Factors Impacting Student Satisfaction of Jewelry Appraisal Courses: A Case Study of Colleges in Guangxi, China

บทคัดย่อ

The purpose of this study is: (1) to develop and validate the questionnaire used in the appraisal of jewelry courses through content validity (IOC technique involving three instructors) and reliability tests (pilot test involving 30 students) conducted to produce a 26-item validated questionnaire; (2) to examine the effects of six predictors—CP, RB, RS, EM, PV, and CCQ—on student satisfaction (SS) using multiple linear regression with 106 students; (3) to design and implement a 14-week IDI (Intervention Design and Implementation) program, informed by pre-IDI interviews with 6 teachers and 12 students, featuring practice-oriented tasks, flipped micro-lessons, group leader–mentor mechanisms, and accelerated feedback cycles; (4) to evaluate the effectiveness of the IDI on all constructs and overall SS through paired-samples t-tests (pre–post) and post-IDI interviews with 6 students, determining statistical significance and practical improvements.

The research results were found as follows: (1) Test factor effects on satisfaction (MLR): RB (β = 0.552, p < .001), EM (β = 0.217, p = .005), and CP (β = 0.179, p = .046) have significant positive effects on satisfaction, whereas RS has a significant negative effect (β = −0.222, p = .014). PV (β = 0.106, p = .215) and CCQ (β = 0.151, p = .085) are not significant; model fit is strong (R² = 0.835). Reliability is the strongest driver, followed by empathy and competence; overemphasis on “rapid responsiveness” may weaken perceived quality; when service interactions are robust, the marginal effects of perceived value and content quality are comparatively small. (2) Evaluate IDI impact: Paired-samples t-tests indicate significant pre–post gains across all dimensions and overall satisfaction (all p < .05); satisfaction increased from M = 3.56 to M = 4.49. The 14-week IDI substantially improves perceived service quality and overall satisfaction. (3) Qualitative triangulation: Interviews with 6 teachers and 12 students described improved confidence, clearer understanding, and greater satisfaction. Their comments back up the stats and show the IDI works in real classrooms.