The Dynamics of Satifaction and Engagment among Undergraduate Students at the Royal University of Law and Econmics (RULE) in Cambodia: A Focus on Student-Directed Learning Experiences
DOI:
10.51601/ijersc.v7i5.1114Published:
2026-10-19Downloads
Abstract
This quantitative correlational study sought to ascertain whether and to what degree Royal University of Law and Economics (RULE) student-directed learning experiences among undergraduate studnets in Cambodia were associated with their satisfaction and engagement. Constructivism and situated learning theory served as the study’s guiding principles. The research samples were 400 fourth-year students studying at RULE serving as a convenience sample for the study. The research instrument was a set of questionnaires, which was adopted from relevant theories and developed by researhcer reviewing from the literature with its reliabity at 0.90. The collected data were anylyzed by using the descriptive and inferential statitstics via computer software. The research findings revealed that the degree to which student-directed learning among RULE undergraduate students was associated with their level of engagemet, importance, and satisfaction. Nonparametric correlation studies revealed statistically insignificant relationships between student-directed learning and student involvement, satisfaction level, and importance. In higher education, implementing student-directed learning offers great potential to meet students’ learning needs and enhance learning outcomes. Future research on student-directed learning at higher education institutions should focus on practical outcomes.
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