Assessment of the Academic Satisfaction of the skill Trainees ( called madeh28) of Farhangian University in Fars Province

The purpose of this research was to assess the academic satisfaction of the skill trainees ( called madeh28) of Farhangian University in Fars Province. The research method was a sequential exploratory blend (quantitative-qualitative). To collect data, a student satisfaction questionnaire (Turk-ezadeh, 2007; quoted from Mohtaram, 2011) which has six dimensions such as: satisfaction with education, teacher's satisfaction, satisfaction from classmates, satisfaction with promotion and Academic achievement, satisfaction with the assessment of educational progress and satisfaction with the educational environment;as well as two explanatory questions were used. Validity and reliability of this questionnaire were confirmed. The statistical population of the study include all male and female skill trainees of Farhangian university in Fars province who were admitted through the fourth educational employment test (250 trainees). Through Cochran formula and simple random sampling method, 120 subjects were selected as Statistical samples. The data were analyzed using descriptive and inferential statistics. The results of this study showed that: Students' academic satisfaction average in all dimensions was at the desired level and at 0/01 significance level. The highest average of students' satisfaction was in the satisfaction of the classmates and the lowest mean of satisfaction was in the educational environment. There is a significant difference between the average satisfaction level of the classmate and the dimensions of satisfaction with promotion and academic achievement at the place of study, satisfaction with assessment and academic achievement and satisfaction with the educational environment; There is no significant difference between the average academic satisfaction of female and male students, single and married. There is a significant difference between students' academic satisfaction in terms of degrees and students with free and self-sacrificing quotas. The first priority in the list of trainees' suggestions for improving the quality of education was to invite experienced teachers to provide teaching methods in all courses, and their first priority in the list of the biggest family problem during the training course was financial problem.