Learning Satisfaction Questionnaire: Analysis Of Students Satisfaction Questionnaire

4.2 ANALYSIS OF STUDENTS’ SATISFACTION QUESTIONNAIRES

The second objective was to explore the learning satisfaction level of the students in the experimental group using DRTA strategy in reading the text. The data for the questionnaires was collected through Likert scale with five points; the rating scale is as follows: 5- Strongly agree, 4- Agree, 3- Neither agree nor disagree, 2- Disagree, and 1- Strongly disagree (Vagias, W.M, 2006). The questionnaire was administered after the intervention to the experimental group. Mean and standard deviation was computed for all the statements. The result was presented in table 4.4

Table 4.4 Mean and Standard Deviation of students’ satisfaction questionnaire

Sl.no Statement Mean S.D Level of Satisfaction

The graph showed that almost all the students were satisfied with DRTA strategy with a mean of 4.87 for ‘strongly agree’, and 0.13 for ‘agree’. The graph also depicted that none of the students rated for ‘strongly disagree’, ‘disagree’, and ‘neither agree nor disagree’. Therefore, the researcher concluded that students portrayed a higher level of satisfaction when DRTA strategy was used for teaching and learning the story “The Magic Brocade” in

There were 15 statements for satisfaction questionnaire. The highest mean of 5 was rated by students for three statements (10, 12, and 15) with the standard deviation of 0.000. The lowest mean of 4.64 was rated for one statement (1) with the standard deviation of .489. The lowest rated statement also fall under “strongly agree’ in the level of satisfaction. The finding was clear that the students experienced a high level of satisfaction when DRTA strategy was implemented.

4.3 ANALYSIS OF STUDENTS REFLECTIVE JOURNAL

This part presents the findings of the qualitative data through students’ reflective journal. The qualitative data was provided to support the quantitative data based on learning satisfaction of DRTA strategy. The students were asked to write reflective journal once after the last class. Reflective journal was categorized by coding and put into different themes as proposed by Strauss and Corbin (2008). The learning satisfaction of students could be seen from their reflective journal.

4.3.1 Enhanced critical thinking

Some of the students felt that DRTA helped them develop critical thinking skills as it made them predict about the lesson based on some questions before the lesson. Their background knowledge was activated when they predict about the