Teacher Attendance and Numeracy Learning Satisfaction: Evidence from ClassPoint-Assisted Learning in Rural Papua
DOI:
https://doi.org/10.58524/oler.v6i3.1351Keywords:
Learning pattern, Learning readiness, Learning satisfaction, Student experience, Teacher attendanceAbstract
Understanding students' satisfaction with technology-assisted numeracy learning remains challenging in underserved rural communities, where limited educational resources and inconsistent teacher attendance may constrain learning experiences. Although previous studies have emphasized students' internal learning factors, the interplay between teacher attendance, learning readiness, and satisfaction in rural digital learning contexts remains underexplored. This study examined the relationships among learning experiences, learning patterns, teacher attendance, learning readiness, and numeracy learning satisfaction in ClassPoint-assisted learning in rural Papua, Indonesia. A quantitative survey involving 240 students was conducted, and the proposed structural model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that learning experiences and learning patterns were positively associated with students' learning readiness. Teacher attendance demonstrated a significant positive relationship with numeracy learning satisfaction, whereas learning readiness showed no significant direct relationship with satisfaction. Furthermore, learning readiness did not mediate the relationships between learning experiences, learning patterns, and learning satisfaction. These findings highlight the importance of teacher presence in technology-assisted numeracy learning, suggesting that students' readiness alone may be insufficient to explain learning satisfaction in educationally disadvantaged settings. This study extends the understanding of digital learning satisfaction by integrating student-related and instructional factors, offering practical implications for sustaining teacher engagement alongside technology integration in rural education.
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