The influence of teaching satisfaction on student persistence

Dwyer, Tomas (2015) The influence of teaching satisfaction on student persistence. All Ireland Journal of Higher Education, 7 (3). ISSN 2009-3160

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Abstract

This paper examines the influence of satisfaction with teaching experiences on students’ intentions to persist in higher education. The research is relevant as the influence of an individual educator’s teaching practice on student persistence has at this point been undervalued (McCoy and Byrne, 2010; Demaris and Kritsonis, 2008). In addition there is literature support that teaching approaches that are satisfying and inclusive for the student body including active learning can influence student persistence (Zepke et al., 2006; Pascarella and Terenzini, 2005; Braxton et al., 2000b). A mixed-methods case study utilising a questionnaire (n=84) as well as five focus groups and twenty-eight interviews were undertaken. A moderate to strong correlation between satisfying teaching experiences and educational commitment was found (rS=.56). Qualitative data provided additional supporting evidence for the quantitative finding. Furthermore, it identified a student preference for active learning as well as indicating that its social nature is an influence on the social integration of students which in turn has been linked to student persistence (Braxton et al., 2000b; Tinto, 1993). The implications of this research are clear in outlining support for the role of teaching and active learning as an influence on student persistence. This is an important addition to the 7current body of knowledge on student persistence and a development of the research literature in an Irish context.

Item Type:	Article
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Depositing User:	Admin SSL
Date Deposited:	17 Jun 2024 23:05
Last Modified:	17 Jun 2024 23:05
URI:	https://repository.wit.ie/id/eprint/7813

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