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Thirteen research variables spanning student gender, academic background, major, course-taking reasons, participation level, expected and achieved grades, plus faculty and course characteristics are specified as fixed effects. Data include 57,216 ratings from 1,481 courses at Seoul National University in 2006. Unconditional results show within-course effects dominate, and conditional modeling finds significant predictors with explained variance by student and course levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/multilevel-analysis-of-the-effects-of-student-and-course-characteristics-on-satisfaction-in-undergraduate-liberal-arts-courses-read-online-free/592266/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multilevel-analysis-of-the-effects-of-student-and-course-characteristics-on-satisfaction-in-undergraduate-liberal-arts-courses-read-online-free/592266.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this study?","Question",{"text":112,"@type":113},"The study analyzes how student and course characteristics affect student satisfaction in undergraduate liberal arts courses using a two-level HLM.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is satisfaction modeled in the analysis?",{"text":117,"@type":113},"A two-level hierarchical linear model (HLM) is used to analyze student-level and course-level data, with 13 research variables specified as fixed effects.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the unconditional and conditional model results show?",{"text":121,"@type":113},"Unconditional results indicate within-course effects account for 88.1% while course characteristics account for 11.9%. Conditional results show that 12 variables (except student gender) have statistically significant effects, with explained variance distributed across student and course levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592266,1792189492,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2008 by Education Research Institute  \n2008, Vol. 9, No.4, 475-486.  \nMultilevel Analysis of the Effects of Student and Course Characteristics on Satisfaction in Undergraduate Liberal Arts Courses  \nSun-Geun Baek Hyo-Jeong Shin  \nSeoul National University  \nKorea  \nThe purpose of this study is to analyze the effects of student and course characteristics on student satisfaction in courses by using a two-level hierarchical linear model (HLM) . Based on literature reviews, 13 research variables (① student gender, ② student academic year, ③ student major, ④ student reason for taking the course, ⑤ student level of course participation, ⑥ student expected grade, ⑦ student achieved grade, ⑧ faculty gender,⑨ faculty age, ⑩ faculty status, ⑪ academic field of the course, ⑫ class size, and ⑬ course type) were selected and specified as fixed effects in the analysis model. Data were 57,216 ratings of 1,481 undergraduate liberal arts courses at Seoul National University in 2006. The result of unconditional model analysis revealed that student characteristics’ effects on student satisfaction in courses (within-course effects, 88.1%) were much larger than course characteristics’ effects (between-courses effects, 11.9%) . The result of conditional model analysis specifying student and course level predictors revealed that those 12 research variables, with the exception of student gender, had statistically significant effects on student satisfaction in courses. The explained variance was 22.0% in student level, 65. 8% in course level, and 27 .2% of the total variance.  \nKey words: hierarchical linear model (HLM), student satisfaction in courses, student characteristics, course characteristics, teaching competence  \nIntroduction  \nSince the late 1990’s, colleges and universities in Korea have been conducting surveys measuring student satisfaction in courses (or student ratings of instruction) in order to increase institutional accountability and improve lecturers’  \nSun-Geun Baek, Department of Education, Seoul National University, Korea; Hyo-Jeong Shin, Depaerment of Education, Seoul National Uniersity, Korea.  \nAn earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University, Seoul, Korea, October 23-25, 2007.  \nCorrespondence concerning this article should be addressed to Sun-Geun Baek, Department of Education, Seoul National University, Gwanak-gu, Seoul, Korea. E-mail: [dr100@snu.ac.kr](dr100@snu.ac.kr)  \nteaching competencies (Baek, 2006; Choi, 2002; Shin, 2005; Yum, 2008) . In recent years, about 82% of colleges and universities in Korea use measurements of student satisfaction in courses for the purpose of improving the quality of instructions and about 58% for the purposes of helping faculty reflect upon their teaching, in deciding on their retention, as well as the granting of tenure, and promotion (Han, 2005a) .  \nIn order to survey students’ responses, some questionnaires on student satisfaction in courses have been developed and widely utilized in the United States. For instance, the SEEQ (Student Evaluation of Educational Quality) developed by Marsh (1987, 1991) has measured student ratings of instruction in 9 categories: ① learning and value, ② instructor enthusiasm, ③ organization clarity, ④  \nSun-Geun Baek, Hyo-Jeong Shin  \ngroup interaction, ⑤ individual rapport, ⑥ breadth of coverage, ⑦ examinations/grading, ⑧ assignments/readings, and ⑨ workload. SRS (Student Rating System) developed in Kansas State University (IDEA, 2007) and SIR Ⅱ (Student Instructional Report Ⅱ) developed by Education Testing Service (ETS, 2006) are widely used to evaluate the instructional quality from the students’ perspectives. Additionally, colleges and universities in Korea have tended to develop their own student course evaluation scales (Baek & Shin, 2008; Han, 2005b; Han, et al., 2005; Kim, et al., 2001) . For instance, Seoul National Universi","cbCaivVzCSTdPoXY","https://ap.wps.com/l/cbCaivVzCSTdPoXY","pdf",566533,12,"English","# Introduction\n## Purpose and modeling approach\n## Variables and data source\n## Prior survey instruments and research background\n## Measurement validity and methodological issues\n## Multilevel rationale for HLM","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study analyzes how student and course characteristics affect student satisfaction in undergraduate liberal arts courses using a two-level HLM.\"},{\"question\":\"How is satisfaction modeled in the analysis?\",\"answer\":\"A two-level hierarchical linear model (HLM) is used to analyze student-level and course-level data, with 13 research variables specified as fixed effects.\"},{\"question\":\"What do the unconditional and conditional model results show?\",\"answer\":\"Unconditional results indicate within-course effects account for 88.1% while course characteristics account for 11.9%. Conditional results show that 12 variables (except student gender) have statistically significant effects, with explained variance distributed across student and course levels.\"}]","Multilevel Analysis of the Effects of Student and Course Characteristics on Satisfaction in Undergraduate Liberal Arts Courses - read online free | PDF",1792074196]