The Mediating Effect of Learning Style Preferences on The Relationship between Conception for Teaching Learning and Student Satisfaction

Abstract

Student satisfaction refers to how pleased students are with their learning experience and whether it aligns with what they anticipated. This research sought to establish if preferences for learning styles influence the connection between teaching and learning concepts and student satisfaction. This research employed a non-experimental quantitative correlational design that involves mediation analysis with a sample of 353 college students. This research employed a stratified random sampling method. The analytical methods utilized in this research are Mean, Pearson R, and Path Analysis. Data was gathered from participants through survey questionnaires that were revised and tailored, ensuring their content validity. The study's findings demonstrated that college students' learning style preferences, conception for teaching and learning and student satisfaction have a descriptive level of very high. Furthermore, there was a significant interrelationship between the learning style preferences, conception for teaching and learning and student satisfaction. Besides, it was revealed that there is a significant partial mediation of learning style preferences on the relationship between conception for teaching and learning and student satisfaction among college students. The results indicate that both the teacher's beliefs and the students' preferred ways of learning independently contribute to their satisfaction. Moreover, the importance of integrating a more positive and engaging educational experience that fosters greater satisfaction.