Instructor capacity, facilities and management promote learning motivation and student learning outcomes: An empirical study at Nha Trang University

Abstract

Based on Biggs' 3P model of teaching and learning, this study was carried out using a mixed method to explore the direct and indirect effects (through learning motivation) of factors of faculty capacity, facilities, and management on student learning outcomes. A sample of 367 convenience sampling observations is processed under the partial least squares structural equation model (PLS_SEM) in the study. The results show that the capacity of lecturers has both a direct and indirect impact on student learning outcomes. Specifically, the lecturers’ capacity is the strongest factor that impacts student learning outcomes, followed by students’ motivation. Facilities and management factors do not directly impact student learning outcomes but have an indirect impact (through learning motivation) on student learning outcomes. The results of the importance-performance map analysis (IPMA), show the importance-performance of the factors affecting the learning results in order from strong to weak, respectively: (i) Instructor Capacity – NLGV (0.748; 73.819); (ii) Learning Motivation – DCHT (0.290; 63.252); (iii) Facilities – CSVC (0.06; 70.331); and finally (iv) Management – QL (0.050; 57.284). This study also provides some practical management implications to help university, lecturers, and students improve the quality of training.