Class satisfaction is subject to three factors: the number of students, the seats in the class and lecture frequency days. The model used provided student satisfaction results based on the three factors. Manipulating the three factors generates a range of results depending on the range of each factor. The number of students that might be unsatisfied with these ranges, the groups, and courses is also generated. The information acquired from the Scale of class and students’ engagement file was used to make a conclusion. The conclusion was based on the manipulation of the three factors on the satisfaction level of students.
A below-average number of students that is below average results in different outcomes depending on other listed factors. Firstly, with a low number of students, low count of seats in class, and low days of lecture frequency, the unsatisfactory count is zero if done directly proportionately. Every student is satisfied because, with the low number of students in the school, there will be no need to fight for space in the lecture rooms (Salecker et al., 2019). Every person will have a place to stay or settle throughout the lecture. Still, with low lecture frequency, low number of courses will be taught, and no students will be pressured into compressing their schedules. The classes will be well allocated, leaving breaks between lectures. Therefore, a low number of all factors produced a very satisfied class. For instance, a student number of 85, 18 seats in the class, and 1 lecture frequency day result in 0 unsatisfied students.
An increase in the number of seats in the class while other factors remain low does not affect the satisfaction of the students; it still remains at zero if done directly proportionately. Similarly, an increase in the number of seats only creates more room for an increased number of students or other classes. However, the number of lectures frequency and students is still low; therefore, there will be empty space in the school. For instance, a student number of 85, 18 seats in the class, and three lecture frequency days result in 0 unsatisfied students.
The high number of lecture frequency days, a high number of seats in class, and low students number make all students satisfied. The reason for the outcome is the low number of students in the lectures. With increased seats, there is more room for students; however, the students’ number is low; hence the congestion will be low, and everyone will be comfortable. Still, more lecture frequency days do not affect students’ satisfaction as they are few and set as are more than available. For instance, a student number of 85, 38 seats in the class, and 1 lecture frequency day result in 0 unsatisfied students.
On the other hand, a high number of students provides different unsatisfactory data depending. With a high number of students, a low number of seats, and a low number of lectures frequency days, the unsatisfactory level of the students increases depending on the range. The unsatisfied students are due to the decreased number of seats, and there will be no room for students to take when they get to their respective lecture halls. For instance, a student number of 104, 21 seats in the class, and 2 lectures frequency days result in 24 unsatisfied students.
After increased seats in class, with still a high number of students, but a low number of lectures frequency days, the number of unsatisfied students reduced. In the example given above, if the students still remain at 104, 2 lectures frequency, and an increase of seats to 30, the number of unsatisfied students falls to 6. The rest of the unsatisfied students fill the extra room, making them satisfied and comfortable for the continuation of the lecture. In another example, 148 students with 50 seats, and 2 lecture frequency days, produce no unsatisfied students.
Still, if the number of students is high, the seats in the class are low, and the lectures frequency is high, the number of unsatisfied students will be high. That is a student number of 104, 21 seats in the class, and 5 lectures frequency days’ resulting in 72 unsatisfied students. The classes to be tutored have increased, but the seats are fewer, and they cannot hold the increased lectures introduced. The problem can be solved by increasing the seats. A high number of students, a high number of seats, and a low number of lecture frequency days produce an unsatisfactory student count of zero. In another example, 148 students with 50 seats, and 2 lecture frequency days, produce no unsatisfied students. However, after increasing all the factors, the number of unsatisfied students increased depending on the range (Neuenfeldt-Júnior & de Oliveira, 2022, p. 32).
To produce a low number of satisfied students, one has to consider the other factors carefully, as different ranges lead to the same results. For instance, 130 students with 71 seats, and 4 lecture frequency days, produce no unsatisfied students but still, 200 students with 100 seats and 3 lecture frequency days produce no unsatisfied students. It is up to the advantage required to be determined so that the school can reduce lectures and increase students, or reduce students and increases lecture frequency.
References
Neuenfeldt-Júnior, A., & de Oliveira, B. (2022). An agent-based approach to simulate the containership stowage problem. Soft Computing, 1-15.
Salecker, J., Sciaini, M., Meyer, K. M., & Wiegand, K. (2019). The nlrx r package: A next‐generation framework for reproducible NetLogo model analyses. Methods in Ecology and Evolution, 10(11), 1854-1863.