Opinions on Classroom Use and Educational Support Needs of the College of Logistics and Supply Chain

Abstract

This study aimed to investigate students’ opinions on classroom utilization and their educational support needs at the College of Logistics and Supply Chain Management. A quantitative research approach was employed, using a structured questionnaire to collect data from 377 students enrolled in the college. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used for data analysis. The results revealed that the majority of respondents were female and were predominantly first-year students. Overall, students reported a high level of satisfaction with classroom utilization and educational support across most dimensions. Specifically, satisfaction with class scheduling and timetable management was high, particularly regarding advance notification and clear communication of classroom assignments. However, the adequacy of the number of class sections was rated at a moderate level, indicating the need for improvement. In terms of learning equipment and audiovisual media, students expressed high satisfaction with the effectiveness of instructional materials, while the clarity and advance communication of learning documents received comparatively lower ratings. Regarding the number and suitability of classrooms, overall satisfaction was high, although opportunities for academic consultation and student–instructor interaction were relatively lower. Furthermore, supporting factors and facilities were rated at a moderate level, with internet system suitability identified as the lowest-rated aspect. Based on these findings, the study recommends increasing the number of class sections for high-demand courses, improving advance communication of learning materials through course syllabi, enhancing classroom facilities to support interactive learning, and upgrading internet infrastructure to ensure comprehensive and effective access. Future research should expand the sample to include both undergraduate and graduate students and explore challenges associated with onsite, online, and blended learning formats to support the development of digital universities.