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Therefore, students are obtaining knowledge but are not developing the questioning/reasoning aspect linked to critical thinking.
Students work hard and can often be disappointed when they do not achieve the high grades which they expect.
However, the measurement of student satisfaction is not representative of students’ acquisition of knowledge, or skills such as critical thinking.
They argue that universities should work towards enhancing the student experience, rather than focus on processes; that satisfaction does not equate to student happiness (Dean and Gibbs, 2014, p.16).
Some studies suggest this is common with non-traditional students, those studying alternative studies to A’levels (Moon, 2008, p.108).
Yet, overall there is a rise of first-class honours being awarded to undergraduate students (Adams, 2018).