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FAMILIES FIRST CUSTOMER SATISFACTION SURVEY
Findings – September 2002
SURVEY ADMINISTRATION
The Center for Literacy Studies at The University of Tennessee, at the request of the Tennessee Department of Human Services, developed and administered the second Customer Satisfaction Survey for Families First participants who attend adult education classes. The survey was developed collaboratively with adult education program administrators and teachers and was piloted with participants. The purpose of the survey was to measure the satisfaction level of Families First participants with adult education services and to provide information to programs for continuous improvement.
Surveys were administered to the Families First participants in 152 adult education classes across the state during the third week of April 2002. Surveys were completed and returned from 85 of the 92 programs where adult education services are provided. Program supervisors administered the survey and returned 1,001 completed forms. District 1 returned 79 surveys; District 2 - 88 surveys; District 3 - 26 surveys; District 4 - 63 surveys; District 5 - 80 surveys; District 6 - 43 surveys; District 7 - 70 surveys; and District 8 - 241 surveys. Thirty surveys were returned without the district or county designated.
When asked how long they had been attending adult education classes, 690 (71%) of the responding participants said they had attended longer than a month, 189 (20%) had attended longer than a week but less than a month, and 92 (9%) attended less than a week. Only the responses of the 690 participants who attended adult education classes longer than a month were used for this report.
FINDINGS
Findings from the survey include demographic information, satisfaction, classroom activities, how participants learn best, reasons for attending, a summary of written comments made by participants, and a comparison of results of 2002 survey with 2001 survey results.
Demographic Information for Survey Respondents
•96% female, 4% male
•60% single, 24% married, 16% divorced or widowed
•51% White or Caucasian; 45% Black or African American; 4% Hispanic, Asian, or Other
•58% rural, 42% urban
•Ages range from 16 years old to 58 years old with an average age of 32 years
•Average grade completed was 9.9
•49% report a learning difficulty
•73% have continually attended adult education classes without leaving
•64% had not attended adult education classes before enrolling in Families First
Satisfaction with Class
The survey results show that most Families First participants are satisfied with their experience in adult education. As many as 94% of the participants who responded to the survey reported that the adult education classroom “is a good place to learn.” The majority of the participants (90% or more) reported that they like to come to class, make friends, attend regularly, participate, and they would tell a friend to come to a class.
Table 1 shows the number of participants who agree or strongly agree with the list of satisfaction items on the survey.
Table 1: Satisfaction with Class
______
Agree or strongly agree
______
Number of
Participants% of Participants
______
Good place to learn 66694%
Can make friends in class 66594%
Like to come 65292%
Participate a lot 65292%
Attend regularly 64692%
Would tell a friend to come 64592%
Satisfied with class 63890%
______
The survey findings indicate that most Families First participants in adult education classes who completed the survey are satisfied with their experience.
Satisfaction with Progress
Table 2 lists the types of achievements that lead to progress in adult education. Families First participants report that they are making progress in their classes. The survey asked participants to mark the degree to which they agreed with statements about their achievements. Ninety percent or more said they know how to use a calculator, work with others, learned more than they expected, had more confidence, and read better. More than 80% reported that they wrote better and had better math skills.
Table 2: Achievements
______
Agree or strongly agree
______
Number of
Participants% of Participants
______
Able to use a calculator 66994%
Work with others 66293%
Learned more than I thought 65392%
More confidence 65192%
Read better 63790%
Have better math skills 62589%
Write better 61587%
Prepared for GED 56679%
Have job skills 52875%
Use Internet for information 43462%
Use computer to write 40758%
______
A dramatic increase occurred in the percentage of participants who reported using computers. This year, 434 participants (62%) “used the Internet for information” as compared with 213 (31%) from last year. “Use computer to write” was reported by 407 or 58% of the participants, up from 197 participants (29%) for last year.
Satisfaction with Teacher
Table 3 describes the level of satisfaction respondents have with their teachers. Most participants have a high regard for their teachers. More than 90% report that the teacher helps them learn and answers their questions. Most participants perceive that teachers help them reach their goals, give them feedback, and relate lessons to their lives and interests.
Table 3: Satisfaction with Teacher
______
Agree or strongly agree
______
Number of% of
ParticipantsParticipants
______
Teacher answers my questions 670 93%
Teacher helps me learn 649 91%
Teacher helps me reach my goals 635 90%
Teacher tells me how I’m doing 629 89%
Teacher relates lessons to my life 573 81%
______
Fewer than 10% of the participants report that their teacher does not help them learn or answer their questions and less than 20% of the participants say that the teacher does not relate lessons to their lives and interests.
Classroom Activities
Table 4 includes a list of activities that Families First participants perform in adult education and shows how often participants indicate they engage in these activities.
Table 4: Frequency of Classroom Activities
______
Often or very often
(daily or weekly)
______
Number of% of
ParticipantsParticipants
______
Solve math problems 643 90%
Use workbooks 598 84%
Read to oneself 575 80%
Work in groups 477 67%
Write paragraphs or essays 470 66%
Use a calculator for math 425 60%
Use computers to practice reading/math 396 56%
Read out loud to others 377 53%
Practice job-related skills 373 53%
Listen to guest speakers 359 51%
Work on projects 231 33% *
Use computer to write paragraphs/letters 178 25%
Use email to send messages 112 16%
Do role plays 104 15%
Take field trips to work places 89 13% **
______
* An additional 32% indicate they work on projects on a monthly basis.
** An additional 23% indicate they take field trips to work places on a monthly basis.
More participants report using a calculator for math this year as compared with last year. This year, 425 participants (60%) used a calculator for math compared with 144 participants (21%) who reported this activity last year.
In the survey, participants indicated whether they did an activity often (daily or weekly) or seldom (monthly or less). During the week the survey was administered, most participants reported they solved math problems, used workbooks, and read to themselves. While two thirds reported that they often work in groups, about one third reported that they seldom work in groups. Sixty percent often or very often use a computer for math. Approximately 56% use the computer to practice reading and math and 44% seldom use it. Approximately 53% practice job-related skills often while 47% do not.
More than 80% said they seldom use the computer to send email messages or do role plays.
How Participants Learn Best
Table 5 summarizes how participants reported they learn best when asked about the helpfulness of particular classroom activities. The table indicates the number and percentage of participants who said that a particular activity was helpful or most helpful.
Table 5: How Participants Learn Best
______
Helpful or most helpful
______
Number of% of
ParticipantsParticipants
______
Use workbooks659 93%
Read to myself628 88%
Solve math problems621 88%
Write paragraphs/essays606 86%
Use calculators for math582 82%
Use computers to practice
reading and math534 76%
Work in groups537 75%
Listen to guest speakers493 70%
Practice job-related skills476 67%
Use Internet to find
information456 66%
Work on projects453 65%
Use computers to write
paragraphs/letters425 61%
Read out loud417 59%
Take field trip to workplace320 47%
Use email to send messages268 39%
Do role plays207 30%
______
A majority of participants (93%) reported that using workbooks was helpful or most helpful, followed by reading to themselves (88%), solving math problems (88%), writing paragraphs or essays (86%), and using calculators for math (82%). Less than half of the participants indicated that “taking field trips to work places”, “using email to send messages”, or “doing role plays” were helpful or most helpful.
Reasons for Attending
Table 6 shows a list of reasons Families First participants attend adult education classes and the number of participants who chose each reason. Participants may have selected more than one reason. In general, participants selected significantly more items this year than last year for all items except “required to come” and “nothing better to do”. A vast majority (90%) of the participants reported they attend classes to pass the GED. More than three-fourths of the participants reported they attend classes to improve themselves, get a good job, and set examples for their children.
Table 6: Reasons for Attending Adult Education Classes
______
Number of % of
Reasons Selected Participants Participants
______
Pass the GED64990%
Improve myself61885%
Get a good job55577%
Set example for my children55377%
Feel better about myself53474%
Be more confident51572%
Help my children with school43260%
Read better40556%
Learn job-related skills31844%
Make more money28139%
Keep my benefits24834%
Use a computer24033%
Make friends18225%
Required to come17624%
Get a cash bonus16623%
Nothing better to do 22 3%
______
Many individuals indicated other reasons for attending class. Preparing for technical school, trade school, or college was mentioned by 159 or 23% of the participants. Thirty-three of these participants stated they attend class to prepare themselves for college. Eighty-eight participants said they attend class for personal reasons such as improving their lives, getting off welfare, and achieving their goals.
COMMENTS FROM PARTICIPANTS
What Participants Enjoy About Class: Most of the returned surveys included participants’ comments about what they enjoy about their class, with the following themes identified: the teacher, learning, social aspects of attending class, and academic subjects. When participants were asked what they most enjoy, more than 300 participants (more than 43%) responded “the teacher.” Frequently occurring comments concerning the teacher included “shows genuine concern”, “encourages and inspires me”, “makes it fun to learn”, and “pays attention to my individual needs.” One participant responded, “My teacher relates well to me. She’s kind and I find myself doing better than I thought I could.” Another participant responded that, “the teacher’s upbeat attitude and her help make things easier to learn.” Approximately 300 participants or 43% expressed how much they enjoyed learning. One individual commented, “I enjoy learning and knowing I’m going somewhere.” “I’m learning at a more rapid pace and am eager to learn more,” stated another participant. Many individuals expressed how the class prepares them for the GED and helps to improve their lives. Another frequently cited theme mentioned by 157 participants (23%) was the social aspect of attending class. Classes offer participants a variety of benefits including social support and encouragement, an opportunity to learn and improve themselves, and helping each other in an educational context. Participants also commented on specific academic subjects they enjoyed learning in class. For example, many participants mentioned learning and improving in subjects such as math and English, working on the computer, and learning a variety of subjects in preparation for the GED.
What Participants Would Change About Their Class: When asked what they would like to change about their class, more than half of the participants, or 53%, indicated there was nothing they would change. Additional responses by participants clustered into the following themes: instructional methods, other students, subjects taught in class, resources (materials and books) and physical and logistical arrangements of classes. Seventy-three participants (11%) mentioned a variety of methods that would enhance their learning and indicated a desire for more group work and homework. Sixty-five participants (9%) indicated that other students were disruptive in the classroom. Sixty-four individuals (9%) desired more class time on specific subjects such as math, using the computer, and coverage of material on the GED. Fifty-nine individuals (8.5%) indicated they would make changes in the location and hours of the class.
Self-Reported Learning Difficulties: Nearly one-half or 49% of the participants (339) indicated that they have trouble learning. Of the 339 individuals who reported learning difficulties, 112 (33%) indicated they are “not good at school work.” Seventy individuals (21%) reported cognitive processing problems such as “have a hard time concentrating”, “have trouble remembering”, and “have short attention span.” Fifty-eight participants (17%) mentioned specific subjects as being difficult for them; math was identified as a difficult subject for 44 of these 58 respondents. Fifty-five individuals (15%) specifically stated that they are “slow learners” or have a learning disability.
COMPARISON OF 2001 AND 2002 SURVEY RESULTS
The demographic composition of the 2002 survey respondents was nearly identical to the demographics from the 2001 group. Satisfaction with class for both 2001 and 2002 remained high. For this year and last year, more than 90% of the participants indicated satisfaction for these seven indicators: “good place to learn”, “can make friends in class”, “like to come”, “participate a lot”, “attend regularly”, “would tell a friend to come”, and “satisfied with class.” Satisfaction with teachers remains high according to participants in the 2002 survey. For both 2001 and 2002, more than 90% of the participants agreed or strongly agreed that the teachers answer their questions, help them learn, and help them reach goals.
Satisfaction with achievements also remained high this year. In both years, 90% or more participants indicated satisfaction with these five indicators: “know how to use calculator”, “work with others”, “learned more than I thought”, “have more confidence”, and “read better.” For 2002, progress in computer literacy was reported by a substantially greater percentage of participants for two of the indicators, “use computer to write” and “use Internet for information.” This year, the percentage of participants who use the computer to write doubled from last year. In 2002, 58% or 407 respondents used a computer to write while in 2001, 197 (29%) respondents used a computer to write. “Using the Internet for information” was reported by twice as many participants this year compared with last year. In 2002, 62% or 434 participants said they used the Internet while in 2001, 31% or 213 participants used the Internet.
A new section, “how participants learn best” was added to this year’s survey (see Table 5). The items in this section were the same items that were included in the section “classroom activities” (see Table 4). Participants reported the following as helpful or most helpful to their learning: using workbooks was selected by 93% of the participants; reading to themselves was selected by 88%; solving math problems was selected by 88%; writing paragraphs or essays was identified as helpful for 86%; and using calculators for math was chosen by 82% of participants. Several similarities were found in comparing how participants learn best with the activities they actually engage in during class. For example, using workbooks was identified as helpful or most helpful for 93% of the participants, and 84% say they used workbooks in their classes. Reading to oneself was helpful or most helpful for 88% of the participants, and 80% responded that they read to themselves often or very often. Eight-eight percent of the participants found that solving math problems was helpful or most helpful, and 90% of the participants do this activity in their adult education classes. Also, in making comparisons of how participants learn best with activities performed in adult education classes, several differences were found. For example, using a computer to write paragraphs or letters was helpful for 61% of the participants but only 25% indicated they use the computer in class.
SUMMARY
Highlights of the 2002 Families First Customer Satisfaction Survey include:
- Most Families First participants are very satisfied with their adult education classes.
- Ninety percent or more participants were satisfied with their progress in adult education classes, particularly in their ability to use a calculator, work with others, have more confidence, and read better.
- Families First participants are very satisfied with their teachers and documented their satisfaction through written comments.
- Participants report that using workbooks, reading to themselves, solving math problems, writing paragraphs or essays, and using calculators are helpful or most helpful to their learning.
- Families First participants attend adult education classes to:
- help them pass the GED (indicated by 90% of the respondents)
- improve themselves (indicated by 85% of the participants)
- get a good job (indicated by 77% of the individuals surveyed)
- set an example for their children (reported by 77% of the participants).
- Nearly one-half (49%) of the participants say they have trouble learning.
- One quarter of the participants feel they do not have the skills they need to get a job.
- More than one-half (53%) or 367 participants indicated there was nothing they would change about their classes. The remaining 47% of the individuals suggested several changes including instructional methods (e.g. more group work and homework); desire for less disruption from other students; and more attention to individual needs in certain academic subjects.
- The number of participants who use computers in their classrooms doubled from 2001 to 2002.
Families First participants are a unique population, and teachers and administrators face many challenges in addressing the diverse needs of this group of students. Teachers and administrators may want to reflect on the findings from the survey and compare the results with their own practice in designing and implementing an adult education program that fulfills the needs and expectations of Families First participants.