Students’ Satisfaction with an Undergraduate Primary Education Teaching Practicum Design on Developing Technological, Pedagogical and Mathematical Knowledge

  • Spyros Doukakis
  • Christos Koilias
  • Maria Chionidou-Moskofoglou
Part of the Communications in Computer and Information Science book series (CCIS, volume 73)


During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course “Teaching Mathematics-Practicum Phase”. The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents course satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course’s weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. The findings raise a number of research questions regarding ICT integration in undergraduate primary teachers’ teaching practice.


Mathematics Educational Scenarios Students’ Satisfaction MUSA Educational Softwar TPACK 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Official Government Gazette: Cross Curricular/Thematic Framework, Pedagogical Institute 303(B), Article No. 210 (2003) (in Greek) Google Scholar
  2. 2.
    Chionidou-Moskofoglou, M., Zibidis, D., Doukakis, S.: Greek primary teachers’ embedding mathematical software. Shulman’s categories and Habermasian interests. In: 5th MEDCONF 2007, pp. 235–243. New Technologies Publications, Athens (2007)Google Scholar
  3. 3.
    Jimoyiannis, A., Komis, V.: Examining teachers’ beliefs about ICT in education: implications of a teacher preparation program. Teacher Development 11(2), 181–204 (2007)CrossRefGoogle Scholar
  4. 4.
    Shulman, L.S.: Those who understand: Knowledge growth in teaching. Educational Researcher 15(2), 4–14 (1986)CrossRefGoogle Scholar
  5. 5.
    Niess, M.L.: Preparing teachers to teach science and mathematics with technology: A focus on pedagogical content knowledge. Teaching and Teacher Education 21(5), 509–523 (2005)CrossRefGoogle Scholar
  6. 6.
    Mishra, P., Koehler, M.J.: Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record 108(6), 1017–1054 (2006)CrossRefGoogle Scholar
  7. 7.
    Angeli, C., Valanides, N.: Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education 52(1), 154–168 (2009)CrossRefGoogle Scholar
  8. 8.
    von Glasersfeld, E.: A Constructivist Approach to Teaching. In: Steffe, L.P. (ed.) Constructivism in Education, pp. 3–15. Erlbaum, Hillsdale (1995)Google Scholar
  9. 9.
    Cobb, P., Stephan, M., McClain, K., Gravemeijer, K.: Participating in classroom mathematical practices. Journal of the Learning Sciences 10(1), 113–164 (2001)CrossRefGoogle Scholar
  10. 10.
    Kynigos, C.: The lesson of exploration. Ellinika Grammata, Athens (2006) (in Greek)Google Scholar
  11. 11.
    Oliver, R.L.: Whence consumer loyalty? Journal of Marketing 63, 33–44 (1999)CrossRefGoogle Scholar
  12. 12.
    Churchill Jr., G.A., Surprenant, C.: An investigation into the determinants of customer satisfaction. Journal of Market Research 19, 491–504 (1982)CrossRefGoogle Scholar
  13. 13.
    Desai, S., Damewood, E., Jones, R.: Be a good teacher and be seen as a good teacher. Journal of Marketing Education 23(2), 136–143 (2001)CrossRefGoogle Scholar
  14. 14.
    Koilias, C.: Evaluating students’ satisfaction: the case of Informatics Department of TEI Athens. Operational Research: An International Journal 5(2), 363–381 (2005)CrossRefGoogle Scholar
  15. 15.
    Cohen, P.A.: Student rating of instruction and student achievement. Review of Educational Research 51(3), 281–309 (1981)CrossRefGoogle Scholar
  16. 16.
    Cashin, W.E., Downey, R.G.: Using global student rating items for summative evaluation. Journal of Educational Psychology 84(4), 563–572 (1992)CrossRefGoogle Scholar
  17. 17.
    Brokaw, A.J., Kennedy, W.A., Merz, T.E.: Explaining student satisfaction. Journal of Business Education 5, 10–20 (2004)Google Scholar
  18. 18.
    Stokes, S.P.: Satisfaction of college students with digital learning environment - Do learners’ temperaments make a difference? The Internet & Higher Education 4(1), 31–44 (2003)CrossRefGoogle Scholar
  19. 19.
    Siskos, Y., Bouranta, N., Tsotsolas, N.: Measuring service quality for students in higher education: the case of a business university. Foundations of Computing and Decision Sciences 30(2), 163–180 (2005)Google Scholar
  20. 20.
    Politis, Y., Siskos, Y.: Multicriteria methodology for the evaluation of a Greek engineering department. European Journal of Operational Research 156(1), 223–240 (2004)CrossRefGoogle Scholar
  21. 21.
    Cobb, P., Confrey, J., di Sessa, A., Lehrer, R., Schauble, L.: Design experiments in educational research. Educational Researcher 32, 9–13 (2003)CrossRefGoogle Scholar
  22. 22.
    Grigoroudis, E., Siskos, Y.: Preference disaggregation for measuring and analysing customer satisfaction: the MUSA method. European Journal of Operational Research 143(1), 148–170 (2002)CrossRefGoogle Scholar
  23. 23.
    Doukakis, S., Chionidou-Moskofoglou, M., Mangina-Phelan, E.: Undergraduate Primary teachers’ learning styles and their use of ICT & National Mathematics software, ICICTE (2009)Google Scholar
  24. 24.
    Elliott, K., Shin, D.: Student Satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management 24(2), 198–209 (2002)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2010

Authors and Affiliations

  • Spyros Doukakis
    • 1
  • Christos Koilias
    • 2
  • Maria Chionidou-Moskofoglou
    • 1
  1. 1.Dept. of Primary EducationUniversity of the AegeanGreece
  2. 2.Informatics Department of TEI AthensGreece

Personalised recommendations