Abstract:
within the Business Division of Niagara College of Arts
and Technology, 245 students were utilised for a convenience
stratified sample of First, Second, and Third Year ,students.
The students answered 33 items regarding their Quality of
Program and 40 concerning their Quality of Life, along with
demographic and motivational questions and open comments.
The responses were classified using an SPSS/PC statistical
package and frequency statistics extracted. The data were
examined for the entire sample and also for each year within
the Business Division. There were high positive responses
to both QOP andQOL items. However, there was greater
satisfaction for students in First Year Accelerated, Second
Year and Third Year than First Year. All students noted
high satisfaction for the overall assessment of the program.
There were lower positive responses for Professor Items
where students were unsure if teachers helped them to do
their best or took a personal interest in helping students
do their best. This may highlight problems which need
attention in the Freshman year. The area where all students
were most neutral was regarding how others view them which
raises questions of the self-esteem of students at Niagara
College. The implications from this study seem to suggest
that well-motivated, small, closely identified groups with
interactive teaching methods lead to positive QOL and QOP.
