An-Najah Staff

This study aimed to recognize the reality of academic communication between the students of An-Najah National University and the teaching staff in the University and its relationship with the level of satisfaction with university life from the students’ perspective. Moreover, the study aimed to identify the impact of the independent variables on the academic communication between the students of An-Najah National University and the University’s teaching staff and its relationship with the level of satisfaction regarding university life from the students’ perspective. The study’s community consisted of all the students of An-Najah National University registered in the second semester (2011-2012). The number of students was 19277 according to the statistics of the Deanship of Admission and Registration. The researcher used the Descriptive Approach according to which the study’s sample was chosen in the form of the stratified random sample which represented the number of students at An-Najah National University. The number of students was (1022) with a percentage of (5.3%) of the student community, all of whom responded to the study’s tool. Additionally, the researcher used a questionnaire in order to achieve the objectives of the study. The questionnaire consisted of two parts each of which contained a number of fields. The first part addressed the reality of the academic communication and contained a number of fields including (the nature of academic communication at the University, the means of academic communication used in the University, and the academic communication skills used in the University). The second part, which focused on the level of satisfaction with the university life, contained a number of fields including (the satisfaction with the members of the teaching staff, satisfaction with the academic courses and the satisfaction with the surrounding environment). Response to these items was achieved through Quintet Likert Scale. To Answer the study’s questions and hypotheses, the frequencies, percentages arithmetic averages and standard deviations were extracted in order to estimate the relevant weight of the questionnaire’s paragraphs, in addition to the (t) test (One Sample t-test) to examine the hypothesis that is related to the reality of the academic communication and the satisfaction with the university life through the educationally accepted criterion. The researcher also used the Independent t-test to examine the hypotheses that are related to sex, study level and faculty. She also used the One-Way ANOVA to test the hypotheses that are related to age, GPA and residence. Scheffe Post Hoc test was used to identify the source of differences in the fields whose hypotheses were rejected after using the One-Way ANOVA and Alpha-Cronbach to calculate the internal consistency of the paragraphs of the study’s tool. Furthermore, the researcher used the Pearson Correlation Coefficient to test the relationship between the academic communication and the level of satisfaction with university life. The main results of the study: • The reality of the academic communication and the level of satisfaction with university life from the students’ perspective was moderate. • There were differences in the average student response to the academic communication and the satisfaction with university life according to the sex variable. The results were in favor of the female students with respect to the nature of communication, communication skills and the overall degree for the communication, satisfaction with the teaching staff and the satisfaction with the courses, as well as with respect to the overall degree of the satisfaction with the university life. Results were in favor of the male students with respect to their satisfaction with the surrounding environment. There were no differences between male and female students regarding the means of communication. In light of the results of the study, the researcher presented the following recommendations: Developing the communicational skills and potentials of the members of the teaching staff with the students using spoken and written language, in addition to non-spoken language such as signals, gestures, actions…..etc. The interaction between the teacher and the students should not be limited to the classroom environment.