Evaluation of Academic Satisfaction of Graduates From the Ji-Paraná Campus of the Federal University of Rondônia
Bibliographic record
Abstract
This paper aimed to know the degree of academic satisfaction of the students of the Federal University of Rondônia, Campus of Ji-Paraná, with the institution, the course and the opportunity of development. Such a finding is of paramount importance to assist managers in making decisions, as it reveals in which areas they are serving in a more precarious way, as well as which ones have been observed as quality by students, which can increase or decrease the rate of participation of the students, for example, or, to produce more or less qualified professionals, according to the quality applied in the course. The development of the research had an exploratory character, of a quantitative nature, with a strategy of data collection through a questionnaire, based on the Scale of Satisfaction and Academic Experience (SSAE), and to measure the intensity of satisfaction, a five points Likert-type scale was used. As a unit of analysis, the Ji-Paraná Campus of the Federal University of Rondônia was defined. The research subjects were 65 students graduating from Environmental Engineering, Statistics, Physics, Mathematics and Pedagogy courses. The sample consisted of 66,2% women and 38,2% men and their average age was 27 years. As a result, it was found that students are satisfied in the three dimensions surveyed, with the greatest satisfaction recorded being with the course that obtained 3,86 points, followed by satisfaction with the institution that reached 3,47 points and satisfaction with the development opportunity with 3,45 points. Knowing satisfaction with the quality of services provided to students of the higher education can contribute to increase the demand for students at Federal Institution for Superior Education, as well as increase the permanence rate, and also the quality of the services delivered to society regarding to the formation of professionals.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".