Student Satisfaction and Retention in Higher Education
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The provided document is an assignment that requires students to summarize and analyze research articles related to student satisfaction and retention in higher education. The assignment involves identifying key factors that influence student satisfaction and examining the impact of physical classroom environment on student satisfaction. It also includes a discussion on the importance of school infrastructure on student outcomes and behavior, as well as a study on student satisfaction with internet usage in higher education. The document aims to provide students with a comprehensive understanding of the subject matter and prepare them for further research and analysis.
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ASSIGNMENT 02 FRONT SHEET
Qualification BTEC Level 5 HND Diploma in Business
Unit number and title Unit 31: Statistics for management
Submission date 01 November, 2019 Date received (1st Submission) 01 November, 2019
Re-submission date 03 November, 2019 Date received (2nd Submission) 03 November, 2019
Student Name Tran Khanh Linh Student ID GBD18394
Class No. GBD0602 Assessor Name THAOPUP
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I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism.
I understand that making a false declaration is a form of malpractice.
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Qualification BTEC Level 5 HND Diploma in Business
Unit number and title Unit 31: Statistics for management
Submission date 01 November, 2019 Date received (1st Submission) 01 November, 2019
Re-submission date 03 November, 2019 Date received (2nd Submission) 03 November, 2019
Student Name Tran Khanh Linh Student ID GBD18394
Class No. GBD0602 Assessor Name THAOPUP
Student declaration
I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism.
I understand that making a false declaration is a form of malpractice.
Student Signature
Grading grid
P3 P4 P5 M3 M4 D2 D3
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Student’s satisfaction towards education service
of University of Greenwich
Tran Khanh Linh – GBD18394
01 November, 2019
of University of Greenwich
Tran Khanh Linh – GBD18394
01 November, 2019
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Table of figures
Figure 1: Students' Satisfaction Conception (Zaheer & Rehman, 2010) ................................................. 4
Figure 2: Major at University of Greenwich ............................................................................................ 9
Figure 3: Gender of student at University of Greenwich ...................................................................... 10
Figure 4: Teaching knowledge of lecturers............................................................................................ 10
Figure 5: Attitude of lecturer ................................................................................................................. 11
Figure 6: Physical environment ............................................................................................................. 12
Figure 7: Equipment in the classroom at University of GW .................................................................. 12
Figure 8: Internet connection ................................................................................................................ 13
Figure 9: Supervisor career .................................................................................................................... 14
Figure 10: Social club activities .............................................................................................................. 14
Figure 11: 100% English environment at University of GW .................................................................. 14
Table of tables
Table 1: Course Material........................................................................................................................ 11
Table 2: One-sample test of Internetworking ....................................................................................... 15
Table 3: One-sample test about equipment for teaching and learning ................................................ 16
Table 4: One-sample test about the quality of the library and references ........................................... 17
Table 5: Independent sample test of experience 100% English and major .......................................... 17
Table 6: Independent samples test of sophomore and junior students about field trip activities ...... 18
Table 7: Paired sample test of experience between student's feelings and social activities ............... 19
Table 8: Paired sample test of teaching method between knowledge of lecturers and answer
student's question ................................................................................................................................. 20
Table 9: Paired sample test of course material always updated and the website access the syllabus 21
Figure 1: Students' Satisfaction Conception (Zaheer & Rehman, 2010) ................................................. 4
Figure 2: Major at University of Greenwich ............................................................................................ 9
Figure 3: Gender of student at University of Greenwich ...................................................................... 10
Figure 4: Teaching knowledge of lecturers............................................................................................ 10
Figure 5: Attitude of lecturer ................................................................................................................. 11
Figure 6: Physical environment ............................................................................................................. 12
Figure 7: Equipment in the classroom at University of GW .................................................................. 12
Figure 8: Internet connection ................................................................................................................ 13
Figure 9: Supervisor career .................................................................................................................... 14
Figure 10: Social club activities .............................................................................................................. 14
Figure 11: 100% English environment at University of GW .................................................................. 14
Table of tables
Table 1: Course Material........................................................................................................................ 11
Table 2: One-sample test of Internetworking ....................................................................................... 15
Table 3: One-sample test about equipment for teaching and learning ................................................ 16
Table 4: One-sample test about the quality of the library and references ........................................... 17
Table 5: Independent sample test of experience 100% English and major .......................................... 17
Table 6: Independent samples test of sophomore and junior students about field trip activities ...... 18
Table 7: Paired sample test of experience between student's feelings and social activities ............... 19
Table 8: Paired sample test of teaching method between knowledge of lecturers and answer
student's question ................................................................................................................................. 20
Table 9: Paired sample test of course material always updated and the website access the syllabus 21
Table of Contents
I. Introduction..................................................................................................................................... 1
II. Literature Review ............................................................................................................................ 3
1. Satisfaction ................................................................................................................................... 3
2. Students’ Satisfaction .................................................................................................................. 4
3. Teaching method.......................................................................................................................... 4
4. Facilities ........................................................................................................................................ 5
5. Experiences................................................................................................................................... 6
III. Methodology and Database ........................................................................................................ 7
1. Methods to collecting data .......................................................................................................... 7
2. Hypothesis .................................................................................................................................... 8
IV. Descriptive Statistics .................................................................................................................... 9
1. Descriptive .................................................................................................................................... 9
a) Teaching Method................................................................................................................. 10
b) Facilities ............................................................................................................................... 12
c) Experiences .......................................................................................................................... 13
2. Inference..................................................................................................................................... 15
One-sample test ..................................................................................................................... 15
Independent Sample Test ...................................................................................................... 17
Paired Sample Test ................................................................................................................. 18
V. Recommendations ........................................................................................................................ 21
VI. Conclusion .................................................................................................................................. 22
Bibliography ........................................................................................................................................... 23
I. Introduction..................................................................................................................................... 1
II. Literature Review ............................................................................................................................ 3
1. Satisfaction ................................................................................................................................... 3
2. Students’ Satisfaction .................................................................................................................. 4
3. Teaching method.......................................................................................................................... 4
4. Facilities ........................................................................................................................................ 5
5. Experiences................................................................................................................................... 6
III. Methodology and Database ........................................................................................................ 7
1. Methods to collecting data .......................................................................................................... 7
2. Hypothesis .................................................................................................................................... 8
IV. Descriptive Statistics .................................................................................................................... 9
1. Descriptive .................................................................................................................................... 9
a) Teaching Method................................................................................................................. 10
b) Facilities ............................................................................................................................... 12
c) Experiences .......................................................................................................................... 13
2. Inference..................................................................................................................................... 15
One-sample test ..................................................................................................................... 15
Independent Sample Test ...................................................................................................... 17
Paired Sample Test ................................................................................................................. 18
V. Recommendations ........................................................................................................................ 21
VI. Conclusion .................................................................................................................................. 22
Bibliography ........................................................................................................................................... 23
1
Student’s satisfaction towards education service of the
University of Greenwich
Tran Khanh Linh – GBD18394
I. Introduction
Nowadays, with the rapidly of education in all nation, it can be seen that education is
the core of generation. Globalization and the digital revolution have created a demand
for new and diverse academic disciplines. Because of better teaching methodologies and
learning tools with rising inflation worldwide, the cost of providing education has risen
several times. The sharp rise in the number of higher education institutions has resulted
in intense competition. Numbers of new education organizations have been set up and
enrollment is also on the rise (Isani & Virk, 2005). Due to advancements in technology and
globalization, students can obtain information quickly and immediately. Only those
institutions that provide their students with quality education and a positive atmosphere
can excel in this competitive environment, as these aspects can affect their choice of
entry. These considerations may satisfy their institutions' students and may influence
their attendance decisions. Relating to higher education in Vietnam, internationalization
can be seen by creating foreign-invested universities and foreign training programs run
either entirely by foreign universities or through collaboration between a foreign and
Vietnamese university. This sector received a large boost in 2000 with the enactment of
Decree No 06/2000/ND-CP dated March 6, 2000, which incentives for foreign investment
in a number of areas, including education and training (Nguyen & Vu, 2015). All these
international universities in Vietnam are based on established modern universities in the
world and thus follow international standards ranging from curricula, teaching methods,
methods of assessment and management of education. The concept behind this is to
create a multi-tiered higher education which includes HE institutions that operate under
different (public, private and mixed) ownership models. Such universities are said to be
the first research-oriented universities in Vietnam that are more autonomous than other
universities in Vietnam and will be the first universities to employ administrators and
50%-80% foreign lecturers. In addition, a number of international universities also have
joint programs with Vietnam organization, many of it is including a portion study abroad
Student’s satisfaction towards education service of the
University of Greenwich
Tran Khanh Linh – GBD18394
I. Introduction
Nowadays, with the rapidly of education in all nation, it can be seen that education is
the core of generation. Globalization and the digital revolution have created a demand
for new and diverse academic disciplines. Because of better teaching methodologies and
learning tools with rising inflation worldwide, the cost of providing education has risen
several times. The sharp rise in the number of higher education institutions has resulted
in intense competition. Numbers of new education organizations have been set up and
enrollment is also on the rise (Isani & Virk, 2005). Due to advancements in technology and
globalization, students can obtain information quickly and immediately. Only those
institutions that provide their students with quality education and a positive atmosphere
can excel in this competitive environment, as these aspects can affect their choice of
entry. These considerations may satisfy their institutions' students and may influence
their attendance decisions. Relating to higher education in Vietnam, internationalization
can be seen by creating foreign-invested universities and foreign training programs run
either entirely by foreign universities or through collaboration between a foreign and
Vietnamese university. This sector received a large boost in 2000 with the enactment of
Decree No 06/2000/ND-CP dated March 6, 2000, which incentives for foreign investment
in a number of areas, including education and training (Nguyen & Vu, 2015). All these
international universities in Vietnam are based on established modern universities in the
world and thus follow international standards ranging from curricula, teaching methods,
methods of assessment and management of education. The concept behind this is to
create a multi-tiered higher education which includes HE institutions that operate under
different (public, private and mixed) ownership models. Such universities are said to be
the first research-oriented universities in Vietnam that are more autonomous than other
universities in Vietnam and will be the first universities to employ administrators and
50%-80% foreign lecturers. In addition, a number of international universities also have
joint programs with Vietnam organization, many of it is including a portion study abroad
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2
and called “sandwich programs”. They include the Fulbright Economics Teaching
Program, a collaboration between the Harvard Kennedy School’s Vietnam Program and
the University of Economics, Ho Chi Minh City; University of Greenwich collaboration with
FPT academy, etc. (Nguyen & Vu, 2015).
Extensive research has been conducted to analyze the factors that may influence
students' performance and retention. Aldridge and Rowley (1998) express that good
quality training offers better learning experiences according to the student's point of view
and claim that the degree of happiness and disappointment have a direct impact on the
success and lack of the student's learning (Aldridge & Rowely, 1998). Deshields et al
(2005), state that higher education organizations are based on selecting and meeting the
needs and desires of their students. Those factors include academic achievement, quality
of the teachers, environment in the classroom, educational facilities, and prestige of the
university (DeShields, et al., 2005).
This research article was born to evaluate the quality of service, the learning
environment, teaching on the course, learning opportunities, assessment and feedback,
academic support, organization and management, learning resources, learning
community, student voice and student union of the student in University of Greenwich
(Da Nang campus).
Objectives
This research has objectives is to know a student’s satisfaction toward the education
service of the University of Greenwich. Measuring and identifying the factors that affect
student satisfaction, finding the level of satisfaction, and from that result can give
suggestions and solutions for the issues found to improve education service at the
University of Greenwich.
Research question
There are three main questionnaires’ for this research article following below:
Does the student satisfaction of the education service of the University of GW?
How is the satisfaction come from such as teaching method, facilities and the
environment from the University of GW?
What is the recommendation for student service at the University of GW?
Methodology
and called “sandwich programs”. They include the Fulbright Economics Teaching
Program, a collaboration between the Harvard Kennedy School’s Vietnam Program and
the University of Economics, Ho Chi Minh City; University of Greenwich collaboration with
FPT academy, etc. (Nguyen & Vu, 2015).
Extensive research has been conducted to analyze the factors that may influence
students' performance and retention. Aldridge and Rowley (1998) express that good
quality training offers better learning experiences according to the student's point of view
and claim that the degree of happiness and disappointment have a direct impact on the
success and lack of the student's learning (Aldridge & Rowely, 1998). Deshields et al
(2005), state that higher education organizations are based on selecting and meeting the
needs and desires of their students. Those factors include academic achievement, quality
of the teachers, environment in the classroom, educational facilities, and prestige of the
university (DeShields, et al., 2005).
This research article was born to evaluate the quality of service, the learning
environment, teaching on the course, learning opportunities, assessment and feedback,
academic support, organization and management, learning resources, learning
community, student voice and student union of the student in University of Greenwich
(Da Nang campus).
Objectives
This research has objectives is to know a student’s satisfaction toward the education
service of the University of Greenwich. Measuring and identifying the factors that affect
student satisfaction, finding the level of satisfaction, and from that result can give
suggestions and solutions for the issues found to improve education service at the
University of Greenwich.
Research question
There are three main questionnaires’ for this research article following below:
Does the student satisfaction of the education service of the University of GW?
How is the satisfaction come from such as teaching method, facilities and the
environment from the University of GW?
What is the recommendation for student service at the University of GW?
Methodology
3
In this study, we read many credible research papers from three articles on
educational service student satisfaction. We identified key elements across three articles
and selected 24 questions to construct the survey form. The methods used in this analysis
are a 24-question questionnaire divided into two parts. Personal Information is section
one. The second section is the Students' Satisfaction that explores the factors that affect
satisfaction.
Scope
The survey is conducted with students currently attending University of Greenwich.
Structure
With the development of higher education today, investing in a fully equipped and
professional environment is what parents do, and the choice of an educational institution
is essential. The following analysis will be examined by the University of Greenwich
students' satisfaction with the quality of educational services including teaching methods,
facilities, and experience of students.
This research divides into five parts:
Part I have Background and Reasons choose the topic, Objectives, Research
Questions, Methodology, Scope, and Structure. Part II has Literature Overview; it includes
Satisfaction, Students' Satisfaction, Teaching Method, Facilities and Experiences. Part III
has Methodology and Database. Part IV has Descriptive Statistics, it includes Descriptive
provides tables, figures and diagrams, and Inference. Part V, the report would be
followed by a reasoned conclusion.
II. Literature Review
1. Satisfaction
According to Kotler and Keller, claim that satisfaction is a feeling of happiness
that comes from fulfilling a person's needs and desires. A person who has witnessed
success or a result that met their aspirations is a condition feeling by it. Satisfaction
can, therefore, be characterized as an expectation of an intended outcome's
fulfillment. A person will be happy if he/she fulfills wishes, so it is a willing
achievement that results in one's fulfillment. Customers will meet their needs if
products suit. It is, therefore, a function of the subjective level of expectation relevant
to the experience of people. On the other side, when a person perceives the service
In this study, we read many credible research papers from three articles on
educational service student satisfaction. We identified key elements across three articles
and selected 24 questions to construct the survey form. The methods used in this analysis
are a 24-question questionnaire divided into two parts. Personal Information is section
one. The second section is the Students' Satisfaction that explores the factors that affect
satisfaction.
Scope
The survey is conducted with students currently attending University of Greenwich.
Structure
With the development of higher education today, investing in a fully equipped and
professional environment is what parents do, and the choice of an educational institution
is essential. The following analysis will be examined by the University of Greenwich
students' satisfaction with the quality of educational services including teaching methods,
facilities, and experience of students.
This research divides into five parts:
Part I have Background and Reasons choose the topic, Objectives, Research
Questions, Methodology, Scope, and Structure. Part II has Literature Overview; it includes
Satisfaction, Students' Satisfaction, Teaching Method, Facilities and Experiences. Part III
has Methodology and Database. Part IV has Descriptive Statistics, it includes Descriptive
provides tables, figures and diagrams, and Inference. Part V, the report would be
followed by a reasoned conclusion.
II. Literature Review
1. Satisfaction
According to Kotler and Keller, claim that satisfaction is a feeling of happiness
that comes from fulfilling a person's needs and desires. A person who has witnessed
success or a result that met their aspirations is a condition feeling by it. Satisfaction
can, therefore, be characterized as an expectation of an intended outcome's
fulfillment. A person will be happy if he/she fulfills wishes, so it is a willing
achievement that results in one's fulfillment. Customers will meet their needs if
products suit. It is, therefore, a function of the subjective level of expectation relevant
to the experience of people. On the other side, when a person perceives the service
4
received as great, they would be happy if his or her experience crashes with the
intention of service. Satisfaction is, therefore, a feeling of pleasurable product
fulfillment (Kotler & Keller, Marketing Management, 2012).
2. Students’ Satisfaction
Students’ satisfaction as a short term attitude and it is arising from an
evaluation of the educational experiences of a student. It is a positive antecedent of
student loyalty and is the result and outcome of a system of education (Zeithaml,
1988). Elliot & Shin once again describe student satisfaction as the willingness of
students through subjective evaluation of educational outcomes and experience
(Elliott & Healy, 2001). Therefore, students' satisfaction can be defined as a function
of the relative level of experience and perceived educational service performance
during the study period (Carey, et al., 2002). By looking at all, the satisfaction of
students can be described as a short-term attitude resulting from an assessment of
the educational experience, services, and facilities of students.
According to Butt and Rehman, claim that student’s satisfaction impact from
teaching method, facilities, and experience (Zaheer & Rehman, 2010).
Figure 1: Students' Satisfaction Conception (Zaheer & Rehman, 2010)
Students’ satisfaction with university come from many sources, and there are can
be followed below:
3. Teaching method
Students'
Satisfaction
Teaching
Method Facilities Experience
received as great, they would be happy if his or her experience crashes with the
intention of service. Satisfaction is, therefore, a feeling of pleasurable product
fulfillment (Kotler & Keller, Marketing Management, 2012).
2. Students’ Satisfaction
Students’ satisfaction as a short term attitude and it is arising from an
evaluation of the educational experiences of a student. It is a positive antecedent of
student loyalty and is the result and outcome of a system of education (Zeithaml,
1988). Elliot & Shin once again describe student satisfaction as the willingness of
students through subjective evaluation of educational outcomes and experience
(Elliott & Healy, 2001). Therefore, students' satisfaction can be defined as a function
of the relative level of experience and perceived educational service performance
during the study period (Carey, et al., 2002). By looking at all, the satisfaction of
students can be described as a short-term attitude resulting from an assessment of
the educational experience, services, and facilities of students.
According to Butt and Rehman, claim that student’s satisfaction impact from
teaching method, facilities, and experience (Zaheer & Rehman, 2010).
Figure 1: Students' Satisfaction Conception (Zaheer & Rehman, 2010)
Students’ satisfaction with university come from many sources, and there are can
be followed below:
3. Teaching method
Students'
Satisfaction
Teaching
Method Facilities Experience
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5
The method in teaching also a skill all lecturers must have, three main factors of
teaching method will express as below:
Teaching knowledge of lecturer: The lecturers always updated their knowledge
every day and improve to the lecture, they always give the example about the
market of today, new books is released, and answer the entire question for the
student immediately. Solinas et al (2012) found that a lecturer's timeless
information and general knowledge have a positive influence on student
satisfaction that may influence their intention to continue with current
institutions of higher education (Solinas, et al., 2012). Researchers have found the
content knowledge of teachers to be very important in improving the quality of
teaching and learning of students. Furthermore, Rubio (2010) found that a
lecturer with excellent knowledge of content that reacts to spontaneous and
challenging student questions increases student satisfaction and may influence
students' intention to continue higher education.
Teaching course material: The course material is the main important for learning.
All universities around the world always provide for their students fully course
material from the textbook and the lecture with clear detail. Nowadays, all
universities all use online course material for the student to rapidly adapt with
technology device (Chang, 2013). Many colleges in the UK use technology to
develop courses that meet the educational needs and objectives of students
(O’Neill, et al., 2004).
An attitude of lecturer: The lecture has communication skill, refer students to the
office when technical issues arise, announce and update information and prepare
notes early. Learning satisfaction is highly dependent on teaching strategies and
instructor knowledge in helping students. Support involves providing good contact
between teacher and student; offering early notes and clearly updating details
(Hassan, et al., 2013).
4. Facilities
The physical environment is one of the main factors to evaluate students’ satisfaction
and these factors will be clearly shown as follows:
Physical classroom environment: the classroom requires full seating, lighting and
sound and full equipment for teaching and learning to service the need of
The method in teaching also a skill all lecturers must have, three main factors of
teaching method will express as below:
Teaching knowledge of lecturer: The lecturers always updated their knowledge
every day and improve to the lecture, they always give the example about the
market of today, new books is released, and answer the entire question for the
student immediately. Solinas et al (2012) found that a lecturer's timeless
information and general knowledge have a positive influence on student
satisfaction that may influence their intention to continue with current
institutions of higher education (Solinas, et al., 2012). Researchers have found the
content knowledge of teachers to be very important in improving the quality of
teaching and learning of students. Furthermore, Rubio (2010) found that a
lecturer with excellent knowledge of content that reacts to spontaneous and
challenging student questions increases student satisfaction and may influence
students' intention to continue higher education.
Teaching course material: The course material is the main important for learning.
All universities around the world always provide for their students fully course
material from the textbook and the lecture with clear detail. Nowadays, all
universities all use online course material for the student to rapidly adapt with
technology device (Chang, 2013). Many colleges in the UK use technology to
develop courses that meet the educational needs and objectives of students
(O’Neill, et al., 2004).
An attitude of lecturer: The lecture has communication skill, refer students to the
office when technical issues arise, announce and update information and prepare
notes early. Learning satisfaction is highly dependent on teaching strategies and
instructor knowledge in helping students. Support involves providing good contact
between teacher and student; offering early notes and clearly updating details
(Hassan, et al., 2013).
4. Facilities
The physical environment is one of the main factors to evaluate students’ satisfaction
and these factors will be clearly shown as follows:
Physical classroom environment: the classroom requires full seating, lighting and
sound and full equipment for teaching and learning to service the need of
6
students learning and teaching of lecturer, such as projectors, speakers, etc. With
full option in the classroom, can make them comfortable and flexible for students.
Such studies show that building factors such as lighting, temperature, and student
comfort and classroom equipment are strongly linked to student outcomes,
including success and attitude (Fisher, 2001) and (Hurst, 2005). When colleges and
universities spend millions of dollars on facilities, it is necessary to evaluate the
effect of various environmental characteristics to ensure that students, faculty,
and organizations derive the greatest benefit from learning environment
investment. It is necessary to examine the effect on college and university level of
improved learning environments as many colleges and university systems face
budget constraints that require enhanced cost and benefit assessments. In
addition, improvements and enhancements to existing facilities may create
significant changes in classroom settings, often within the same structure. Such
inequalities can provide an unfair advantage to students who are enrolled in parts
that exist in the upgraded classrooms. Ultimately, room physical characteristics
can affect teaching evaluation by students (Hill & Epps, 2010).
Internet: An internet connection in a university allows students to quickly access
the website, find study materials, and assist in finding resources for assignment
deadlines. Internet technology has become a vital tool in people's everyday lives.
The present study on student satisfaction with the use of the internet would be
useful for website operators to know the places where the services are to be
enhanced and to fine-tune their offer to meet the needs of the audience. The
study's findings would be useful not only to educational policymakers and project
officers in designing websites for e-learning services, but also to the e-learning
resources and website developers in designing websites with features or
opportunities that might inspire students to use the website more for a wide
range of important uses (Peter & Saraswathy, 2017).
5. Experiences
Student experience with the university is also an important factor to create a
comfortable learning experience for students and the factors are stated as follows:
Social activities: Club activities help students in one school link together, creating
more relationships outside of the classroom. Interacting with non-class students,
students learning and teaching of lecturer, such as projectors, speakers, etc. With
full option in the classroom, can make them comfortable and flexible for students.
Such studies show that building factors such as lighting, temperature, and student
comfort and classroom equipment are strongly linked to student outcomes,
including success and attitude (Fisher, 2001) and (Hurst, 2005). When colleges and
universities spend millions of dollars on facilities, it is necessary to evaluate the
effect of various environmental characteristics to ensure that students, faculty,
and organizations derive the greatest benefit from learning environment
investment. It is necessary to examine the effect on college and university level of
improved learning environments as many colleges and university systems face
budget constraints that require enhanced cost and benefit assessments. In
addition, improvements and enhancements to existing facilities may create
significant changes in classroom settings, often within the same structure. Such
inequalities can provide an unfair advantage to students who are enrolled in parts
that exist in the upgraded classrooms. Ultimately, room physical characteristics
can affect teaching evaluation by students (Hill & Epps, 2010).
Internet: An internet connection in a university allows students to quickly access
the website, find study materials, and assist in finding resources for assignment
deadlines. Internet technology has become a vital tool in people's everyday lives.
The present study on student satisfaction with the use of the internet would be
useful for website operators to know the places where the services are to be
enhanced and to fine-tune their offer to meet the needs of the audience. The
study's findings would be useful not only to educational policymakers and project
officers in designing websites for e-learning services, but also to the e-learning
resources and website developers in designing websites with features or
opportunities that might inspire students to use the website more for a wide
range of important uses (Peter & Saraswathy, 2017).
5. Experiences
Student experience with the university is also an important factor to create a
comfortable learning experience for students and the factors are stated as follows:
Social activities: Club activities help students in one school link together, creating
more relationships outside of the classroom. Interacting with non-class students,
7
volunteer opportunities, staying in university halls, social events for students, and
health and food programs. Students reflected on cultural, financial, and
developmental changes when asked to describe what had been learned from
these experiences outside of school. When proposing suggestions that could help
improve the university experience, additional items were presented that mirrored
many of the topics discussed with the focus groups: improved communication
through better orientation; student bulletin boards in all academic buildings; lucky
invitations to join a university with a strong global emphasis and the inclusion of
students from abroad. We talked a lot about the growth-producing incentives for
international study and internships that were described as the cornerstone of
university education and the one common aspect that permeated the whole
institution. A generally positive experience with both the campus ' formal and
informal life also appreciated the students ' opportunity to meet and connect with
each other (Herdlein & Zurner, 2015).
Supervisor: Supervisors are an important role that is always present in the
education systems of countries around the world. Supervisors always answer
students' questions whenever they need it; they are also a student's career and
career orientation, giving students the most sincere advice. Metzner (1989)
presented empirical evidence of a correlation between student satisfaction with
the value of the advice obtained at their university and their retention at that
school, which conducted a longitudinal study of the first-year student retention
rates of students enrolled in public universities. Data analysis showed that high-
quality advice had a statistically significant, indirect effect on student retention,
mediated by its positive association with the level of college satisfaction of
students and its negative (inverse) association with the intention of students to
leave college (Abdullah, et al., 2012).
100% English environment: 100% English environment in an international
standard university is essential when established. Today, English is considered a
compulsory second language for students to graduate.
III. Methodology and Database
1. Methods to collecting data
volunteer opportunities, staying in university halls, social events for students, and
health and food programs. Students reflected on cultural, financial, and
developmental changes when asked to describe what had been learned from
these experiences outside of school. When proposing suggestions that could help
improve the university experience, additional items were presented that mirrored
many of the topics discussed with the focus groups: improved communication
through better orientation; student bulletin boards in all academic buildings; lucky
invitations to join a university with a strong global emphasis and the inclusion of
students from abroad. We talked a lot about the growth-producing incentives for
international study and internships that were described as the cornerstone of
university education and the one common aspect that permeated the whole
institution. A generally positive experience with both the campus ' formal and
informal life also appreciated the students ' opportunity to meet and connect with
each other (Herdlein & Zurner, 2015).
Supervisor: Supervisors are an important role that is always present in the
education systems of countries around the world. Supervisors always answer
students' questions whenever they need it; they are also a student's career and
career orientation, giving students the most sincere advice. Metzner (1989)
presented empirical evidence of a correlation between student satisfaction with
the value of the advice obtained at their university and their retention at that
school, which conducted a longitudinal study of the first-year student retention
rates of students enrolled in public universities. Data analysis showed that high-
quality advice had a statistically significant, indirect effect on student retention,
mediated by its positive association with the level of college satisfaction of
students and its negative (inverse) association with the intention of students to
leave college (Abdullah, et al., 2012).
100% English environment: 100% English environment in an international
standard university is essential when established. Today, English is considered a
compulsory second language for students to graduate.
III. Methodology and Database
1. Methods to collecting data
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This study examines the relationship between the students’ satisfaction and
educational offerings such as the knowledge and teaching method of lecturer, courses
offered, learning environment and classroom facilities. The responses were obtained
from students at the University of Greenwich; the sample size consisted of 101 students
of various disciplines and grades. 70% were online surveys and 30% were paper surveys.
The survey was classified into two genders of men and women. A questionnaire used to
collect the respondents ' data. This questionnaire was developed based on the methods
used in their research by Aldemir and Gulcan (Aldemir & Gulcan, 2004).
The questionnaire was comprised of two sections. Section I consisted of demographic
attributes like age, gender, major. Section II comprised of questions related to students'
satisfaction to teaching method, the course offered, learning environment and classroom
facilities and responds measured on a 5-point Likert scale anchored by “strongly
unsatisfied” (1) to “strongly satisfied” (5). After a process of changing the variables, the
data was collected and proposed under the Excel file; the data was transferred to SPSS
for the Descriptive Statistics analysis system. With SPSS, the data can be counted in a
short time, as well as providing us with a detailed chart to better understand the details.
Last but not least, Microsoft Word took the data processed into the report and linked it
to the theories.
2. Hypothesis
There are 7 hypotheses set out to consider student satisfaction with the University of
Greenwich:
H0: Student's satisfied with the internet working at the University of Greenwich.
H0: The equipment for teaching and learning (projectors, speakers, etc.) at the University
of Greenwich works effectively.
H0: The quality of books and references at the library of the University of Greenwich
guarantees.
H0: Students business administration no different with students information technology
with the teaching and communication environment in the classroom is 100 percent.
H0: Second-year students are no different from third-year students about field trip
activities of the University of Greenwich.
H0: Students meet the demand of social activities, club activities and their feel happy and
comfortable when studying at the University of Greenwich.
This study examines the relationship between the students’ satisfaction and
educational offerings such as the knowledge and teaching method of lecturer, courses
offered, learning environment and classroom facilities. The responses were obtained
from students at the University of Greenwich; the sample size consisted of 101 students
of various disciplines and grades. 70% were online surveys and 30% were paper surveys.
The survey was classified into two genders of men and women. A questionnaire used to
collect the respondents ' data. This questionnaire was developed based on the methods
used in their research by Aldemir and Gulcan (Aldemir & Gulcan, 2004).
The questionnaire was comprised of two sections. Section I consisted of demographic
attributes like age, gender, major. Section II comprised of questions related to students'
satisfaction to teaching method, the course offered, learning environment and classroom
facilities and responds measured on a 5-point Likert scale anchored by “strongly
unsatisfied” (1) to “strongly satisfied” (5). After a process of changing the variables, the
data was collected and proposed under the Excel file; the data was transferred to SPSS
for the Descriptive Statistics analysis system. With SPSS, the data can be counted in a
short time, as well as providing us with a detailed chart to better understand the details.
Last but not least, Microsoft Word took the data processed into the report and linked it
to the theories.
2. Hypothesis
There are 7 hypotheses set out to consider student satisfaction with the University of
Greenwich:
H0: Student's satisfied with the internet working at the University of Greenwich.
H0: The equipment for teaching and learning (projectors, speakers, etc.) at the University
of Greenwich works effectively.
H0: The quality of books and references at the library of the University of Greenwich
guarantees.
H0: Students business administration no different with students information technology
with the teaching and communication environment in the classroom is 100 percent.
H0: Second-year students are no different from third-year students about field trip
activities of the University of Greenwich.
H0: Students meet the demand of social activities, club activities and their feel happy and
comfortable when studying at the University of Greenwich.
9
H0: There is no different between the lecturer has subject knowledge and the lecturer can
answer student’s question.
H0: There is no difference between course material always updated and the website is
quick to access the syllabus in the learning process of students.
IV. Descriptive Statistics
1. Descriptive
The research sample was chosen using a random survey approach for students
studying in high schools such as Business Administration, Information Technology,
Graphic Design, Marketing, and Event Organization. In addition, questionnaires were sent
to students and 101 feedback forms were obtained, after which 101 statistics on
feedback forms were conducted.
Major
Figure 2: Major at University of Greenwich
The pie chart shows the class that students at Greenwich University are currently
attending. There are five major including Business Administration, Graphic Design,
Information Technology, Event Organization, and Marketing, and the amount of
participation is not comparable. The survey was predominantly attended by Business
Administration Major students with 60 participants, comprising 59.4 percent of the total
number of surveys. Graphic Design students with nine people took part in the study,
representing 8.9 percent of the total number of surveys. The survey was attended by
Information Technology students with 15 participants, comprising 14.9 percent of the
total number of surveys. The students of Marketing with 12 people participated in the
survey, accounted for 11.9% of the total number of surveys. Event Organization students
represented a small minority with 5 participants in the survey, representing 5 percent of
H0: There is no different between the lecturer has subject knowledge and the lecturer can
answer student’s question.
H0: There is no difference between course material always updated and the website is
quick to access the syllabus in the learning process of students.
IV. Descriptive Statistics
1. Descriptive
The research sample was chosen using a random survey approach for students
studying in high schools such as Business Administration, Information Technology,
Graphic Design, Marketing, and Event Organization. In addition, questionnaires were sent
to students and 101 feedback forms were obtained, after which 101 statistics on
feedback forms were conducted.
Major
Figure 2: Major at University of Greenwich
The pie chart shows the class that students at Greenwich University are currently
attending. There are five major including Business Administration, Graphic Design,
Information Technology, Event Organization, and Marketing, and the amount of
participation is not comparable. The survey was predominantly attended by Business
Administration Major students with 60 participants, comprising 59.4 percent of the total
number of surveys. Graphic Design students with nine people took part in the study,
representing 8.9 percent of the total number of surveys. The survey was attended by
Information Technology students with 15 participants, comprising 14.9 percent of the
total number of surveys. The students of Marketing with 12 people participated in the
survey, accounted for 11.9% of the total number of surveys. Event Organization students
represented a small minority with 5 participants in the survey, representing 5 percent of
10
the total number of surveys. Generally, most students at Greenwich University are
focused on learning two main majors, like Business Administration and IT.
Gender
Figure 3: Gender of student at University of Greenwich
The pie chart shows the number of students including males, females, and others
doing research on student satisfaction with the education system at Greenwich
University and the amount of participation is not comparable. The number of female
students participating in the study is greater than the number of male students
participating. The number of female students participating in the survey throughout the
school is 50 people, representing 49.5% of the total number of surveys, while the
number of male students participating in the survey is 47 people, representing 46.5% of
the total number of surveys. The number of other students taking part in the survey is 4
and represented 4% of the total number of surveys.
a) Teaching Method
The teaching method is one of the criteria to show students' satisfaction, there are
three main criteria represented by charts and tables, it measures the satisfaction
percent of students with these factors:
Teaching Knowledge
This bar chart deals with the
method of teaching. It illustrates the
student's satisfaction that the lecturer's
knowledge of the lecture is extensive and
updated. It can be seen that happy with
36.6% of participants. This is the level
Figure 4: Teaching knowledge of lecturers
the total number of surveys. Generally, most students at Greenwich University are
focused on learning two main majors, like Business Administration and IT.
Gender
Figure 3: Gender of student at University of Greenwich
The pie chart shows the number of students including males, females, and others
doing research on student satisfaction with the education system at Greenwich
University and the amount of participation is not comparable. The number of female
students participating in the study is greater than the number of male students
participating. The number of female students participating in the survey throughout the
school is 50 people, representing 49.5% of the total number of surveys, while the
number of male students participating in the survey is 47 people, representing 46.5% of
the total number of surveys. The number of other students taking part in the survey is 4
and represented 4% of the total number of surveys.
a) Teaching Method
The teaching method is one of the criteria to show students' satisfaction, there are
three main criteria represented by charts and tables, it measures the satisfaction
percent of students with these factors:
Teaching Knowledge
This bar chart deals with the
method of teaching. It illustrates the
student's satisfaction that the lecturer's
knowledge of the lecture is extensive and
updated. It can be seen that happy with
36.6% of participants. This is the level
Figure 4: Teaching knowledge of lecturers
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chosen by most students. Whereas, only 3% of participants selected this factor was
strongly unsatisfied. Since then, we can see that many students are pleased with the
teaching method.
Teaching Course Material
Table 1: Course Material
This table deals with the process of teaching. This shows that textbooks are equipped
with correct and revised material for the student's satisfaction in lectures. It can be seen
that there was a high satisfaction of 38.6 percent of participants. This is the level chosen
by most students. In addition, only 2 percent of participants chose this variable to be
highly unsatisfied. Overall, we can see that many students are highly satisfied with
lectures, textbooks offered by the University of Greenwich to ensure the highest quality
of teaching.
Teaching attitude of lecturer
The bar chart is about the method
of teaching. This reflects the fun, open-
minded approach to the benefit of the
students and always shows the teacher's
expectations of etiquette. 42 out of every
101 participants shared their high
happiness, representing 41.6 percent of
the total participants. This is the standard
selected by most students. All in all, we
can see that many students are highly satisfied with polite, open-minded behavior and at the
University of Greenwich traditional teacher manners. Therefore, the lecturer's expertise is well
Figure 5: Attitude of lecturer
chosen by most students. Whereas, only 3% of participants selected this factor was
strongly unsatisfied. Since then, we can see that many students are pleased with the
teaching method.
Teaching Course Material
Table 1: Course Material
This table deals with the process of teaching. This shows that textbooks are equipped
with correct and revised material for the student's satisfaction in lectures. It can be seen
that there was a high satisfaction of 38.6 percent of participants. This is the level chosen
by most students. In addition, only 2 percent of participants chose this variable to be
highly unsatisfied. Overall, we can see that many students are highly satisfied with
lectures, textbooks offered by the University of Greenwich to ensure the highest quality
of teaching.
Teaching attitude of lecturer
The bar chart is about the method
of teaching. This reflects the fun, open-
minded approach to the benefit of the
students and always shows the teacher's
expectations of etiquette. 42 out of every
101 participants shared their high
happiness, representing 41.6 percent of
the total participants. This is the standard
selected by most students. All in all, we
can see that many students are highly satisfied with polite, open-minded behavior and at the
University of Greenwich traditional teacher manners. Therefore, the lecturer's expertise is well
Figure 5: Attitude of lecturer
12
communicated, generating satisfaction for students at the university during their tenure.
Contribution to improve the University of Greenwich education system.
b) Facilities
The physical environment is also considered as one of the main factors for students to
assess whether a university is worth studying, the following will be the main elements of
the physical environment to be evaluated by students:
Facilities Physical Environment
Figure 6: Physical environment
This pie chart is about the University of Greenwich facilities. It illustrates the
satisfaction of the student with the facilities that include classrooms to ensure seating,
lighting and sound requirements. Of every 101, there are 38 participants expressing their
strong satisfaction, representing 37.6% of the total participants. This is the quality that
most students have chosen. Just 2% of respondents, on the other hand, selected this
parameter extremely unsatisfied. That being said, the University of Greenwich's
classroom quality is highly assured of devices such as seats, lights, and sound. Creating a
comfortable space while attending school to ensure the quality of student learning.
Facilities Equipment
Figure 7: Equipment in the classroom at University of GW
communicated, generating satisfaction for students at the university during their tenure.
Contribution to improve the University of Greenwich education system.
b) Facilities
The physical environment is also considered as one of the main factors for students to
assess whether a university is worth studying, the following will be the main elements of
the physical environment to be evaluated by students:
Facilities Physical Environment
Figure 6: Physical environment
This pie chart is about the University of Greenwich facilities. It illustrates the
satisfaction of the student with the facilities that include classrooms to ensure seating,
lighting and sound requirements. Of every 101, there are 38 participants expressing their
strong satisfaction, representing 37.6% of the total participants. This is the quality that
most students have chosen. Just 2% of respondents, on the other hand, selected this
parameter extremely unsatisfied. That being said, the University of Greenwich's
classroom quality is highly assured of devices such as seats, lights, and sound. Creating a
comfortable space while attending school to ensure the quality of student learning.
Facilities Equipment
Figure 7: Equipment in the classroom at University of GW
13
This pie chart is about Greenwich University's services. This shows the teaching and
learning resources (projectors, microphones, etc.) for the student's enjoyment. Of every
101, 41 participants were satisfied, representing 40.6% of the total participants. This is
the norm preferred by most students, who accounted for nearly half of the selected
factor participants. Meanwhile, no one selects the extremely unsatisfied factor. This
demonstrates that the teaching and learning equipment works well towards the
University of Greenwich students. To order to help students study efficiently, it has
invested in quality equipment.
Facilities Internet
Figure 8: Internet connection
This pie chart is about the University of Greenwich services. This shows the happiness
of the student with the school's Internet service. Of every 101, 36 participants were
pleased, representing 35.6% of the total participants. This is the quality that most
students have chosen. Nevertheless, 18.8 million were extremely unsatisfied, accounting
for one-fifth of the selected parameter respondents. General, the University of Greenwich
Internet is not working very well and can result in interruptions when logging in. This does
not satisfy students and needs to be improved from the class.
c) Experiences
Experience is also one of the important factors to show whether students are satisfied
with the environment they are studying or not, the following analysis tables will help to
see that clearly:
Experience Supervisor Career
This pie chart is about Greenwich University's services. This shows the teaching and
learning resources (projectors, microphones, etc.) for the student's enjoyment. Of every
101, 41 participants were satisfied, representing 40.6% of the total participants. This is
the norm preferred by most students, who accounted for nearly half of the selected
factor participants. Meanwhile, no one selects the extremely unsatisfied factor. This
demonstrates that the teaching and learning equipment works well towards the
University of Greenwich students. To order to help students study efficiently, it has
invested in quality equipment.
Facilities Internet
Figure 8: Internet connection
This pie chart is about the University of Greenwich services. This shows the happiness
of the student with the school's Internet service. Of every 101, 36 participants were
pleased, representing 35.6% of the total participants. This is the quality that most
students have chosen. Nevertheless, 18.8 million were extremely unsatisfied, accounting
for one-fifth of the selected parameter respondents. General, the University of Greenwich
Internet is not working very well and can result in interruptions when logging in. This does
not satisfy students and needs to be improved from the class.
c) Experiences
Experience is also one of the important factors to show whether students are satisfied
with the environment they are studying or not, the following analysis tables will help to
see that clearly:
Experience Supervisor Career
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This bar chart is about the
University of Greenwich's experience. It
illustrates the satisfaction of the students
through the supervisor with the activities of
learning consultancy, career advice. The
number of people selecting the happy variable
at the first-highest level represented 39.6%
and 40 participating in the study, representing
more than one-third of respondents selected
this variable. On the other hand, the variable of strongly unsatisfied is chosen by 3%. Training
consulting practices can be seen, career coaching has responded to training needs, student choice
and therapy. It has done a good job of building student engagement and orientation..
Experience Social Club Activities
This bar chart is about the University of
Greenwich's experience. It illustrates the
satisfaction of the student with the activities of
the social club. The number of people selecting
the variable does not represent a comment on
the first-highest level of 32.7%. While strongly
unsatisfied was selected by 2 percent. As a
matter of fact, the club's activities are not good,
so students have not responded. It only
addresses a part of the needs of entertainment and has a positive impact on student learning.
Experience 100% English
The number of people selecting the
factor satisfied or highly satisfied is equal, the
same was 39.6% with 35 people participating in
the first-highest level sample, reflecting more
than one-third of respondents selected this
variable. This is the standard selected by most
Figure 9: Supervisor career
Figure 11: 100% English environment at University of GW
Figure 10: Social club activities
This bar chart is about the
University of Greenwich's experience. It
illustrates the satisfaction of the students
through the supervisor with the activities of
learning consultancy, career advice. The
number of people selecting the happy variable
at the first-highest level represented 39.6%
and 40 participating in the study, representing
more than one-third of respondents selected
this variable. On the other hand, the variable of strongly unsatisfied is chosen by 3%. Training
consulting practices can be seen, career coaching has responded to training needs, student choice
and therapy. It has done a good job of building student engagement and orientation..
Experience Social Club Activities
This bar chart is about the University of
Greenwich's experience. It illustrates the
satisfaction of the student with the activities of
the social club. The number of people selecting
the variable does not represent a comment on
the first-highest level of 32.7%. While strongly
unsatisfied was selected by 2 percent. As a
matter of fact, the club's activities are not good,
so students have not responded. It only
addresses a part of the needs of entertainment and has a positive impact on student learning.
Experience 100% English
The number of people selecting the
factor satisfied or highly satisfied is equal, the
same was 39.6% with 35 people participating in
the first-highest level sample, reflecting more
than one-third of respondents selected this
variable. This is the standard selected by most
Figure 9: Supervisor career
Figure 11: 100% English environment at University of GW
Figure 10: Social club activities
15
students. In contrast, the parameter about highly unsatisfied is selected by 5.9%. It is
visible that the student at Greenwich University is almost satisfied with the 100% English
environment. This is a global learning setting, there are some foreign teachers and some
exchange students from other countries such as Laos and Malaysia, so contact uses
English almost. It helps improve the English skills of students while at the University of
Greenwich learning in a diverse atmosphere that helps students to connect and have
great experiences.
2. Inference
One-sample test
Hypothesis 1
H0: Student's satisfied with the internet working at the University of Greenwich.
H1: Students unsatisfied with the internet working at the University of Greenwich.
Table 2: One-sample test of Internetworking
From table above the p-value is less than the significant level of 5% (p-value = 0.000 ≤
0.05). As a result, reject the null hypothesis with 95% Confidence Interval of the Difference.
So, we compare the mean of one-sample statistics table with test value, from the mean =
3.28 in the one-sample statistics table, we can see that mean = 3.28 less than test value = 4, it
that mean students are no comment with this variable.
Hypothesis 2
H0: The equipment for teaching and learning (projectors, speakers, etc.) at the University of
Greenwich works effectively.
students. In contrast, the parameter about highly unsatisfied is selected by 5.9%. It is
visible that the student at Greenwich University is almost satisfied with the 100% English
environment. This is a global learning setting, there are some foreign teachers and some
exchange students from other countries such as Laos and Malaysia, so contact uses
English almost. It helps improve the English skills of students while at the University of
Greenwich learning in a diverse atmosphere that helps students to connect and have
great experiences.
2. Inference
One-sample test
Hypothesis 1
H0: Student's satisfied with the internet working at the University of Greenwich.
H1: Students unsatisfied with the internet working at the University of Greenwich.
Table 2: One-sample test of Internetworking
From table above the p-value is less than the significant level of 5% (p-value = 0.000 ≤
0.05). As a result, reject the null hypothesis with 95% Confidence Interval of the Difference.
So, we compare the mean of one-sample statistics table with test value, from the mean =
3.28 in the one-sample statistics table, we can see that mean = 3.28 less than test value = 4, it
that mean students are no comment with this variable.
Hypothesis 2
H0: The equipment for teaching and learning (projectors, speakers, etc.) at the University of
Greenwich works effectively.
16
H2: The equipment for teaching and learning (projectors, speakers, etc.) at the University of
Greenwich does not work effectively.
Table 3: One-sample test about equipment for teaching and learning
From table above the p-value is more than the significant level of 5% (p-value = 0.402
> 0.05). As a result, cannot reject the null hypothesis with 95% Confidence Interval of the
Difference. So, we compare the mean of one-sample statistics table with test value, from the
mean = 3.93 in the one-sample statistics table, we can see that mean = 3.93 less than test
value = 4, it that mean students are satisfied with this variable with mean nearly 4. Therefore,
it is means the equipment for teaching and learning (projectors, speakers, etc.) at the
University of Greenwich works effectively.
Hypothesis 3
H0: The quality of books and references at the library of the University of Greenwich
guarantees.
H3: The quality of books and references at the library of the University of Greenwich does not
guarantees.
H2: The equipment for teaching and learning (projectors, speakers, etc.) at the University of
Greenwich does not work effectively.
Table 3: One-sample test about equipment for teaching and learning
From table above the p-value is more than the significant level of 5% (p-value = 0.402
> 0.05). As a result, cannot reject the null hypothesis with 95% Confidence Interval of the
Difference. So, we compare the mean of one-sample statistics table with test value, from the
mean = 3.93 in the one-sample statistics table, we can see that mean = 3.93 less than test
value = 4, it that mean students are satisfied with this variable with mean nearly 4. Therefore,
it is means the equipment for teaching and learning (projectors, speakers, etc.) at the
University of Greenwich works effectively.
Hypothesis 3
H0: The quality of books and references at the library of the University of Greenwich
guarantees.
H3: The quality of books and references at the library of the University of Greenwich does not
guarantees.
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Table 4: One-sample test about the quality of the library and references
From table above the p-value is less than the significant level of 5% (p-value = 0.000 ≤
0.05) . As a result, reject the null hypothesis with 95% Confidence Interval of the Difference.
So, we compare the mean of one-sample statistics table with test value, from the mean =
3.54 in the one-sample statistics table, we can see that mean = 3.54 less than test value = 4, it
that mean students are satisfied with this variable with mean nearly 4. Therefore, it is means
the quality of books and references at the library of the University of Greenwich guarantees.
Independent Sample Test
Hypothesis 4
H0: Students business administration no different with students information technology with
the teaching and communication environment in the classroom is 100 percent.
H4: Students business administration different with students information technology with the
teaching and communication environment in the classroom is 100 percent.
Table 5: Independent sample test of experience 100% English and major
Table 4: One-sample test about the quality of the library and references
From table above the p-value is less than the significant level of 5% (p-value = 0.000 ≤
0.05) . As a result, reject the null hypothesis with 95% Confidence Interval of the Difference.
So, we compare the mean of one-sample statistics table with test value, from the mean =
3.54 in the one-sample statistics table, we can see that mean = 3.54 less than test value = 4, it
that mean students are satisfied with this variable with mean nearly 4. Therefore, it is means
the quality of books and references at the library of the University of Greenwich guarantees.
Independent Sample Test
Hypothesis 4
H0: Students business administration no different with students information technology with
the teaching and communication environment in the classroom is 100 percent.
H4: Students business administration different with students information technology with the
teaching and communication environment in the classroom is 100 percent.
Table 5: Independent sample test of experience 100% English and major
18
According to the independent test table above, get the sig from the Levene's test
which is less than the significant level (α = 5%) p-value=0.040 ≤ 0.05. So, choose equal
variances not assumed. On the Sig. (2-tailed) at equal variances not assumed is less than the
significant level (α = 5%) p-value = 0.007 ≤ 0.05. As a result, reject the null hypothesis with
95% Confident Interval of the Difference. So, it is means that students business
administration different with students information technology with the teaching and
communication environment in the classroom is 100 percent.
Hypothesis 5
H0: Second-year students are no different from third-year students about field trip activities
of the University of Greenwich.
H5: Second-year students are different from third-year students about field trip activities of
the University of Greenwich.
Table 6: Independent samples test of sophomore and junior students about field trip activities
According to the independent test table above, get the sig from the Levene's test
which is more than the significant level (α = 0.05) p-value=0.635 > 0.05. So, choose equal
variances assumed. On the Sig. (2-tailed) at equal variances assumed is more than the
significant level (α = 5%) p-value = 0.633 > 0.05. As a result, cannot reject the null hypothesis
with 95% Confident Interval of the Difference. So, it is means that second-year students are
no different from third-year students about field trip activities of the University of Greenwich.
Paired Sample Test
Hypothesis 6
H0: Students meet the demand of social activities, club activities and their feel happy and
comfortable when studying at the University of Greenwich.
H6: Students cannot meet the demand of social activities, club activities and their could not
feel happy and comfortable when studying at the University of Greenwich.
According to the independent test table above, get the sig from the Levene's test
which is less than the significant level (α = 5%) p-value=0.040 ≤ 0.05. So, choose equal
variances not assumed. On the Sig. (2-tailed) at equal variances not assumed is less than the
significant level (α = 5%) p-value = 0.007 ≤ 0.05. As a result, reject the null hypothesis with
95% Confident Interval of the Difference. So, it is means that students business
administration different with students information technology with the teaching and
communication environment in the classroom is 100 percent.
Hypothesis 5
H0: Second-year students are no different from third-year students about field trip activities
of the University of Greenwich.
H5: Second-year students are different from third-year students about field trip activities of
the University of Greenwich.
Table 6: Independent samples test of sophomore and junior students about field trip activities
According to the independent test table above, get the sig from the Levene's test
which is more than the significant level (α = 0.05) p-value=0.635 > 0.05. So, choose equal
variances assumed. On the Sig. (2-tailed) at equal variances assumed is more than the
significant level (α = 5%) p-value = 0.633 > 0.05. As a result, cannot reject the null hypothesis
with 95% Confident Interval of the Difference. So, it is means that second-year students are
no different from third-year students about field trip activities of the University of Greenwich.
Paired Sample Test
Hypothesis 6
H0: Students meet the demand of social activities, club activities and their feel happy and
comfortable when studying at the University of Greenwich.
H6: Students cannot meet the demand of social activities, club activities and their could not
feel happy and comfortable when studying at the University of Greenwich.
19
Table 7: Paired sample test of experience between student's feelings and social activities
The p-value is more than the significant level (α = 5%) p-value= 0.360 > 0.05 from the
above-paired sample test table. Thus, we cannot reject the null hypothesis with 95%
Confident Interval of the Difference. This means that students meet the demand of social
activities, club activities and their feel happy and comfortable when studying at the
University of Greenwich. From the paired sample correlation table, get p-value which is less
than the significant level (α = 5%) p-value= 0.002 ≤ 0.05. As a result, we reject the null
hypothesis with 95% Confident Interval of the Difference. It means that the correlation of
two variables is related to each other. For instance, an individual is pleased with social
activities, group activities are also happy, relaxed with those.
Hypothesis 7
H0: There is no different between the lecturer has subject knowledge and the lecturer can
answer student’s question.
H7: There is different between the lecturer has subject knowledge and the lecturer cannot
answer student’s question.
Table 7: Paired sample test of experience between student's feelings and social activities
The p-value is more than the significant level (α = 5%) p-value= 0.360 > 0.05 from the
above-paired sample test table. Thus, we cannot reject the null hypothesis with 95%
Confident Interval of the Difference. This means that students meet the demand of social
activities, club activities and their feel happy and comfortable when studying at the
University of Greenwich. From the paired sample correlation table, get p-value which is less
than the significant level (α = 5%) p-value= 0.002 ≤ 0.05. As a result, we reject the null
hypothesis with 95% Confident Interval of the Difference. It means that the correlation of
two variables is related to each other. For instance, an individual is pleased with social
activities, group activities are also happy, relaxed with those.
Hypothesis 7
H0: There is no different between the lecturer has subject knowledge and the lecturer can
answer student’s question.
H7: There is different between the lecturer has subject knowledge and the lecturer cannot
answer student’s question.
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20
Table 8: Paired sample test of teaching method between knowledge of lecturers and answer student's question
The p-value is more than the significant level (α = 5%), p-value = 0.906 > 0.05 from the
above-paired sample test table. Thus, we cannot reject the null hypothesis with 95%
Confident Interval of the Difference. This means there is no different between the lecturer
has subject knowledge and the lecturer can answer student’s question. From the paired
sample correlation table, get p-value which is less than the significant level (α = %5) p-value=
0.000 ≤ 0.05. As a result, we reject the null hypothesis with 95% Confident Interval of the
Difference. It means that the correlation of two variables is related to each other. For
instance, an individual is pleased with the knowledge of lectures also satisfied with the
answering students’ question of lectures.
Hypothesis 8
H0: There is no difference between course material always updated and the website is quick
to access the syllabus in the learning process of students.
H8: There is difference between course material always updated and the website is quick to
access the syllabus in the learning process of students.
Table 8: Paired sample test of teaching method between knowledge of lecturers and answer student's question
The p-value is more than the significant level (α = 5%), p-value = 0.906 > 0.05 from the
above-paired sample test table. Thus, we cannot reject the null hypothesis with 95%
Confident Interval of the Difference. This means there is no different between the lecturer
has subject knowledge and the lecturer can answer student’s question. From the paired
sample correlation table, get p-value which is less than the significant level (α = %5) p-value=
0.000 ≤ 0.05. As a result, we reject the null hypothesis with 95% Confident Interval of the
Difference. It means that the correlation of two variables is related to each other. For
instance, an individual is pleased with the knowledge of lectures also satisfied with the
answering students’ question of lectures.
Hypothesis 8
H0: There is no difference between course material always updated and the website is quick
to access the syllabus in the learning process of students.
H8: There is difference between course material always updated and the website is quick to
access the syllabus in the learning process of students.
21
Table 9: Paired sample test of course material always updated and the website access the syllabus
The p-value is more than the significant level (α = 5%) p-value= 0.420 > 0.05 from the
above-paired sample test table. Thus, we cannot reject the null hypothesis with 95%
Confident Interval of the Difference. This means there is no difference between course
material always updated and the website is quick to access the syllabus in the learning
process of students. From the paired sample correlation table, get p-value which is less than
the significant level (α = 5%) p-value= 0.000 ≤ 0.05. As a result, we reject the null hypothesis
with 95% Confident Interval of the Difference. It means that the correlation of two variables
is related to each other. For instance, an individual is pleased with the course material always
updated also satisfied with the website is quick to access the syllabus in the learning process.
V. Recommendations
This research explores the determinants of the satisfaction of students at the
University of Greenwich and their effect on the level of satisfaction. Since all variables are
related significantly and positively to the satisfaction of the students, it is concluded that the
expertise of the teachers, the courses offered, the learning environment and the facilities of
the classroom enhance the satisfaction of the student at the University of Greenwich.
According to the result, teachers’ expertise is the most influential factor in the students’
satisfaction, whereas the learning environment is the next factor and facilities is the least
important factor among all the variables. This means that the expertise of teachers, the
courses offered and the learning environment does a good job of improving the satisfaction
of students at the University of Greenwich. There are some suggestions and
Table 9: Paired sample test of course material always updated and the website access the syllabus
The p-value is more than the significant level (α = 5%) p-value= 0.420 > 0.05 from the
above-paired sample test table. Thus, we cannot reject the null hypothesis with 95%
Confident Interval of the Difference. This means there is no difference between course
material always updated and the website is quick to access the syllabus in the learning
process of students. From the paired sample correlation table, get p-value which is less than
the significant level (α = 5%) p-value= 0.000 ≤ 0.05. As a result, we reject the null hypothesis
with 95% Confident Interval of the Difference. It means that the correlation of two variables
is related to each other. For instance, an individual is pleased with the course material always
updated also satisfied with the website is quick to access the syllabus in the learning process.
V. Recommendations
This research explores the determinants of the satisfaction of students at the
University of Greenwich and their effect on the level of satisfaction. Since all variables are
related significantly and positively to the satisfaction of the students, it is concluded that the
expertise of the teachers, the courses offered, the learning environment and the facilities of
the classroom enhance the satisfaction of the student at the University of Greenwich.
According to the result, teachers’ expertise is the most influential factor in the students’
satisfaction, whereas the learning environment is the next factor and facilities is the least
important factor among all the variables. This means that the expertise of teachers, the
courses offered and the learning environment does a good job of improving the satisfaction
of students at the University of Greenwich. There are some suggestions and
22
recommendations for the improvement of students’ satisfaction determinants and hence
level of satisfaction. To promote quality education should be trained and retain qualified and
expert teachers. The courses should be designed to meet the market's current challenges and
needs. Moreover, with the learning environment has the difference between students of two
majors, business administration students can be using English better than information
technology students, so should be trained English skill and confidence for information
technology students. Furthermore, must considered about facilities in University of
Greenwich (Da Nang campus), it is also the factors impact to students’ satisfaction, from the
variables of facilities can see that students uncomfortable with the Internetworking; so the
offer for this factor expands the transmission line and bandwidth, add more wireless routines
to help students can access the internet quickly and easily, without interruption or
problematic network such as unable to connect when there are too many people use at the
same time; with the references at the library the University of Greenwich should improve
more books, newspapers and some journal articles for students easily get information to
write the assignment effectively. And the last, healthy and engaging contact between
students and teachers/administration should be built in order to provide them with all the
necessary information about curriculum, offers, and opportunities.
VI. Conclusion
The competitive market in the education sector is creating the need to provide
customers with a higher quality of service so that they can attract and retain students. This
competition creates pressure in terms of quality overall institutions of higher education. This
research tried to examine the effect of the quality of service on the satisfaction of students at
the University of Greenwich. The effect of service quality on the satisfaction of the students
has a positive impact on the teaching methods, facilities, learning environment, and
experiences that have a marginally positive impact on the satisfaction of the students. The
thesis contributes significantly to the body of knowledge about service quality and the
satisfaction of students of the University of Greenwich, it will also allow the organization to
improve their quality of service policies to attract and retain customers.
recommendations for the improvement of students’ satisfaction determinants and hence
level of satisfaction. To promote quality education should be trained and retain qualified and
expert teachers. The courses should be designed to meet the market's current challenges and
needs. Moreover, with the learning environment has the difference between students of two
majors, business administration students can be using English better than information
technology students, so should be trained English skill and confidence for information
technology students. Furthermore, must considered about facilities in University of
Greenwich (Da Nang campus), it is also the factors impact to students’ satisfaction, from the
variables of facilities can see that students uncomfortable with the Internetworking; so the
offer for this factor expands the transmission line and bandwidth, add more wireless routines
to help students can access the internet quickly and easily, without interruption or
problematic network such as unable to connect when there are too many people use at the
same time; with the references at the library the University of Greenwich should improve
more books, newspapers and some journal articles for students easily get information to
write the assignment effectively. And the last, healthy and engaging contact between
students and teachers/administration should be built in order to provide them with all the
necessary information about curriculum, offers, and opportunities.
VI. Conclusion
The competitive market in the education sector is creating the need to provide
customers with a higher quality of service so that they can attract and retain students. This
competition creates pressure in terms of quality overall institutions of higher education. This
research tried to examine the effect of the quality of service on the satisfaction of students at
the University of Greenwich. The effect of service quality on the satisfaction of the students
has a positive impact on the teaching methods, facilities, learning environment, and
experiences that have a marginally positive impact on the satisfaction of the students. The
thesis contributes significantly to the body of knowledge about service quality and the
satisfaction of students of the University of Greenwich, it will also allow the organization to
improve their quality of service policies to attract and retain customers.
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Assurance in Education, 6(4), 197-204.
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Approach at a European University. SAGE Journals, 5(2), 1-10.
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Abdullah, N., Sherrif, D. N., & Daud, D. N. (2012). Effect of Supervisor Quality and Teaching Quality
on Students’ Satisfaction and Loyalty in Malaysian Research University. Advances in Natural and
Applied Sciences, 6(8), 1428-1437.
Aldemir, C., & Gulcan, Y. (2004). Students Satisfaction in Higher Education: A Turkish Case. Higher
Education Management and Policy, 16(2), 109-122.
Aldridge, S., & Rowely, J. (1998). Measuring customer satisfaction in higher education. Quality
Assurance in Education, 6(4), 197-204.
BPP. (2010). Marketing Principles - Business essentials: supporting HND/HNC and Foundation
Degrees. London: BP Learning Media.
Carey, K., Cambiano, R., & De Vore, J. (2002). Student to faculty satisfaction at a Midwestern
university in the USA. 93-97.
Chang, K.-y. (2013). Factors Affecting Student Satisfaction In Different Learning Deliveries. ISU ReD:
Research and eData, 48.
DeShields, J., W., O., Kara, A., & Kaynak, E. (2005). Determinants of business student satisfaction and
retention in higher education: applying Herzberg’s two factor theory. International Journal of
Educational Management, 19(2), 28-139.
Elliott, K., & Healy, M. (2001). Key factors influencing student satisfaction related to recruitment and
retention. Journal of Marketing for Higher Education, 1-11.
Fisher, K. (2001). Building better outcomes: the impact of school infrastructure on student outcomes
and behavior. Schooling Issues Digest.
Hassan, S. S., Hamid, S. R., & Ustati, R. (2013). Student Satisfaction and Learning Needs in Distant
Education: Towards Lecturers’ Pedagogical Strategies and Attitude . Journal of Educational and Social
Research, 7, 706-766.
Herdlein, R., & Zurner, E. (2015). Student Satisfaction, Needs, and Learning Outcomes: A Case Study
Approach at a European University. SAGE Journals, 5(2), 1-10.
Hill, M. C., & Epps, K. K. (2010). The Impact of Physical Classroom Environment on Student
Satisfaction and Student Evaluation of Teaching in the University Environment. Academy of
Educational Leadership Journal 14.4, 65-79.
Hurst, M. D. (2005). Schools eye future costs. Education Week, 24(35), 34-39.
24
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Education: A Review of the Literature. Journal of Information Technology Education, 3, 312-323.
Peter, G., & Saraswathy, S. (2017). Student Satisfaction with Internet Usage. International Journal of
Management, IT & Engineering, 7(9), 114-121.
Solinas, G., Masia, M., Maida, G., & Muresu, E. (2012). What Really Affects Student Satisfaction? An
Assessment of Quality through a University-Wide Student Survey. Creative Education, 3(1), 37-40.
Zaheer, B., & Rehman, K. u. (2010). A study examining the students satisfaction in higher education .
Procedia Social and Behavioral Sciences , 2, 5446-5450.
Zeithaml, V. A. (1988). Consumer Perceptions of Price, Quality and Value: A Means-End Model and
Synthesis of Evidence. Journal of Marketing, 52(3), 2-22.
Isani, U. A., & Virk, M. L. (2005). Higher education in Pakistan: a historical and futuristic perspective.
Islamabad: National Book Foundation.
Kotler. (2012). Principles of Marketing, 14th edition. New York: Prentice Hall.
Kotler, P., & Keller, K. (2012). Marketing Management. NJ: Prentice Hall.
Kotler, P., Armstrong, G., Wong, V., & Saunders, J. (2008). Principles of Marketing - Fifth European
Edition. Essex: Prentice Hall.
Nguyen, N. V., & Vu, T. N. (2015). Higher Education Reform in Vietnam: Current Situation, Challenges
and Solutions . VNU Journal of Science, 31, 85-97.
O’Neill, K., Singh, G., & O’Donoghue, J. (2004). Implementing eLearning Programmens for Higher
Education: A Review of the Literature. Journal of Information Technology Education, 3, 312-323.
Peter, G., & Saraswathy, S. (2017). Student Satisfaction with Internet Usage. International Journal of
Management, IT & Engineering, 7(9), 114-121.
Solinas, G., Masia, M., Maida, G., & Muresu, E. (2012). What Really Affects Student Satisfaction? An
Assessment of Quality through a University-Wide Student Survey. Creative Education, 3(1), 37-40.
Zaheer, B., & Rehman, K. u. (2010). A study examining the students satisfaction in higher education .
Procedia Social and Behavioral Sciences , 2, 5446-5450.
Zeithaml, V. A. (1988). Consumer Perceptions of Price, Quality and Value: A Means-End Model and
Synthesis of Evidence. Journal of Marketing, 52(3), 2-22.
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