The Factors Influencing Classroom Satisfaction in Ideological and Political Theory Courses in Higher Education Institutions under the New Media Environment

Abstract

Ideological and Political Theory courses serve as the main platform for ideological and political education in higher education institutions, bearing the critical task of shaping students’ worldview, outlook on life, values, moral principles, and understanding of the rule of law.Against the backdrop of the digital transformation in education, conducting research on classroom satisfaction in ideological and political courses within the new media environment represents an imperative for ideological education to adapt to contemporary changes and achieve self-renewal. The research objectives of this study mainly included the following aspects: 1) To examine the impact of course value on classroom satisfaction in ideological and political theory courses; 2) to examine the impact of teacher competence on classroom satisfaction in ideological and political theory courses; and 3) to examine the impact of feedback on classroom satisfaction in ideological and political theory courses.
This study adopted a quantitative research approach. Based on the specific research objectives and conceptual framework, a questionnaire was designed following a systematic review and analysis of existing relevant literature. The survey targeted undergraduates from the first to the fourth year of the School of Social Sciences, Weifang University of Science and Technology, who were currently enrolled in ideological and political theory courses. It aimed to collect data through a questionnaire to gain in-depth insights into student classroom’s satisfaction with these courses. The questionnaires used in the study passed reliability and validity tests. The survey was primarily conducted through an online questionnaire distributed via WeChat course groups dedicated to ideological and political education. A total of 435 responses were collected, 413 valid questionnaires were retained, resulting in a valid response rate of 95.0%.
The results of correlation analysis and multiple regression analysis conducted using SPSS indicate that course value, teacher competence, and feedback all have a significant positive impact on classroom satisfaction. All hypotheses proposed in this study were supported. Based on the research findings, this study proposes the following recommendations: 1) Enhancing the practical relevance and educational effectiveness of the courses; 2) enhancing teachers’ professional competence and physical and mental well-being; and 3) attaching great importance to evaluation feedback.

Keywords: teacher competence, feedback, classroom satisfaction, ideological and political theory courses, higher education institutions

6517195801, Wang Zhenxu, 2568 (2025). Advisor: Assoc. Prof. Dr. Qiu Chao, สารนิพนธ์ (Independent Study), The Factors Influencing Classroom Satisfaction in Ideological and Political Theory Courses in Higher Education Institutions under the New Media Environment, นำเสนอในที่ประชุมวิชาการ (Conference), The 17th National and International Academic Conference 2024, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, Education Management, Siam University, Bangkok, Thailand – มหาวิทยาลัยสยาม กรุงเทพมหานคร ประเทศไทย