Survey study reveals high overall satisfaction but deficits in research engagement among biology undergraduates, highlighting the need for targeted institutional resources and support.
Key Points
Assess undergraduate student satisfaction across nine academic quality dimensions in a university biology curriculum using established student development frameworks.
Surveyed undergraduate biology students (N=53) based on Astin's Input–Environment–Outcome model and Tinto's student integration theory.
Assessed satisfaction ratings across nine academic dimensions and analyzed cohort-based differences using one-way ANOVA.
Overall student satisfaction reached 84.6%, led by program outcomes (92.4%), continuous improvement (88.7%), and teaching–learning quality (88.1%).
Lower satisfaction ratings were reported for research engagement (69.8%), educational resources (81.1%), and student support services (83.0%), particularly counseling and information technology.
One-way ANOVA identified significant cohort differences across program outcomes [F(2,50) = 4.82, p = .012], research engagement [F(2,50) = 6.14, p = .004], and institutional resources [F(2,50) = 3.89, p = .027].