## 4 Survey Findings and Results from and Through Discussion
### Interactive Radio-Themed Lessan--RO1
#### 4.2.2 Second Segment: Spatial Technical/Logistical Infrastructure
\begin{table}
\begin{tabular}{c c c c c c c c c c} \hline \hline
**Degree of Satisfaction** & **Very Poor** & **Poor** & **Fair** & **Good** & **Excellent** & **N** & **Mean** & **SD** & \(\mathbf{\alpha}\) \\ \hline
**Time** & - & 4–3\% & 22–16.3\% & 60–44.4\% & 49–36.3\% & & 4.14 & 0.793 & \\
**Venue** & 1–0.7\% & 3–2.2\% & 49–36.3\% & 67–49.6\% & 15–11.1\% & & 3.68 & 0.729 & \\
**Period** & - & 1–0.7\% & 14–10.4\% & **72–53.3\%** & 48–35.6\% & 135 & 4.24 & 0.660 & 0.600 \\
**Educational Tools and** & 1–0.7\% & 2–1.5\% & 13–9.6\% & 49–36.3\% & 70–51.9\% & & **4.37** & 0.780 & \\ \hline \hline \end{tabular}
\end{table} 
Table 10: Fully grouped subtotal responses from the evaluation form based on “spatial technical/logistical infrastructure”. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline  & & \multicolumn{5}{c}{**Parameter Questions**} \\ \cline{3-6}  & & **Time** & **Venue** & **Period** & **Educational Tools and Services** & \(\mathbf{\alpha}\) \\ \hline \multirow{3}{*}{**Xers**} & **N** & 59 & 59 & 59 & 59 & \\  & **Mean** & 4.08 & **3.80** & 4.24 & **4.37** & \\  & **SD** & 0.794 & 0.714 & 0.597 & 0.786 & \\ \hline \multirow{3}{*}{**Females**} & **N** & 76 & 76 & 76 & 76 & \\  & **Mean** & 4.18 & **3.59** & 4.24 & **4.37** & \\ \cline{1-1}  & **SD** & 0.795 & 0.734 & 0.709 & 0.780 & \\ \hline \hline \end{tabular}
\end{table} 
Table 11: Statistics and frequencies from the evaluation form in relation to gender based on “spatial technical/logistical infrastructure”. \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & & \multicolumn{5}{c}{**Parameter Questions**} \\ \cline{3-6}  & & **Time** & **Venue** & **Period** & **Educational Tools and Services** & \(\mathbf{\alpha}\) \\ \hline \multirow{3}{*}{**Xers**} & **N** & 8 & 8 & 8 & 8 \\  & **Mean** & 3.88 & 3.75 & **3.75** & **4.63** & \\  & **SD** & 0.991 & 0.463 & 1.035 & 0.518 & \\ \hline \multirow{3}{*}{**Millennials**} & **N** & 9 & 9 & 9 & 9 \\  & **Mean** & **3.89** & **3.89** & 4.33 & **4.78** & \\  & **SD** & 1.054 & 0.782 & 0.866 & 0.441 & \\ \hline \multirow{3}{*}{**Zoomers**} & **N** & 118 & 118 & 118 & 118 & 118 \\  & **Mean** & 4.18 & 3.66 & 4.26 & **4.32** & \\ \cline{1-1}  & **SD** & 0.758 & 0.742 & 0.605 & 0.805 & \\ \hline \hline \end{tabular}
\end{table} 
Table 12: Statistics and frequencies from the evaluation form in relation to generational cohort based on “spatial technical/logistical infrastructure”. for the experiments (i.e., MEAN: 3.68 and SD: 0.729) (Table 10). At this point it should be said that both the first experiment and the fourth experiment were conducted in the same communication classroom but in a different time and period. Based on the statistical analysis, it is observed that, in both these cases, the parameter of the \"venue\" emerged with the same and lowest average value (i.e., MEAN: 3.58) compared to the others but with a different SD (Table 13), thus leading to the safe conclusion that the communication classroom where an educational praxis takes place does, indeed, play a decisive role. In summary, following the above survey findings and results, a two-fold conclusion is drawn. In particular, the educational tools and services that had been used in the framework of the interactive radio-themed lesson can be considered useful for acquiring knowledge due to the highest overall average value of the corresponding parameter (MEAN: 4.37 and SD: 0.780) in Table 10. Additionally, the parameter of the \"venue\", after the survey findings and results both in the aggregate and in the statistical analysis in relation to gender, generational cohort, and each experiment separately, is now considered a critical and determining factor in the delivery of a lesson or even a lecture, and this should be explored further. In short, these survey findings and results should be taken very seriously by educators in higher education and adult education in order to utilize mainly to facilitate the internal quality assurance process of education [23; 25; 183].