the academic performance of students. The importance of

Instructional Materials in any teaching learning process cannot be over

emphasized. This is for the fact that such materials enhance, facilitate and

make teaching learning easy, lively and concrete .Instructional materials are the

devices developed or acquired to assist or facilitate teachers in transmitting an

organized acknowledge, skills and attitudes to the learners within an

instructional situation Max (2014). To be precise, an instructional material are

educational resources used for illustrating the content of instruction, thereby

making learning more concrete and less abstract. The sequence in which

learners encounter materials has direct effect on the achievement of the task.

In providing closer experience to real situation, instructional material enhances

acquisition and retention of factual information. Instructional material not only

provide the necessary concrete experience but also help students integrate

prior experience.

4. Instructional Monitoring

Just as students' achievement is related to what they are taught, teachers, too,

are able to transform their instructional practice when they have had

opportunities for sustained learning in new instructional approaches. As David

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notes in her study of teachers' responses to new forms of assessment, teacher

learning represented the difference between imitation and improvement. She

writes (David, 2015)

Teachers who described changes in their practices, beyond introducing a new

lesson or activity here or there, usually point to a combination of experiences

leading to these changes. These include extensive and repeated opportunities

for learning that (a) cause teachers to think about and know content differently;

and (b) provide a range of teaching strategies and curriculum ideas.

5.Feedback

Learning is a process that occurs constantly in classrooms and professional

development settings. Within that process, feedback is the practice element at

the core of many established practices such as active student responding and

formative assessment. However, when learners do not receive feedback or

when feedback is vague, the translation of learning into actual performance is

not clear. The more specific the feedback a performer (teacher or student)

receives, the better the performance (States, 2019).

Within a clearly defined target behavior, performance feedback is a way to

show a person his or her current performance level as well as how it relates to
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previous performance and the goal (Mortenson & Witt, 1998). In schools,

feedback that incorporates data-based information about a specific, observable

behavior is given to teachers to improve the delivery of an instructional practice

(Scheeler et al., 2004; Solomon, Klein, & Politylo, 2012). It is information (e.g.,

quantitative data, descriptive feedback) about an aspect of teaching behavior

(Cooper, Heron, & Heward, 2007).

Base on (Mortenson & Witt, 1998), four teachers were provided with feedback

on their use of a reinforcer-based classroom intervention. The focus of the

feedback was to increase the fidelity of implementation. Teacher

implementation improved in three of the four teachers. Student data did

improve but was more variable than teacher improvement.

Professor’s Performance

Teaching Quality

Student’s Satisfaction
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Teaching quality refers not only to the teachers’ credentials, but also to the

perspective teachers bring to the classroom, the instructional strategies that

they use, and the surrounding organization of the school and community. This

multi-layered approach is supported by research, including the previously

discussed study by Heck (2007).

Another study by Okoye, Momoh, Aigbomian and Okecha (2008) shows that

the combined variables of teacher quality and instructional strategies are

correlated with student achievement. Torff (2015) purports that lack of

pedagogical skill and knowledge is a bigger threat to teacher quality than are

certification issues.

Berliner (2015) describes teacher quality as a teacher who shows evidence of

certain qualities of teaching in the lives of students. These qualities include

more than assessing knowledge on a certification test. Teacher qualities also

must include: “the logical acts of teaching (defining, demonstrating, modeling,

explaining, correcting, etc.); the psychological acts of teaching (caring,

motivating, encouraging, rewarding, punishing, planning, evaluating, etc.); and

the moral acts of teaching (showing honesty, courage, tolerance, compassion,

respect, fairness, etc.).” IDRA’s construct of teaching quality encompasses this

current research.

Student as a Customer
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In summing up the definitions of these scholars for the meaning of quality, this

study extends “quality” to teaching quality: promoting common understandings

of instructional guidelines and school policies among teachers, and being able

to satisfy student needs and create unique and appropriate characteristics in

the instructional process, and that teachers’ services and instructional goals

can satisfy the expectations of students and parents, in turn eliciting student

potential to achieve the educational objectives expected by students and

parents (Ko and Chiu, 2011). Oliver’s (1997) view (as cited by Palmer 2005) is

that “satisfaction is the emotional reaction following a disconfirmation

experience”. Geity and Thompson’s (1994)

definition (as cited by Palmer 2005) states that “satisfaction is a psychological

experience of a consumer after confirmation-disconfirmation of expectations of

specific transaction”.

There is some controversy surrounding the identification of true customers of

education and whether marketing metaphors like customers and customer

satisfaction can be applied to students. In Hebert, Dellana and Bass view as

cited by (Brennan & Bennington, 2000) there is some confusion as to whether

the primary customer of higher education is the student. Other researchers

suggest that seeing students as customers in state funded universities might

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solve some of the problems experienced by them like distant leadership and

unsatisfactory course requirements on offer (Vuori, 2013). Deming (1986)

states that (as cited by Brennan & Bennington, 2000) a customer is the end

user of a product despite who pays. Going by this definition therefore students

should be the primary customers of education because they benefit most from

the knowledge acquired. Taking marketing metaphors like customers and

customer satisfaction and applying them directly to education without further

adjustments is not recommended because it may lead to negative

consequences. Examples of these are the narrow definition of customers,

confusion between short term and long term learning, insufficiently accounting

for teacher student interaction and reduction of academic staff to being

panderers of students which may in the long run lead to low quality

(Schwartzman, (1995) Brennan & Bennington, (2000) Vuori,( 2013) Mark,

(2013)). 3 Modern service marketing theory and research on services

advocates for the treatment of the customer as an active participant in the

production process who is partly responsible for the outcome and therefore is

also responsible for his/her satisfaction (Mark, (2013) Zeithaml, Bitner, &

Gremler,( 2006)). The terms customers and customer satisfaction that appear

in this study are therefore understood in this context. What this means in

practical terms is that students are expected do what their lecturers expect of

them in order to achieve their long term goal of qualifying and getting the
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required certifications as opposed to preferring shorter classes, fewer

assignments and inflated marks. This is what is referred as the long-term view.

Conceptual Framework

On the basis of above referred literature, this study is intended to find out

the contribution of professors’ expertise on the subject and effective delivery

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and the conduciveness of the facilities specifically the classrooms and library

for learning to customer or student satisfaction.

The conceptual framework below describes the overarching understanding

of the researchers on the scope of the research study:

Professors’
Performance

Customer
(Student)
Satisfaction
Conduciveness
of Facilities for
Learning
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The framework explains the performance of the professors and the

facilities of SMCL can enhance the satisfaction level of the students towards

the overall performance of the institution.

Theoretical Framework

Deshields et.al (2005) used a satisfaction model and Herzberg’s two

factor theory to examine the determinators of student satisfaction with

education. They found that faculty performance and classes were the key

factors which determined of college experience of students which in turn led to

satisfactory.

Statement of the Problem

1. What is the level of performance of SMCL’s college professor?

2. How conducive the classrooms and library of SMCL for learning?

3. How satisfied are the students of SMCL on its overall quality of

services?

4. Do the professor performance and conduciveness of the facilities for

Scope and Delimitation

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The main focus of this research was the student’s satisfaction and

professors performance. The researcher will provide a survey for college

students that will be conducted at Saint Michael’s College of Laguna. The

conduciveness of the library and classroom will be evaluated by the student.

Significance of the Study

The results of the study will benefit the following individuals or institutions

on various aspects:

- Customers/students: This study may serve as guide to understand

and consider the quality of professors and the institution’s facilities

as important factors in selecting college/universities to study same

as most students are possibly taking into considerations.

- SMCL Management: This study may provide information on where

the college needs to focus their efforts on improvement that have

greater impact in customer satisfaction.

- Future Researchers: This study may be a useful as reference to

other related studies.

Definition of Terms
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- Professors’ Performance – refers to the competencies of the

professors as evaluated by their immediate supervisors or in the

case of the SMCL, they are the Administrators for college

department.

- Conduciveness for Learning – means being contributive to the ease

and effectiveness to understand/comprehend the lessons.

- Customer Satisfaction - defined as a measurement that determines

how happy customers are with a company's products, services, and

capabilities.
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Chapter 2

RESEARCH METHODOLOGY

This chapter contains the research design, research site, research

subject, research instrument, data gathering, data analysis and ethical

considerations used in the study.

Research Design

The research will use the quantitative method through survey the students

of Saint Michael’s College of Laguna using two sets of simple questionnaires.

These are the primary data that will be part of the information the researchers

need to gather to achieve the intended objective of the study. Aside from the

primary data, the researchers will be utilizing secondary data particularly the

previous evaluation ratings on the performance of the professors by their

immediate supervisors.
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Research Site

The research will be conducted at Saint Michael’s College of Laguna

located at Saint Michael's College of Laguna, Old National Road, City of Biñan,

4024 Laguna.

Research Subject

Respondents for the research study are the college student of Saint

Michael college of Laguna .

The researchers will use convenience sampling in identifying the

respondents based on their availability during the data gathering process.

Research Instruments

The two sets of questionnaires will be developed for students . The first

part of the questionnaires inquires for the demographic profiles of the

respondents which they just need to choose among the options their

responses. Most common profiles that will be asked are course and year for

students while years of service for professors.

For the second part of the questionnaires, items are constructed in

question format using 4-point Likert scale which are from For students , Very

Satisfied Very Dissatisfied .

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Data Gathering Procedures

The researchers will prepare a letter to request for approval to conduct

survey . Questionnaires will be distributed to the students and immediately

collected as soon as approval is secured. This is done since the

questionnaires are very brief and to ensure to collect the desired number of

responses to the survey.

Data Analysis

The following statistical tool will be used to analyze the data to be

gathered in relation to the research study:

The percentage will be used in this study it is calculated by taking the

frequency in the category divided by the total number of participants and

multiplying by 100%.

o Frequency and percentage to identify the distribution of the

respondents based on the selected demographic profiles.

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Ethical Consideration

The researchers will be committed to comply with the following ethical

guidelines in conducting the survey:

 Treat the responses of the individuals involved/participated in the

survey most especially their identities with utmost confidentiality.

 All respondents will be encouraged to participate but never to the

point that the researchers will be forcing them to answer the

questionnaires.

 Design the questionnaires in such as a way that it will not contain

information or languages that can possibly offend the respondents.

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CHAPTER 3

RESULT

The results that were obtained from the analysis of the data gathered for the

purpose of the study are presented and discussed below.

The respondents participate with online interviewing, we send an email inviting

respondents to participate in an online survey. This technique is used widely

because it is a low-cost way of interviewing many respondents. Another benefit

is anonymity; you can get sensitive responses that participants would not feel

comfortable providing with in-person interviewing.

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When you use online interviewing, you face the disadvantage of not getting a

representative sample. You also cannot seek clarification on responses that are

unclear

* Management of instructional time [Start class on time.]

Strongly Agree 52%

Agree 38%

DisAgree 8%

Strongly DisAgree 2%

It shows how the students know the important on being start on time not only in

class but on whatever we do. Also, Good time management allows you to

accomplish more in a shorter period of time, which leads to more free time,

which lets you take advantage of learning opportunities, lowers your stress, and

helps you focus, which leads to more career success. Each benefit of time

management
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* Management of instructional time [Allowed student to come in class late.]

Strongly Agree 46%

Agree 38%

Disagree _ 12%

Strongly Disagree 4%

It has some varies why most of students agreed to be allowed to come late in

class not because they're undisciplined maybe there are some unexpected

events or scene we come up along ways the reason to be late.

* Management of instructional time [Allow student to freely express their feelings.]

Strongly Agree 65%

Agree 32%

Disagree 3%

Strongly Disagree 0%

Allowing to freely express the feelings is an investment to confidence. The

ability to truly express oneself comes from a sense of being secure in oneself.

Security and a thick skin comes from knowing who you are, and what you stand

for. Expression is brightest when it emanates from a place of authenticity, heart,

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and love. What you found was that they had the ability to express an appealing

quality to you.

* Management of instructional time [Use eye contact as a classroom management method]

Strongly Agree 59%

Agree 36%

Disagree 5%

Strongly Disagree 0%

Sustained eye contact is an invitation to turn your talk into a conversation. It

creates a bond between the professor and the students that is beneficial to both

parties.

When you look someone in the eye, they are more likely to look at you and

more likely to listen to you.

* Management of instructional time [Use embarrassment words to correct student]

Strongly Agree 54%

Agree 10%

DisAgree 9%
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Strongly DisAgree 27%

It has two effect coming this question. Some people uses a embarrass words to

let them realize what is being wrong. While, the effect to having a low

confidence on a student. Some people not being harsh to tell what the other

wrong to lower the emotions.

* Student Behavior [Implement differential learning.]

Strongly Agree 59%

Agree 36%

Disagree 5%

Strongly Disagree 0%

A process to approach teaching and learning for students of differing abilities in

the same class. The intent is to maximize each student's growth and individual

success by meeting each student where he or she is … rather than expecting

students to modify themselves for the curriculum.

* Student Behavior [Understand the emotional state of the student.]

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Strongly Agree 62%

Agree 31%

DisAgree 7%

Strongly DisAgree 0%

We know emotion is important in education—it drives attention, which in turn

drives learning and memory. But because we don't fully understand our

emotional system, we don't know exactly how to regulate it in school, beyond

defining too much or too little emotion as misbehavior. We have rarely

incorporated emotion comfortably into the curriculum and classroom. Further,

our profession hasn't fully addressed the important relationship between a

stimulating and emotionally positive classroom experience and the overall

health of both students and staff.

* Student Behavior [The Professor can keep the class quiet and working.]

Strongly Agree 56%

Agree 38%

DisAgree 5%

Strongly DisAgree 1%
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Lowering noise levels in classrooms improves learning. The less the noise the

more the focus to study these study also found that noise impairs learning in

the classroom as well as speech acquisition and cognition .

* Student Behavior [The professor shows trust to student]

Strongly Agree 60%

Agree 37%

Disagree 3%

Strongly Disagree 0%

When a trusting relationship exists between students and their teachers,

students are willing to engage in things that the teachers would like them to. A

positive relationship also allows teachers to model good relationships with

others, and so these social and emotional skills are very valuable for students

to learn and to demonstrate with each other. This results in positive social

behavior in the classroom, including being helpful, cooperating, sharing, being

nice to each other, and engaging in positive social exchanges with others.
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* Student Behavior [The professor encourages excellent performance from student.]

Strongly Agree 60%

Agree 40%

DisAgree 0%

Strongly DisAgree 0%

On some important outcome courage was as effective an approach as

confidence. On other outcomes, confidence was more effective, however,

courage was a very close second. So, while we already knew that confidence is

linked to positive educational outcomes, this study is significant because it

shows that courage is also an educationally effective response - particularly in

the face of fear and anxiety.

* Student Behavior [The professor implements rules fairly and objectively.]

Strongly Agree 62%

Agree 34%

DisAgree 4%

Strongly DisAgree 0%
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Rules are guidelines for actions and for the evaluation of actions in terms of

good and bad, or right and wrong, and therefore a part of moral or values

education in school. This study is a part of a larger ethnographic study on

values education in the everyday life of school. The perception of reasonable

meaning behind a rule seems to be significant to students’ acceptance of the

rule. According to the students, relational rules are the most important in

school. Students also value protecting and structuring rules as important

because of the meaning giving to them. Etiquette rules are valued as the least

important or even unnecessary by the students.

* Instructional Monitoring [The professor uses instructional material to illustrate the

content of instruction.]

Strongly Agree 65%

Agree 34%

DisAgree 1%

Strongly DisAgree 0%
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Instructional materials can also add important structure to lesson planning and

the delivery of instruction. Particularly in lower grades, instructional materials

act as a guide for both the teacher and student. They can provide a valuable

routine.

* Instructional Monitoring [The professor plans instructional material that progresses

toward deep understanding.]

Strongly Agree 69%

Agree 31%

DisAgree 0%

Strongly DisAgree 0%

To support learning more generally, instructional materials can assist teachers

in an important professional duty: the differentiation of instruction.

Differentiation of instruction is the tailoring of lessons and instruction to the

different learning styles and capacities within your classroom. Instructional

materials such as worksheets, group activity instructions, games, or homework

assignments all allow you to modify assignments to best activate each

individual student's learning style.

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* Instructional Monitoring [The professor gathers factual information to illustrate real life
situation.]

Strongly Agree 73%

Agree 24%

DisAgree 3%

DisAgree 0%

Knowing facts helps us to place other problems into context and access higher

order thinking skills. If the facts we have memorized are accurate and

accessible they can be used in order to give context to other situations. Some

students have a greater general knowledge than others and so-called cultural

capital plays a major part in academic performance. Those children who are

able to relate to certain literary texts, for example, are immediately at an

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advantage over those children who may not have access to things such as

newspapers and books.

CHAPTER 4

DISCUSSION

The study aimed to determined the impact of Professor’s performance and

facilities conduciveness for learning to costumer satisfaction .it investigate how

the student of SMCL satisfied to the service and professor performance in

terms of student behavior , management of instructional time and instructional

monitoring of professor if the student is feel satisfied.

CONCLUSION

 The professor should known the needs of their student in class

especially to the student that has sometimes needs a help .

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 The student feel satisfaction if the service that they get is enough to

them and they feel the eager to study.

RECOMMENDATION

The researcher recommend to continue giving attention to the student who

need it especially to the student that has a emotional behavior they must be

more productive to class and can have a interest also.

The student satisfaction is given in terms how the professor teach them and the

environment that where they learn and the improvement of the facilities is they

see.

Student survey through online.

https://docs.google.com/forms/d/e/

1FAIpQLScb3qRpLZNhN0PNbryf2KahyMbRlxPXTwV8ZMzcEoZxDc3jYw/

viewform?fbclid=IwAR1SMHxtimyZwL3X4KTqcecXAOGY3ZyZ2-Bl-

_GYO2J9KC1OIRSi6C0D5YI
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