Influence of Learning Experience by Academic Year on College Students’ Major Satisfaction and Perceived Competencies: A Study Focused on I University

This study analyzes the impact of college students' characteristics (demographic background, learning amotivation) and learning experiences (experience, collaboration, and inquiry-based learning) on major satisfaction and perceived competency development, associated with academic year. Data from 839 students across 1st, 2nd, and 3rd academic years at I University were collected and analyzed using hierarchical multiple regression. The results show that collaboration and inquiry-based learning, as well as faculty-student interaction have significantly influence on major satisfaction and perceived competencies, regardless of academic years. In addition, experiential learning shows significance only in the perceived competencies of 2nd, and 3rd academic years. The most influential learning experience varied by year: inquiry-based learning for 1st year students in both satisfaction and competency development, while for 2nd and 3rd year students, collaborative learning influenced major satisfaction, and inquiry-based learning did competency development. The study provides insights for educational strategies for teaching and learning, tailored to each academic year.