problems in teaching and learning english language for pakistanies

CHAPTER I

Introduction

It proved, really a complicated task to get a systematic and

standardized measurement of the satisfaction level of

students pertaining to the services and facilities provided

by any academic institution since its very beginning to up

till now. Although ample stocks of efforts have continually

been put in place by researchers and intelligential segments

of society aimed at to formulate and evolve a convincing

tool for reliably measuring the overall limits of

satisfaction of the students but this aspect still warrants

extreme attention to unearth its some unaddressed areas and

thereby inviting research based exploration to get reached

up to its main axis.

The investment for Educational motives is the most

profitable sector that returns the outcome manifold as it

also provides a bedrock for a holistic socio economic

betterment of society. Analysts and Researchers are of view

that only a coordinated and strongly synergized educational

system can play effective role to enhance the level of

holistic and cognitive performance of the students.

In this regard, the educational institutions also keep a

greater worth/pivotal role, if they are run through such a

management which is gifted with highest intellectual

capabilities & operational wisdom. Another main factor

required for effective Educational’ administration (that can

be ranked as key factor), is the Readiness or Willingness of

the management, those who are tasked for obtainment of the

educational goals by providing the quality services for

nurturing brilliance and talent amongst students/ new

generation, In order to come up with a progressive outlook

and convincing results in accordance to the public

expectations and aspiration of the students.

Although varied academic preferences and quality perception

about the educational environment should be the top most

priority of the higher authorities of the educational

institute (Palacio, Meneses and Perez 2002).

Study conducted into the matter revealed that the students

of higher academic level in higher educational institution

always found very keen in quality education and perfection

of soothing environment, in system at study place, to get

satisfied their self-esteem, to develop them with all the

pre-requisites /capabilities to become an effective icon in

educational sector.

According to Rowley(1996) the students affiliated with

institution that can perform delivery of better and quality

educational service for their students in line with the

aspiration and expectation of students (which the students

want for their strong academic and carrier accomplishment),

mostly come forward as a capable & good performers with a

background of high educational elegance. It is an admitted

fact that usually the students seek compassionate treatment,

polite response and assurance during their academic journey

process. They are always aspirant of such an environment

which facilitates to get them well equipped with extra

educational potency to compete the challenges of modern era.

Aforesaid in view, it is easily perceptible that the

administration and management of any higher educational

institution can manage to facilitate the students with

quality assurance and overall personality grooming so that

the students can take optimal results of it (LeBlanc ,

Nguyen 1997).

Williams (2002) in his survey conducted regarding

“satisfaction” provides a real image of service providing

institutions, which oftenly desired by the students of

universities and colleges about their mapped out schedules,

modes of services and programs because satisfaction levels

provide a complete and conspicuous look of facilities and

environment provided by the university to its students. In

backdrop of the satisfaction of students with their

educational experience, which is an important tool to

determine the quality of teaching & learning as well as the

institutional effectiveness? Moreover, satisfaction levels

of students are also a main corroborative factor in

portraying the quality of services and effectiveness of

these services as a guideline for the administrative

hierarchies of the universities. The fluctuating factor of

satisfaction has always been a reason of paying attention

for the administration to evaluate the level of standard and

quality of educational environment, which the students

deserve as their basic purpose. Rapid economic and

technological changes casting effects on educational

institutions and stressing them to modify their program,

structure as well as teaching and learning process according

to the needs for which the students are aspirants.

Mai (2010) in a conducted study, suggesting that the

“satisfaction” of students achieved through their

educational experience is an important tool to ascertain the

institutional effectiveness and quality of teaching and

services. The evaluations process helps the institutions to

reframe their action plan and strategy to evolve quality of

teaching and these evaluations are directly measured in way

towards the students’ satisfaction with overall university

experience.

In this regard the main factor of contentment rests with the

students for being the end users/beneficiaries of all such

facilities which are provided by the university.

It is easily perceptible that the students as beneficiaries

of university have a direct linkage of receiving services of

the university by paying suitable amount as charges of all

curricular & extracurricular combination of activities in

the university. This factor obliviously causing increase in

aspiration level of students, as it is an easy tool to

evaluate, whether the University as service providers

effectively addressing the needs of student or otherwise. If

students are not satisfied with the quality and quantity of

the facilities provided by the university then it would be

presumed failure of university in provision of quality

services delivery. Its noteworthy here that while evaluating

any program in terms of its services and facilities it

should have to consider following things in common 1.What to

measure? 2. Who to measure? 3. Where to measure? 4. Why to

measure? 5. What to measure? When to measure?

Keeping in view the broader contextual perspective &

thematic weightage I have selected this topic for research.

In line with my selected topic I have undertaken my

educational venture of measuring the satisfaction of the

students regarding services and facilities of programs of

Institute Of University of the Punjab .I have only selected

master degree programs of P.U.

Statement of the Problem.

A study to explore students' satisfaction level regarding

services and facilities provided by university of the

Punjab."

As regard to the Problem statement which carries three main

points to consider and by keeping the foregoing in view I

did following to accomplish my task

1) I checked Satisfaction level of the students by

considering them as the customers of the university.

2) I selected only master degree programs of P.U to

measure the satisfaction level of student.

3) I only considered the aspect of services and facilities

to measure the satisfaction level of the students.

Objectives of the study

The main intention of this Purpose oriented

study/measurement was to ascertain/ explore the fact whether

the students of P.U were satisfied with the existing level

of the quality and quantity of the services and facilities

provided by P.U to them or not and what they really want &

what level of gape was there between the desired &

prevailing level of service delivery.

1. To get an intensive assessment of the level of

satisfaction of students of P.U regarding services and

facilities provided by university of the Punjab.

2. To check the varied level of satisfaction of the

students of P.U regarding services and facilities

provided by university of the Punjab on grades basis.

3. To determine the variation of level of satisfaction of

the students of P.U regarding programs based services

and facilities provided by university of the Punjab.

4. To ascertain the variation of level of satisfaction of

the students of P.U regarding, semester wise services

and facilities provided by university of the Punjab.

5. To check the variation of level of satisfaction of the

students of P.U regarding services and facilities

provided by university of the Punjab among shifts.

Hypothesis

H°1 Students of P.U are not satisfied with the services and

facilities provided by the University of the Punjab

H°2 there is no significant difference in satisfaction of

the students of P.U regarding services and facilities

provided by the University of the Punjab among

different grades

H°3 there is no significant difference in the satisfaction

regarding services and facilities provided by the

University of the Punjab among different programs

H°4 There is no significant difference in satisfaction


University of the Punjab among the different semesters



University of the Punjab among different shifts



University of the Punjab among different genders

Significance of study

Since 1952 P.U continually contributing through its purpose

oriented working to produce quality teachers& young leaders

equipped with the requisite skills in almost every field of

study, whoever its worth mentioning here that no deliberated

efforts have been ever made to measure the satisfaction of

students enrolled in master degree programs of P.U to

ascertain as whether they are (students) fulfilling their

objectives in a soothing and conducive learning environment

or not as tuitions fee and other charges are considerably

increasing in each following semester. Students often

complain about high charges and less service quality of

master degree programs of P.U. This study will help to

evaluate& determine that whether the service quality and the

facilities provided by master degree programs of P.U is

satisfactory or not. How much there is possible room for

further improvement & what evolutionary/revolutionary

holistic steps should be taken at gross root level to

address the aspirations of student and make them feeling a

soothing and conducive learning environment around them

during learning process.

Instrument

The instrument used for this study was only a structured

questionnaire which was given to the students to know their

opinions. A structured questionnaire was developed to

conduct a deliberated survey research. Liket scale was used

where rating were measured in terms of satisfaction and

dissatisfaction from 1-5. The questionnaire was devised by

regarding the interest level of all kind of learners to get

a broad spectrum feedback regarding the topic

Population

The population of this study was university of the Punjab

students. In these students, there were the students only

from the Master’s degree.

Sample

There are thirteen faculties in the University of the

Punjab. I conveniently selected three faculties at first

stage. The faculties which i selected ,was faculty of

Education, Faculty of Quality and tech managment, and

Faculty of gander studies. Further from these three

faculties Iselected four departments from each faculty.

From each department i collected data of forty pupils. In

these fourty pupils there were the pupils of first year,

second year as well as morning and evening.

Data collection

I personally visited the selected departments of university

of the Punjab and gave the questionnaires to the students of

selected degree programs. They filled those questionnaires

and got back data at the spot.

Data Analysis

A 5-point Likert scale was used in questionnaire and

responses were quantified as the below;

1 = Highly satisfied

2 = satisfied

3 = Neutral

4 = Dissatisfied

5 = Highly dissatisfied

Using SPSS 15.0, data were analyzed and tabulated.

Frequencies, Percentages, Mean, were calculated..

Limitations of study

Due to time and financial constrains I could not select all

institutes and faculties of university of the Punjab in my

research work.

Delimitations

There are many Faculties of university of the Punjab but my

study is delimited to three faculties of P.U. I took only

master degree programmes.

Due to certain reasons of inevitable nature i.e. time

constraint and scarcity of other resources; I could not

select all degree programmes of P.U. I had to select three

faculties of P.U and four departments of each faculty. These

degree programs have two shifts (Morning & evening).I could

not approach to each student due to some time constraints

that’s why I select only 40 students from each degree by

regarding the balanced participation of male & female

students’ folks.

Definition and description of terminologies

Satisfaction

Fulfillment of one’s wishes, expectations, or needs, or the

pleasure derived from this" Law the payment of a debt or

fulfillment of an obligation or claim in full and final

satisfaction of the claim what is felt to be owed or due to

one, especially in reparation of an injustice or wrong: the

work will come to a halt if the electricity and telephone

people don’t get satisfaction

Customer level of approval when comparing a product's

perceived performance with his or her expectations. Also

could refer to discharge, extinguishment, or retirement of

an obligation to the acceptance of the obligor, or

fulfillment of a claim. While satisfaction is sometimes

equated with performance, it implies compensation or

substitution whereas performance denotes doing what was

actually promised. See also accord and satisfaction.

(Thomas, Galambos, 2004)

http://www.businessdictionary.com/definition/accord-and-satisfaction.html

http://www.businessdictionary.com/definition/substitution.html

http://www.businessdictionary.com/definition/claim.html

http://www.businessdictionary.com/definition/fulfillment.html

http://www.businessdictionary.com/definition/obligor.html

http://www.businessdictionary.com/definition/acceptance.html

http://www.businessdictionary.com/definition/obligation.html

http://www.businessdictionary.com/definition/retirement.html

http://www.businessdictionary.com/definition/extinguishment.html

http://www.businessdictionary.com/definition/discharge.html

http://www.businessdictionary.com/definition/expectation.html

http://www.businessdictionary.com/definition/performance.html

http://www.businessdictionary.com/definition/product.html

http://www.businessdictionary.com/definition/approval.html

http://www.businessdictionary.com/definition/customer.html

Programme

A plan of action aimed at accomplishing a clear business

objective, with details on what work is to be done, by whom,

when, and what means or resources will be used. A series of

steps to be carried out for specific goals to be

accomplished.

(Benjamin, Hollings, 1995)

Evaluation

An appraisal of the value of something

Evaluation is the systematic investigation of the merit,

worth or significance of an object, hence assigning value to

a program’s efforts means addressing those three inter-

related domains.(Scriven, 1999).

Program Evaluation

Program Evaluation is the systematic application of

scientific methods to assess the design, implementation,

improvement or outcomes of a program (Rossi & Freeman,

1993).

Curriculum

All the learning which is planned and guided by the school,

whether it is carried on in groups or individually, inside

or outside the school. (John Kerr,2009).

Curriculum is a cultural reproduction in a structured way.

It is even more: It should also value independent thinking

in the context of the widest sense of social responsibility.

(Smith, Stanley & Shores, 2000).

CHAPTER II

Literature Review

Kotler,dumlao and erdman (2008) who defines satisfaction as

a person’s feeling of pleasure that result from comparing

product’s perceived performance to their expectation. It

means if the performance, stall value of any product matches

the expectation, the customer will obliviously get

satisfied. As per contextual meaning in terms of higher

education, the matter of satisfaction is what students do

expect to avail from their educational institution aimed at

making them eligible to become productive and successful

person in their practical span of lives.

Student Satisfaction

Kotler, Clarke(1987). Termed the Satisfaction, as a

deliberated outcome of any task or job that pleases one’s

esteem and aspiration. Satisfaction is a willful

accomplishment which results in one’s contentment and it

plays a major role in determining the validity and accuracy

of a system especially the educational system. It is the

study narrates that as higher the level of satisfaction the

higher will be the level of students’ grooming their skill

development, course knowledge and mentality.

Zeithaml(1988) Satisfaction is the sub sequential outcome of

an institution’s administrative as well as educational

system’s concurrent performance because the students will be

more satisfied and self directed for completing their

studies if the institution provides an enabling conducive

environment that may allows facilitates learning i.e. the

institution contains proper infrastructure for educational

utility backed with essential indicators of professional and

academic development. It is commonly felt view that the

students will be more stimulated, motivated, loyal and good

performers if their institution holds essential educational

facilities with teaching and training staff. The teachers’

indoors and out of class performance is a significant

feature for elaborating students’ impartiality, motivation

and satisfaction. The students’ rate their course

instructors’ performance and his approach of teaching as the

prime indicators in their educational development and

successful completion of their studies, because higher the

intellectual ability of the instructor the better will be

the students’ evaluation cycle.

(Edstrom, 2008) and consequently more will be the

reliability on the teaching staff .Teachers’ ability,

excellence, coordination and reasonability greatly influence

students’ class Journal of Management Research performance.

The students are greatly influenced by the educational

activities in their teacher or instructor coordinates for

them. It is stated that the teachers who teach with

punctuality, accuracy, reasonability with logical approach

in a student friendly manner are more popular. Because

students level of satisfaction increases by working with

those course instructors and lecturers who properly handle

the assignments, projects, exams and facilitate students’

logical reasoning and aptitude development.

The level and service of quality in the educational sector

particularly in the higher educational institutions is the

fundamental aspect of educational excellence. According to

(Alridge , Rowley, 2001) as far as the students perceived

regarding the institution’s quality and standardized

learning environment facilitated with intellectual ability,

appropriate learning and infrastructure facilities their

interest in their organization will explicitly be retained.

The students are motivated from the academic as well as the

administrative efficiency of their institution.

Spooree(2007) viewed that the organizational harmony,

teachers’ intellectual ability, professional growth,

transparency in students’ assessment, feedback and training

are the important features that mentally develops the

students. The maintenance of other essentials of quality

service in education i.e. well managed and updated

libraries, security systems, medical facilities, class

decoration and facilitation with multimedia and sitting

arrangements along with administrative staff’s cooperation

play a main role in educational support and overall growth

According to Soutar and McNeil (1996) both educational and

managerial issues of an institute are extremely worthy in

determining the performance of students, development of

institutional reflection and quality assurance Elliot ,

Shin (2002) found that the highly considerable changes in

the model that appear to directly impact on overall customer

satisfaction with university performance.

(1) Instructional Excellence

(2) Ability to get desired classes /level

(3) Inspirational & Knowledgeable

(4) Knowledgeable faculty

(5) Overall standard and quality of instruction

(6) Tuition paid is a worthwhile investment

(7) Access to tutor/ advisor

(8) Safe and secure accommodation /campus.

(9) Openness of policy about the requirements for major

Journal of Management Research

(10) Availability of advisor /tutor

(11) IT/ computer labs, facility

(12) Fair transparent approach of faculty and access to

information

Bolton , Drew (1991) Where the students also get motivated

from the steadfastness of the facilities they are provided

with, as an advanced quality they perceive the higher will

be magnetism for their affiliation .The accessibility of

other educational services like scholarly sense, advisors,

career analysis, department are the features that an

institution needs for its students’ better performance and

satisfaction but the services quality is mostly recognized

by the cooperation of the administrative staff as well as

the faculty staff with the students. Majority of the

students get discouraged if they found that the staff is not

compassionate /sympathetic and kind towards them and even

not keen for quality assurance of the institution. For this

purpose the institution must train its staff members, in a

way that it may create a sense of facilitation through quick

and timely delivery of harmonization, assistance, sympathy

and understanding.

Teaching, learning and class room facilities

Bano,humaira&nasreen(2013) in their discreet investigative

study are determinants of student's satisfaction with the

stance that in higher education the influence level of

satisfaction found that students are satisfied with higher

education in Pakistan. However, the level of satisfaction

varies on gender basis due to their socio economic status.

He further identified that teachers and classroom facilities

are the key factor to enhance the student's satisfaction at

higher education. Various researchers identified that image

of university, quality of instructors, education, test

books, intimation before attending university, methods of

teachers, administration of courses and the key factor to

develop and enhance student's satisfaction at higher

education or universities.

The Student’s Satisfaction Related to the Faculty

Lee (1997). The student’s satisfaction is interlinked with

the faculty especially with the first years impression that

in a student’s life in terms of financial aid, academics,

resources and experience of the university. These factors

involved in affecting the students’ satisfaction. He

conducted a study on students’ satisfaction in central

university of England and finally concluded that there were

clear problems with resources that produce a sense of

dissatisfaction amongst the students. The study also added

that the faculty of the university is an important factor

that affects the satisfaction of students. The faculty

performance and classes were the determinant of the

satisfaction of the students with education and their

attachment to the institution

Sapri. (2009) in his conducted study and probed some factors

that affects the satisfaction level of the students

regarding the higher educational facilities & service

scheme. The study comprise of the accommodation and social

facilities, supports service, teaching and learning

facilities and service environmental factors. That results

of the study concluded that the factors about teaching-

learning were most important factors that affect level of

the students’ satisfaction.

Services and facilities and students satisfaction

Low(2000).The relation between students and institutions is

twofold, schools and students have correlation in term of

financial needs because students depend on institutes to

impart knowledge and help to forge meaningful career in

future. Educational institutes are conducting student

satisfaction survey with the aim to improve the quality of

service, offered to students. Satisfaction is an outcome of

provided service. He found that student’s main criteria for

selection of university is quality of education and service

offered by the university. Low (2000), notes that provision

of service quality is key source of attraction, satisfaction

and retention of students and it has direct impact on

funding, job security and viability of educational

institute. He stated that there is significance & difference

between services and facilities and students satisfaction.

Various researchers have given their findings regarding

students’ concern for quality and use of students to measure

the quality of service provided. As Gold (2001) says that

students should be considered as primary customers and

educational institutes should focus on student-centered

education. Students should be assessed as the product of the

institute.

Satisfaction and Performance of Students

As per Lumsden (1994), finding in light of his research

“Satisfaction of students has been one of the commonly

discussed topics in higher education. Satisfaction of

students is directly related to the learning performance of

students. It is an element that leads students towards

learning process. Numerous studies are conducted ascertain

the satisfaction and students academic performance. Various

researchers have defined students’ satisfaction. i.e, they

analyzed satisfaction as students level of indulgence in

education. Marshal (1987) said that students’ satisfaction

is a force that is beneficial to the learner. He contended

that satisfaction of learning is dependent upon quality

associated with the learning and teaching process.

Autonomous satisfaction was reported to be significantly

associated with the students’ perceptions of course quality,

in terms of the meaningfulness and value of the educational

experience .he argues that satisfaction has an effect on

effort that finally casts positive results which lead to an

increase in abilities. Successful candidates are more

satisfied then candidates faced failure.

Impact of Library Facilities on Students

Satisfaction

Zeithaml, Parauraman, and Berry (1993)A university library

contributes greatly to the overall institution fulfilling

its mission and achieving academic success. University

libraries playing multi dimensional role to disseminate

information to achieve this aim/goal. University libraries

also offer different kinds of services, physical facilities,

collections of documents, access to information, and study

spaces. The traditional services and role of university

libraries is rapidly changing with passage of time due to

the increase in information providers (vendors, Google,

Amazon, etc.),

Though the increase level of the users expectations, the

application of modern technologies, global competition in

the information service sector, the digital revolution, the

introduction of numerous information formats and the rising

costs of physical information materials the role of

libraries in each university has gained a greater worth to

address the needs, experiences, expectations, and

perceptions of the end user (students) they are to overcome

challenges. Assessment of library service quality helps in

identifying any shortcoming, for reducing the gap existed

between customers ‘perceptions and expectations, in a view

to resources, for current and future planning.

As per the findings of service-quality literature Hernon ,

McClure(1990);Taylor (1986) it has been identified that

customers have a central position in the assessment of

service quality and claims the customers authorized to

judge the quality. The common services are becoming

unresponsive to the current exigencies required for

acquisition of information. This aspect stresses the

Library authorities should recognize the different needs of

students on preferential ground by regarding the feedback of

library users it is also suggestible that all programs and

initiatives regarding current and future services must be

user-centered. Libraries in the developed countries have

perceived this reality and focused on meeting their

customers ‘needs. The libraries in the advanced countries

changed their main focus on in-puts to outcome-based

assessment of the quality of services; however, in

developing countries like Pakistan, libraries are shorts to

facilitate the needs. Contradictory to the above depicted

facts in the developed world, in Pakistan users’ perceptions

of library service quality is not regularly assessed (Rehman

and Pervaiz 2007).

There is no data available to inform library managers,

policy makers, universities, and the Higher Education

Commission (HEC) about users’ expectations and perceptions

or about gaps between perceptions and expectations across

individual services, dimensions, and user groups in

developed countries is commonly available.

Students perceptions and expectations with library services.

Parasuraman, Zeithaml,and Berry (1991) in their research it

has stated that a service performance below the ZOT(zone of

tolerance) could create dissatisfaction and disappointment,

and causing decrease the reliability and loyalty of

customer. A performance level within or above the ZOT

indicates that minimum standard has been met and it

increases their loyalty, dependence and satisfaction for

service providing organization. Putting together minimum

agreed service quality its desired and perceived service

quality provides a great reason of understanding as to how

the libraries are performing from the perspective of its

users (students). It further reveals that libraries were

meeting minimum requirements of the users who are to be

satisfied overall by the staff, by arranging his

accessibility for and facilitate the study-space related

services and all dimensions in the ambit of ZOT Though few

researches indicated that users ’minimum requirements if not

met in specifically in terms of the service quality

dimensions, there will be varied feedback regarding the

effectiveness of the quality of service providers. So it

can be suggestible that users (especially faculty and

graduate students) who are considered amongst the high

expectation seeking information control and frame of opinion

to get the level of efficacy of their library. On the

contrary, users (except undergraduates) have seen having

poor and low level of expectations for the library-as a

place and have a broader opinion pertaining to the fact to

analyzed that how their libraries can perform in a better

way.

Reid (2008) has categorized few basic characteristics,

fundamentals that employers normally expect from the

graduates of the university. These included specific know

how, craft experience & knowledge, intellectual brilliance,

potentiality to work in modern organizations, interpersonal

& intra personal interactive and communicatory skills.

Reid, Trudeau (2008) describe that there are numerous

invisible characteristics that required by the market and

that include: readiness/willingness to learn, be

democratic/consultative and positive to work in multi-

cultured environment as team player, conflicts and emerging

problem solving skills, analytical/conceptualization

abilities, leadership and managerial qualities,

adaptability, flexibility, ability to summarize & resolve

key issues and above all the integrity & sincerity toward

obtainment of the team/organizational goals. It is the fact

that attainment of these skills and abilities are usually

desired/predefined by the parents prior or while deciding to

send their children for acquisition of higher education in

universities.

Crawford, svenson(1991) indicated that in Pakistan students

are still considered as customers of the university as it

was in England some years back, because they were to pay the

tuition fees. Students are the direct receiver/end users of

the services delivered by any educational

institution/university. The services are usually being

provided by the university with a preoccupied mindset that

the students are their customers the satisfaction and

dissatisfaction, matters a lot for the overall repo & tempo

of the university as the two year degree programme,

comprising of various semesters at each level that should

deliver highly convincing & purpose oriented results. For

authentication of this assumption, we have conducted survey

aimed at measurement of the satisfaction level of the

students, as results after series of assessing multifarious

aspectual angles it came to limelight that presently there

is teaching, assessment and support services are being

provided by their university through already mapped out

courses/ curriculum. These results will ultimately be used

as standard by University and financing donors etc as well

to constitute and functionalize a general assessment

committee of university to review the holistic performance.

Such a ranking /position of a university during any

systematic assessment by any committee or through other

reliable sources will portray an image which will ultimately

reflect upon reputation of University. This image will lead

as bedrock to set targets for satisfaction of the students

which obliviously result attracting/attachment towards that

very specific institution. Is of view, indeed recruitment

and retention of students has been moved to the top of most

universities agendas. If the retention is low that will

definitely lower the attention of the funding agent just as

government (Rowley, 2003).

MithileshwarJha (1993) has categorized the customer

satisfaction, a term that used frequently in marketing

entrepreneurs which illustrates the efficacy of any product

or service rendered by any company that entertain the

expectation of customers with regard to their feedback

regarding the overall service standard and its effectiveness

in winning the confidence of end users (students). In this

regard during a survey conducted wherein the participation

was of 2000 senior marketing persons working in various

managerial hierarchies. Amongst them 71% of total

participants tuned satisfaction over the customer

satisfaction an termed the matrix very corresponding/

convincing in managing the interlinked business interaction

between producers and consumers as well as monitoring and

evaluation of the business.

Abraham Koshy (2005) has classified the term satisfaction as

score card. It has been treated as vital key performance

indicator in business and often as part of sustainable

scorecard. In a competitive business environment wherein the

culture of business competition exists instead of

monopolistic sense there the customer satisfaction is

regarded as a key determining factor and becomes key element

in devising business strategy and action plan as it plays

pivotal role in rating the satisfaction paradigm of

customers within an organizational setup and also cast

powerful effects. In backdrop of the obtained data/ feedback

of customer the organization focus employees on importance

of successfully coming up with the expectations of

customers. Furthermore, any fluctuation or rating dip, the

management modifies/ revisits the action plan in line with

the relative proportion that impacts upon sales and

profitability. These metrics quantify an important dynamic.

Because when a brand (product) wins loyal customers, it

gains booming marketing that proves highly effective in all

respect.

Therefore, it is essential for businesses to manage the

customer satisfaction as its foremost priority whilst for

this purpose firms needing reliable and corroborative

measure of satisfaction. Moreover, to ascertain the level of

satisfaction firms are usually undertaking gallop surveys &

ask customers to verify and rank the Satisfaction level

aimed to determine the new formulation and necessary action

plan for further booming the production. A luxury resort,

for example, might receive a lower satisfaction rating than

an economical motel/resort, notwithstanding to its

facilities and services, even if superior in absolute terms.

There is a substantial body of pragmatic literature that

formulate the benefits of customer satisfaction for firms..

The disconfirmation, model is based upon the comparison of

customer theory, while rating an individual expectation

theorem specifically. When expectations are confirmed then

it can be presumable that products accurately performing in

line with the desired/ set expectation whereas, poor

performance of products beyond all expectation will

negatively confirmed. The disconfirmation stands always

positive when product performs in accordance with the

expectation

.There are four constructs upon which traditional

disconfirmation paradigm constituted as per the mentioned

expectations, performance, disconfirmation and satisfaction.

Satisfaction is considered as an outcome of purchase and

use, resulting from the buyers’ comparison of expected

rewards and incurred costs of the purchase in relation to

the anticipated consequences. In operation, satisfaction is

somehow similar to attitude as it can be evaluated as the

sum of satisfactions with some features of product. In the

literature, cognitive and affective models of satisfaction

are also developed and considered as alternatives

Methodologies to Measure Satisfaction

NoriakiKano(1980) Kano model is a theory of product

development and customer satisfaction that classifies

customer preferences/ priority into five categories:

Attractive, One-Dimensional, Must-Be, Indifferent, Reverse.

The Kano model offers some insight into the product

attributes which are perceived to be important to customers.

Parasuraman,zithamel&berry (1988) presented SERVQUAL or

RATER that is a service-quality framework that has been

incorporated into customer-satisfaction surveys (e.g., the

revised Norwegian Customer Satisfaction Barometer) to

indicate the gap between customer expectations and

experience(Kearney,hunsberger&pratt,1994).

Other research and consulting firms have customer

satisfaction solutions as well. These include Customer

Satisfaction Audit process, which incorporates the Stages of

Excellence framework and which helps define a company’s

status against eight critically identified dimensions.

Models to measure service quality and satisfaction

of university students

There are multiple approaches and models/ methodologies to

measure satisfaction of the customers with respect to

services provided by the company but no one is specifically

focusing on students in terms of customers some models are

discussed here.

GAP model

Parasuraman's and his colleges (1988) presented gap model

of service quality .Gap model suggests that to measure

satisfaction of the customers one may measure gap between

expectations and the actual performance of the product.

Parasuraman's GAP model of service Quality

Cronin & Tailor Model of Service Quality

Cronin and Tailor (1992) presented the model of service

quality which aimed that only performance is the key to

measure service quality and the satisfaction of the

customers

SQ= Performance

Boulding's Model

Boulding (1993) suggested that Gap model should be accepted

with some amendments. He categorized the expectations into

two main categories

WE= will Expectations

SE= Should expectations

WE should be increased by the service provider and SE should

be decreased for the maximum satisfaction of the customers

(Bouldings, 1993).

Zeithaml Model of Behavoral Intentions

Zeithaml (1996) proposed that if one is going to measure

customer satisfaction and the service quality of any

product, one should measure the behavioral intention (BI) s

of the customers

BI is directly related to financial success

BI is proportional to customer satisfaction/loyalty

(Zeithaml,1996).

The service-product bundle

Jones, Sasser (1993)the outcome of service delivery is a

tangible product, and a bundle of goods and services as the

product offering The service-product bundle refers to the

inseparable offering of many goods and services including

what University of the Punjab has to offer its students.

This bundle consists of three elements:

1. The physical or facilitating goods;

2. The sensual service provided – the explicit service;

and

3. The psychological service – the implicit service.

For a university the facilitating goods include the lectures

and tutorials, presentation slides, supplementary handout,

brochures, documents/materials and other recommended module

text. It also includes the physical facilities such as the

lecture theatres and tutorial rooms and their level of

furnishing, decoration, lighting and layout as well as

supplementary services such as catering and recreational

amenities.The explicit service includes the knowledge levels

of staff, teaching , innovative ability, the consistency of

teaching quality irrespective of personal, ease of making

appointments With staff, the level of difficulty of the

subject content and the workload.The implicit service

includes the treatment of students by staff, including

friendliness and approachability, concern shown if the

student has a problem, respect for feelings and opinions,

availability of staff, capability and competence of staff.

It also includes the ability of the university’s environment

to make the student feel comfortable, the sense of

competence, confidence and professionalism conveyed by the

ambience in lectures and tutorials, feeling that the

student’s best interest is being served and a feeling that

rewards are consistent with the effort put into

coursework/examinations. All of the above are based on

students’ perceptions of the various parts of the service

and the data is usually collected via some form of feedback

questionnaire. (Jones,sasser,1993).

Why collect student feedback?

Rowley, (2003) identified four main logical factors for

collecting the student feedback:

1. To provide verifiable evidence that students have had

the opportunity to comment upon their courses and use

the output to bring further improvement in teaching and

learning environment.

2. To facilitate and enable the student to reflect their

personal observation on pace of their learning process

3. To allow institutions as point of reference and to

provide indicators that will contribute to the

reputation of the university in the marketplace; and

4. To provide students with an opportunity to express

their level of satisfaction with achieved academic

experience.

An above all the logic behind the survey undertaken for the

particular research project described in this paper.

Jones ,Sasser (1993) formulated approaches of measuring

loyalty into three main categories:

1. Intent to re-purchase.With reference to the students,

we may presume that if the students refer others to

that university, it indicates his satisfaction with the

service provider (university).

2. Image of the organization; in this context we may say

that image of university.

3. Secondary behavior – e.g. customer referrals,

endorsements and spreading the word are all extremely

important forms of consumer behavior for an

organization.

Relating these factors into university services, this keeps

implied meaning showing intent to study at a higher level

within the same institution, how frequently and recently a

student used ancillary services, such as the library,

catering and IT services, and lastly the willingness to

recommend the institution to friends, neighbors and fellow

employees to join it.

Issues Impacting on Student Satisfaction

(Hassan,ilias,rehman&razaq,2008)recently reported on the

impact of facilities on undergraduate student choice of

university. They surveyed a number of universities over two

years in order to determine students’ reasons for selecting

a particular university. The average results for the two

years were fairly similar – the top eight reasons being; it

had the right course, availability of computers, quality of

library facilities, good teaching reputation,availability of

quiet areas, availability of areas for self-study, quality

of public transport in the town/city and a friendly attitude

towards students. Clearly, students’ perceptions of a

university’s facilities are one of the main influences on

their decision to enroll.

They found that student satisfaction is decreased when class

sizes are larger in earlier cohorts, and when students are

taking compulsory core modules rather than optional modules.

The quality of any of the service encounters, or moments of

truth experienced by customers forms part of their overall

impression of the whole service provided, and by

implication, their impression of the organization itself.

As Deming (1982) commented, most people from their opinions

based on the people that they see, and they are either

dissatisfied or delighted, or some other point on the

continuum in between. In order to deliver high quality

services to students, universities must manage every aspect

of the student’s interaction with all of their service

offering sand in particular those involving its people.

Services are delivered to people by people, and the moments

of truth can make or break a university’s image

(Banwet ,Datta, 2003)

In order to deliver total student satisfaction, all

employees of a university should adhere to the principles of

quality customer service, whether they be front-line contact

staff involved in teaching or administration, or non-contact

staff in management or administrative roles (Banwet ,Datta,

2003)

In a recent survey conducted with 310 all male Saudi Arabian

students attending the King Fahd University of Petroleum and

Minerals, found that contact personnel was the most

influencing factor in student’s evaluation of service

quality. However, physical environment, layout, lighting,

classrooms, appearance of buildings and grounds and the

overall cleanliness also significantly contributed to

students’ concepts of service quality.

It is studied the role of the faculty administration office

in one UK University on student perceptions of service

quality. He found that it impacted directly on students and

influenced their perceptions of the quality of the whole

institution. The office performance also had a direct impact

on academic and technical staff within the faculty. These

front-line staff in their turn had a direct impact on

students, potential students and other clients.

Banwet and Datta, (2003) believed that satisfied customers

are loyal, and that satisfied students were likely to attend

another lecture delivered by the same lecturer or opt for

another module or course taught by her/him. In their survey

of 168 students who attended four lectures delivered by the

same lecturer, covering perceived service quality,

importance and post-visit intentions, they found that

students placed more importance on the outcome of the

lecture than any other dimension.

Overall Banwet and Datta (2003) found that students’

intentions to re-attend or recommend lectures was dependent

on their perceptions of quality and the satisfaction

they got from attending previous lectures. The quality

of any of the service encounters, or moments of truth

experienced by customers forms part of their overall

impression of the whole service provided and by implication,

their impression of the organization itself .

As Deming (1982) commented, most people from their opinions

based on the people that they see, and they are either

dissatisfied or delighted, or some other point on the

continuum in between. In order to deliver high quality

services to students, universities must manage every aspect

of the student’s interaction with all of their service

offerings.

Banwet and Datta, (2003) believed that satisfied customers

are loyal, and that satisfied students were likely to attend

another lecture delivered by the same lecturer or opt for

another module or course taught by her/him. In their survey

of 168 students who attended four lectures delivered by the

same lecturer, covering perceived service quality,

importance and post-visit intentions, they found that

students placed more importance on the outcome of the

lecture (knowledge and skills gained, availability of class

notes and reading material, coverage and depth of the

lecture and teacher’s feedback on assessed work) than any

other dimension.

CHAPTER IV

Analysis and Interpretation of Data

This chapter deals with the analysis and interpretation

of data. “A Study to Explore Students Satisfaction Regarding

Services and Facilities Provided by University of the

Punjab”. The instrument used to collect data, was

Questionnaire SPSS 16 (Statistical Package for Social

Science) software was used to analyze data in the form of

Frequencies, Percentage, Mean, Standard Deviation, t-test

and ANOVA.

Table 4.1

Sample Description of the Study on the Basis of program

Frequency PercentQPM 40 8.3

TQM 40 8.3 IEM 40 8.3 IE 40 8.3 MBE 40 8.3 MTE 40 8.3 MERA 40 8.3 ELTL 40 8.3 SDS 40 8.3

Crimnology 40 8.3 Population sciences 40 8.3 Sociology 40 8.3 Total 480 100.0

Above table shows the frequency and percentage of all

the selected program. The selected data of all program were

equal.

Table 4.2

Sample Description of the Study on the Basis of semester

Frequency Percent

2nd semester 346 72.1

4th semester 134 27.9

Total 480 100.0

Above table describes that 72% students were 2nd Semester

and 27% students were 4th Semester. So it concluded that the

majority of the students were 2nd Semester.

Table 4.3

Sample Description of the Study on the Basis of faculty

Frequency Percent

IER 160 33.3

Sociology 160 33.3

IQTM 160 33.3

Total 480 100.0

Above table shows the frequency and percentage of all the

selected faculties. The selected data of all faculty were

equal.

Table 4.4

Sample Description of the Study on the Basis of shift

Frequency Percent

Morning 401 83.5

Evening 79 16.5

Total 480 100.0

Above table describes that 83% students were morning

and 16% students were evening. So it concluded that the

majority of the students were Morning.

Table 4.5

Sample Description of the Study on the Basis of gender

Frequency Percent

Male 149 31.0

Female 331 69.0

Total 480 100.0

Above table describes that 31% of students were male and 69%

of students were female. This reveals that female students

are more then male students.

Table 4.6

Sample Description of the Study on the Basis of CGPA

Frequency Percent

1-2 20 3.8

2-3 367 76.5

3-4 93 19.4

Total 480 100.0

Above table describes that 3% of students were 1-2 CGPA, 76%

were 2-3 CGPA and 19% were 3-4 CGPA from the students of

University of the Punjab. So it was concluded that the

majority of the students were 2-3 CGPA from the students of

university of the Punjab.

Table 4.7

The teaching and learning equipment

Frequency Percent Mean S.D

Highly

Dissatisfied51 10.6

Dissatisfied 66 13.8

Neutral 119 24.8 3.25 1.139

Satisfied 198 41.2

Highly

Satisfied46 9.6

Total 480 100.0

Above table describes that 50% students were agreed

that The teaching and learning equipment, 23% were disagreed

with the statement and 24% were remained unable to respond.

The mean value is obtained 3.25 which shows that majority of

students agree with this statement. And standard deviation

is 1.139 shows the response of the respondents.

Table 4.8

The quality of lectures


Highly

Dissatisfied48 10.0

Dissatisfied 28 5.8

Neutral 119 24.8 3.45 1.092

Satisfied 231 48.1

Highly

Satisfied54 11.2

Total 480 100.0


that The quality of lectures, 15% were disagreed with the

statement and 24% were remained unable to respond. The mean

value is obtained 3.45 which shows that majority of students

agree with this statement. And standard deviation is 1.092

shows the response of the respondents.

Table 4.9

The Supplementary lecture materials


Highly

Dissatisfied15 3.1


Neutral 105 21.9 3.49 1.072

Satisfied 190 39.6

Highly

Satisfied82 17.1

Total 480 100.0


that The Supplementary lecture materials, 21% were disagreed





Table 4.10

The recommended course textbooks overall


Highly

Dissatisfied11 2.3


Neutral 82 17.1 3.67 1.025

Satisfied 221 46.0

Highly

Satisfied97 20.2

Total 480 100.0


that The recommended course textbooks overall, 16% were

disagreed with the statement and 17% were remained unable to

respond. The mean value is obtained 3.67 which shows that

majority of students agree with this statement. And standard

deviation is 1.025 shows the response of the respondents.

Table 4.11

The textbooks’ availability in local bookstores


Highly

Dissatisfied47 9.8


Neutral 45 9.4 3.33 1.343

Satisfied 150 31.2

Highly

Satisfied113 23.5

Total 480 100.0


that The textbooks’ availability in local bookstores, 35%

were disagreed with the statement and 9% were remained

unable to respond. The mean value is obtained 3.33 which

shows that majority of students agree with this statement.

And standard deviation is 1.343 shows the response of the

respondents.

Table 4.12

Overall Subject expertise of staff


Highly

Dissatisfied10 2.1


Neutral 57 11.9 3.43 1.249

Satisfied 128 26.7

Highly

Satisfied128 26.7

Total 480 100.0


that Overall Subject expertise of staff, 34% were disagreed



students strongly agree with this statement. And standard


Table 4.13

Punctuality of teachers


Highly

Dissatisfied8 1.7


Neutral 117 24.4 3.52 1.154

Satisfied 120 25.0

Highly

Satisfied127 26.5

Total 480 100.0


that Punctuality of teachers, 23% were disagreed with the





Table 4.14

The consistency of teaching quality irrespective of the teacher


Highly

Dissatisfied8 1.7


Neutral 125 26.0 3.44 1.142

Satisfied 118 24.6

Highly

Satisfied113 23.5

Total 480 100.0


that consistency of teaching quality irrespective of the

teacher, 25% were disagreed with the statement and 26% were

remained unable to respond. The mean value is obtained 3.44

which shows that majority of students agree with this

statement. And standard deviation is 1.142 shows the

response of the respondents.

Table 4.15

The appropriateness of the method of assessment (i.e. coursework and/or exam)


Highly

Dissatisfied12 2.5


Neutral 102 21.2 3.31 1.139

Satisfied 143 29.8

Highly

Satisfied85 17.7

Total 480 100.0


that appropriateness of the method of assessment (i.e.

coursework and/or exam), 30% were disagreed with the





Table 4.16

The approachability of teaching staff


Highly

Dissatisfied13 2.7


Neutral 133 27.7 3.33 1.047

Satisfied 164 34.2

Highly

Satisfied64 13.3

Total 480 100.0


that The approachability of teaching staff, 24% were





Table 4.17

The appropriateness of assessment (i.e. individual and/or group work


Highly

Dissatisfied6 1.2


Neutral 116 24.2 3.38 1.064

Satisfied 161 33.5

Highly

Satisfied76 15.8

Total 480 100.0


that appropriateness of assessment (i.e. individual and/or

group work, 26% were disagreed with the statement and 24%

were remained unable to respond. The mean value is obtained

3.38 which shows that majority of students agree with this



Table 4.18

The appropriateness of the quantity of assessment


Highly

Dissatisfied5 1.0


Neutral 75 15.6 3.45 1.185

Satisfied 138 28.8

Highly

Satisfied116 24.2

Total 480 100.0


that appropriateness of the quantity of assessment, 31% were





Table 4.19

The feeling that rewards gained are consistent with the effort put into

assessment


Highly

Dissatisfied4 .8


Neutral 64 13.3 3.53 1.098

Satisfied 195 40.6

Highly

Satisfied95 19.8

Total 480 100.0


that feeling that rewards gained are consistent with the

effort put into assessment, 25% were disagreed with the





Table 4.20

The lecture rooms overall


Highly

Dissatisfied6 1.2


Neutral 67 14.0 3.51 1.011

Satisfied 240 50.0

Highly

Satisfied61 12.7

Total 480 100.0


that lecture rooms overall, 23% were disagreed with the





Table 4.21

The lecture room level of cleanliness


Highly

Dissatisfied11 2.3


Neutral 150 31.2 3.52 .976

Satisfied 184 38.3

Highly

Satisfied74 15.4

Total 480 100.0


that lecture room level of cleanliness, 14% were disagreed




is .976 shows the response of the respondents.

Table 4.22

The lecture room layout


Highly

Dissatisfied43 9.0


Neutral 112 23.3 3.48 1.197

Satisfied 171 35.6

Highly

Satisfied100 20.8

Total 480 100.0


that lecture room layout, 20% were disagreed with the





Table 4.23

The lecture room equipment


Highly

Dissatisfied9 1.9


Neutral 135 28.1 3.49 .997

Satisfied 185 38.5

Highly

Satisfied73 15.2

Total 480 100.0


that lecture room equipment, 17% were disagreed with the



agree with this statement. And standard deviation is .997


Table 4.24

The lecture room lighting


Highly

Dissatisfied10 2.1

Dissatisfied 35 7.3

Neutral 114 23.8 3.78 .948

Satisfied 212 44.2

Highly

Satisfied109 22.7

Total 480 100.0


that lecture room lighting, 9% were disagreed with the





Table 4.25

Audio visual ads in lecture rooms


Highly

Dissatisfied9 1.9

Dissatisfied 27 5.6

Neutral 137 28.5 3.76 .912

Satisfied 206 42.9

Highly

Satisfied101 21.0

Total 480 100.0


that Audio visual ads in lecture rooms, 6% were disagreed





Table 4.26

Library overall


Highly

Dissatisfied6 1.2

Dissatisfied 28 5.8

Neutral 89 18.5 3.96 .912

Satisfied 213 44.4

Highly

Satisfied144 30.0

Total 480 100.0


that Library overall, 6% were disagreed with the statement

and 18% were remained unable to respond. The mean value is

obtained 3.96 which shows that majority of students agree

with this statement. And standard deviation is .912 shows

the response of the respondents.

Table 4.27

Availability of study material in library


Highly

Dissatisfied6 1.2

Dissatisfied 40 8.3

Neutral 118 24.6 3.79 .941

Satisfied 202 42.1

Highly

Satisfied114 23.8

Total 480 100.0


that Availability of study material in library, 9% were




deviation is .941 shows the response of the respondents.

Table 4.28

Study environment at library


Highly

Dissatisfied10 2.1

Dissatisfied 40 8.3

Neutral152 31.7 3.74

1.03

0

Satisfied 140 29.2

Highly

Satisfied138 28.8

Total 480 100.0


that Study environment at library, 10% were disagreed with

the statement and 31% were remained unable to respond. The

mean value is obtained 3.74 which shows that majority of



Table 4.29

Sitting facility at library


Highly

Dissatisfied4 .8

Dissatisfied 41 8.5

Neutral 130 27.1 3.68 .856

Satisfied 235 49.0

Highly

Satisfied70 14.6

Total 480 100.0


that Sitting facility at library, 8% were disagreed with the





Table 4.30

Library timings


Highly

Dissatisfied8 1.7

Dissatisfied 42 8.8

Neutral 124 25.8

Satisfied 238 49.6 3.66 .886

Highly

Satisfied68 14.2

Total 480 100.0


that Library timings, 9% were disagreed with the statement





Table 4.31

Help fullness of library staff


Highly

Dissatisfied5 1.0

Dissatisfied 36 7.5

Neutral 176 36.7 3.53 .788

Satisfied 225 46.9

Highly

Satisfied38 7.9

Total 480 100.0


that they Help fullness of library staff, 8% were disagreed





Table 4.32

The on-campus facilities overall


Highly

Dissatisfied9 1.9

Dissatisfied 34 7.1

Neutral 143 29.8 3.65 .882

Satisfied 223 46.5

Highly

Satisfied71 14.8

Total 480 100.0


that on-campus facilities overall, 8% were disagreed with





Table 4.33

The Transport facility


Highly

Dissatisfied8 1.7

Dissatisfied 37 7.7

Neutral 149 31.0 3.58 .831

Satisfied 240 50.0

Highly

Satisfied46 9.6

Total 480 100.0


that The Transport facility, 8% were disagreed with the





Table 4.34

The Learning Resources Centre


Highly

Dissatisfied10 2.1

Dissatisfied 39 8.1

Neutral 71 14.8 3.70 .801

Satisfied 326 67.9

Highly

Satisfied34 7.1

Total 480 100.0


that Learning Resources Centre, 10% were disagreed with the





Table 4.35

The IT facilities


Highly

Dissatisfied6 1.2


Neutral 74 15.4 3.59 .882

Satisfied 290 60.4

Highly

Satisfied38 7.9

Total 480 100.0


that IT facilities, 16% were disagreed with the statement





Table 4.36

Computer lab facility


Highly

Dissatisfied5 1.0

Dissatisfied 40 8.3

Neutral 91 19.0 3.78 .861

Satisfied 262 54.6

Highly

Satisfied82 17.1

Total 480 100.0


that Computer lab facility, 9% were disagreed with the





Table 4.37

Wi-fi/ internet facility


Highly

Dissatisfied9 1.9

Dissatisfied 45 9.4

Neutral 61 12.7 3.80 .895

Satisfied 284 59.2

Highly

Satisfied81 16.9

Total 480 100.0


that Wi-fi/internet facility, 10% were disagreed with the





Table 4.38

The toilet facilities overall


Highly

Dissatisfied10 2.1


Neutral 59 12.3 3.68 1.163

Satisfied 169 35.2

Highly

Satisfied140 29.2

Total 480 100.0


that toilet facilities overall, 23% were disagreed with the





Table 4.39

The recreational facilities overall


Highly

Dissatisfied11 2.3

Dissatisfied 42 8.8

Neutral 76 15.8 3.86 .981

Satisfied 224 46.7

Highly

Satisfied127 26.5

Total 480 100.0


that recreational facilities overall, 10% were disagreed





Table 4.40

The availability of parking


Highly

Dissatisfied9 1.9

Dissatisfied 46 9.6

Neutral 106 22.1 3.79 .992

Satisfied 197 41.0

Highly

Satisfied122 25.4

Total 480 100.0


that availability of parking, 10% were disagreed with the





Table 4.41

The feeling that your best interests are being served


Highly

Dissatisfied12 2.5


Neutral 67 14.0 3.86 1.118

Satisfied 166 34.6

Highly

Satisfied169 35.2

Total 480 100.0


that feeling that your best interests are being served, 15%




And standard deviation is 1.118 shows the response of the

respondents.

Table 4.42

The helpfulness of technical staff


Highly

Dissatisfied7 1.5

Dissatisfied 42 8.8

Neutral 92 19.2 3.79 .908

Satisfied 245 51.0

Highly

Satisfied94 19.6

Total 480 100.0


that helpfulness of technical staff, 9% were disagreed with





Table 4.43

The helpfulness of administrative staff


Highly

Dissatisfied8 1.7

Dissatisfied 38 7.9

Neutral 66 13.8 3.87 .895

Satisfied 266 55.4

Highly

Satisfied102 21.2

Total 480 100.0


that helpfulness of administrative staff, 8% were disagreed



students with this statement. And standard deviation is .895


Table 4.44

Extracurricular activities


Highly

Dissatisfied10 2.1

Dissatisfied 41 8.5

Neutral 67 14.0 3.93 .985

Satisfied 216 45.0

Highly

Satisfied146 30.4

Total 480 100.0


that Extracurricular activities, 10% were disagreed with the





Table 4.45

The level/difficulty of subject content


Highly

Dissatisfied6 1.2

Dissatisfied 33 6.9

Neutral 69 14.4 3.77 .751

Satisfied 331 69.0

Highly

Satisfied41 8.5

Total 480 100.0


that level/difficulty of subject content, 7% were disagreed





Table 4.46

The University environment’s ability to make you feel comfortable


Highly

Dissatisfied4 .8

Dissatisfied 43 9.0

Neutral 91 19.0 3.92 .967

Satisfied 190 39.6

Highly

Satisfied152 31.7

Total 480 100.0


that University environment’s ability to make you feel

comfortable, 10% were disagreed with the statement and 19%

were remained unable to respond. The mean value is obtained

3.92 which shows that majority of students agree with this

statement. And standard deviation is .967 shows the response

of the respondents.

Table 4.47

The sense of competence, conveyed by the lecturers


Highly

Dissatisfied5 1.0


Neutral 71 14.8 3.82 .984

Satisfied 223 46.5

Highly

Satisfied120 25.0

Total 480 100.0


that sense of competence, conveyed by the lecturers, 13%




And standard deviation is .984 shows the response of the

respondents.

Table 4.48

On campus security


Highly

Dissatisfied10 2.1

Dissatisfied 34 7.1

Neutral 89 18.5 3.88 .954

Satisfied 219 45.6

Highly

Satisfied128 26.7

Total 480 100.0


that On campus security, 9% were disagreed with the





Table 4.49

Health/hygiene facility


Highly

Dissatisfied6 1.2

Dissatisfied 35 7.3

Neutral 78 16.2 3.85 .860

Satisfied 268 55.8

Highly

Satisfied93 19.4

Total 480 100.0


that Health/hygiene facility, 8% were disagreed with the





Table 4.50

Medical center


Highly

Dissatisfied6 1.2


Neutral 56 11.7 3.89 .970

Satisfied 234 48.8

Highly

Satisfied130 27.1

Total 480 100.0


that Medical center, 12% were disagreed with the statement





Table 4.51

Overall satisfaction of the program


Highly

Dissatisfied9 1.9

Dissatisfied 28 5.8

Neutral 135 28.1 3.80 .951

Satisfied 184 38.3

Highly

Satisfied124 25.8

Total 480 100.0


that Overall satisfaction of the program, 6% were disagreed





Table 4.67

Comparison of Perception of the students satisfaction’ on the Basis of Male andFemale students regarding students satisfaction regarding services and facilitiesprovided by University of the Punjab Variable Gender N Mean F Sig. t df

Total Male149

1.6863E

2.732 .393 2.804 478

Female331

1.6233E

2

Table indicates that t-value (2.804) is not

significance (p = .393) at 0.05 level of significant.

Therefore it is concluded there is no significance

difference between perception of male and female students

responds’ respect to students satisfaction regarding

services and facilities provided by University of the Punjab

Table 4.67

Comparison of Perception of the students satisfaction’ on the Basis of morningand evening students regarding students satisfaction regarding services andfacilities provided by University of the PunjabVariable Gender N Mean F Sig. t df

Total Morning401

1.6398E

2.182 .670 -.651 478

Evening79

1.6582E

2

Table indicates that t-value (-.651) is not



difference between perception of morning and evening

students responds’ respect to students satisfaction

regarding services and facilities provided by University of

the Punjab

Table 4.28

Comparison of Perception of the students satisfaction’ on the Basis of facultyregarding students satisfaction regarding services and facilities provided byUniversity of the Punjab

Sum of

Squares df Mean Square F

Sig

.

Between Groups36777.879 2 18388.940

40.7

28

.00

0

Within Groups 215368.019 477 451.505

Total 252145.898 479

This table shows that F = 40.728, df = 2 and p = .000

there is significance difference between students

satisfaction regarding services and facilities provided by

University of the Punjab on the basis of their faculty. In

other words faculty does affect the students satisfaction


the Punjab

Table 4.28

Comparison of Perception of the students satisfaction’ on the Basis of programregarding reason of students absenteeism

Sum of

Squares df

Mean

Square F

Sig

.

Between Groups57584.823 11 5234.984

12.5

92

.00

0

Within Groups 194561.075 468 415.729

Total 252145.898 479




University of the Punjab on the basis of their program. In

other words program does affect the students satisfaction


the Punjab.

Table 4.28

Comparison of Perception of the students satisfaction’ on the Basis of Semesterregarding students satisfaction regarding services and facilities provided byUniversity of the Punjab

Sum of

Squares df

Mean

Square F

Sig

.

Between Groups2107.717 4 526.929

1.31

0

.26

5

Within Groups191077.531

47

5402.268

Total193185.248

47

9


there is no significance difference between students


University of the Punjab on the basis of their Semester. In

other words Semester does not affect the students


University of the Punjab.

Table 4.28

Comparison of Perception of the students satisfaction’ on the Basis of CGPAregarding students satisfaction regarding services and facilities provided byUniversity of the Punjab

Sum of

Squares df

Mean

Square F

Sig

.

Between Groups3495.679 3 1165.226

2.92

4

.03

4

Within Groups189689.569

47

6398.507

Total193185.248

47

9




University of the Punjab on the basis of their CGPA. In

other words CGPA does affect the students satisfaction


the Punjab.

CHAPTER V

Summary, Findings, Conclusion and Recommendations

Summary

This study was aimed at exploring satisfaction of the Master

degree students regarding facilities and services provided

by the university of the Punjab. The researcher used

quantitative research and descriptive method for this study.

University of the Punjab was selected as a population..

There are total thirteen faculties of P.U. Data was

collected from three faculties.

These faculties also divide into certain degree programmes.

Then further divided these degree programs in seniors and

juniors. Three main faculties were taken and those were

faculty of Education, faculty of quality and tech

management, faculty of gender studies. These faculties were

chosen for data collection on the bases of convenient

sampling.

In this research, total sample size was four hundred and

eighty. Cluster sampling technique was used for sampling.

Stu . Questionnaire was used as an instrument in this

research. After studying different articles and online

available questionnaires about students satisfaction,

questionnaire was developed. For literature review,

researchers have studied many books, articles, research

papers and conference papers. Through questionnaire data was

collected for this research. Data was analyzed through

SPSS17 and analysis of data was presented in tables. The

result of each table was interpreted. Researcher applied

independent sample t test and ANOVA test and also analyzed

frequency, percentage and Mean for Data.

This chapter provides conclusions and recommendations on the

basis of findings, sets out some significant findings in

relation to the research objectives and describes

suggestions and implications for future research.

Findings

1. The result found that 50% students were agreed that The

teaching and learning equipment. The mean value is

obtained 3.25 which shows that majority of students

agree with this statement. And standard deviation is

1.139 shows the response of the respondents.


quality of lectures. The mean value is obtained 3.45 which

shows that majority of students agree with this




Supplementary lecture materials. The mean value is




4. The result shows that 66% students were agreed that the

recommended course textbooks overall. The mean value is




5. The result found that 54% students were agreed that the

textbooks’ availability in local bookstores. The mean

value is obtained 3.33 which shows that majority of

students agree with this statement. And standard

deviation is 1.343 shows the response of the

respondents.

6. The result found that 52% students were agreed that

Overall Subject expertise of staff. The mean value is


strongly agree with this statement. And standard


respondents.

7. The result shows that 51% students were agreed that

Punctuality of teachers. The mean value is obtained

3.52 which shows that majority of students agree with

this statement. And standard deviation is 1.154 shows

the response of the respondents


consistency of teaching quality irrespective of the

teacher. The mean value is obtained 3.44 which shows

that majority of students agree with this statement.

And standard deviation is 1.142 shows the response of

the respondents.


appropriateness of the method of assessment (i.e.

coursework and/or exam). The mean value is obtained




10. The result found that 47% students were agreed

that the approachability of teaching staff. The mean




respondents.


that appropriateness of assessment (i.e. individual

and/or group work. The mean value is obtained 3.38





that appropriateness of the quantity of assessment. The

mean value is obtained 3.45 which shows that majority

of students agree with this statement. And standard


respondents.


that feeling that rewards gained are consistent with

the effort put into assessment. The mean value is





that lecture rooms overall. The mean value is obtained




15. The result shows that 53% students were agreed

that lecture room level of cleanliness. The mean value

is obtained 3.52 which shows that majority of students

agree with this statement. And standard deviation



that lecture room layout. The mean value is obtained





that lecture room equipment. The mean value is obtained


this statement. And standard deviation is .997 shows



that lecture room lighting. The mean value is obtained





that Audio visual ads in lecture rooms. The mean value

is obtained 3.76 which shows that majority of students




that Library overall. The mean value is obtained 3.96


statement. And standard deviation is .912 shows the

response of the respondents


that Availability of study material in library. The

mean value is obtained 3.79 which shows that majority

of students agree with this statement. And standard

deviation is .941 shows the response of the

respondents.


that Study environment at library. The mean value is





that Sitting facility at library. The mean value is





that Library timings. The mean value is obtained 3.66





that they Help fullness of library staff. The mean




respondents.


that on-campus facilities overall. The mean value is





that The Transport facility. The mean value is obtained



the response of the respondents


that Learning Resources Centre. The mean value is





that IT facilities. The mean value is obtained 3.59





that Computer lab facility. The mean value is obtained





that Wi-fi/internet facility. The mean value is





that toilet facilities overall. The mean value is





that recreational facilities overall. The mean value is





that availability of parking. The mean value is





that feeling that your best interests are being served.

The mean value is obtained 3.86 which shows that

majority of students agree with this statement. And

standard deviation is 1.118 shows the response of the

respondents.


that helpfulness of technical staff. The mean value is





that helpfulness of administrative staff. The mean

value is obtained 3.87 which show that majority of

students with this statement. And standard deviation is

.895 shows the response of the respondents.


that Extracurricular activities. The mean value is





that level/difficulty of subject content. The mean




respondents.


that University environment’s ability to make you feel

comfortable. The mean value is obtained 3.92 which

shows that majority of students agree with this




that sense of competence, conveyed by the lecturers.

The mean value is obtained 3.82 which shows that

majority of students agree with this statement. And

standard deviation is .984 shows the response of the

respondents.


that on campus security. The mean value is obtained





that Health/hygiene facility. The mean value is





that Medical center. The mean value is obtained 3.89





that Overall satisfaction of the program. The mean



deviation is .951 shows the response of the respondents

H°1 There is no significant difference in satisfaction of

the students ofp.u regarding services and facilities

provided by the p.u among different different

faculties.

Table 4.54 shows that F = 40.728, df = 2 and p = .000


satisfaction regarding services and facilities provided

by University of the Punjab on the basis of their

faculty. In other words faculty does affect the

students’ satisfaction regarding services and

facilities provided by University of the Punjab

H°2 There is no significant difference in satisfaction of

the students ofp.u regarding services and nd

facilities provided by the p.u among different grades




by University of the Punjab on the basis of their CGPA.

In other words CGPA does affect the students


by University of the Punjab.

H°3 There is no significant difference in the satisfaction

regarding services and facilities provided by p.u among

different programs





program. In other words program does affect the

students satisfaction regarding services and facilities

provided by University of the Punjab.



University of the Punjab among the different semesters


there is no significance difference between students



Semester. In other words Semester does not affect the

students satisfaction regarding services and facilities




University of the Punjab among different shifts

Table 4.53 indicates that t-value (2.804) is not



difference between perception of male and female


regarding services and facilities provided by

University of the Punjab



University of the Punjab among different genders

Table 4.52 indicates that t-value (2.804) is not



difference between perception of male and female


regarding services and facilities provided by

University of the Punjab

Conclusion

The result shows that the favoritism exists in classroom but

it has no effect on students’ grade or performance, it does

not vary institution to institution due to the teacher’s

affiliation with institution. It also concluded that age

factor does not imply on favoritism it happen on

environmental basis. It also not varies in different shifts,

semesters, degrees programs. The relationship between

students and teachers and classroom environment are major

determinants of the favoritism.

These research hypotheses were rejected as Ho1, Ho2 and Ho7.

This result shows that there is significance difference in

favoritism among various shifts, grades and favoritism does

not exist.

The research hypotheses were accepted as Ho3, Ho4, Ho5 and

Ho6. This hypotheses result shows that there is no

significance in favoritism among different institution,

ages, programs and semesters.

Overall result shows that there is significance difference

between the opinion of Male and Female Students.

Discussion

Objective 1: To explore whether students of PU are

satisfied with the services and facilities provided by

university of the Punjab or not

It is clarified by the research that there is significance

difference between student satisfaction regarding services

and facilities provided by university of the Punjab. In

other words faculty does affect the student satisfaction


the Punjab

Objective 2: Exploration of the impact of grades in

satisfaction level of students of poor grading services and

facilities provided by university of the Punjab.

It is normally considered that the students having high

grades are often highly satisfied with the institution no

matter what quality and quality of services and facilities

is being provided to them. But in our research it is

clarified that there is no impact of grades on satisfaction

level of students of PU regarding services and facilities

provided by university of the Punjab.In other words CGPA

does affect the students satisfaction regarding services and

facilities provided by University of the Punjab.

Objective 3: exploration of the variation of level of

satisfaction of students of pu regarding services and

facilities provided by university of the Punjab through

different programs

It is clarified in our research that there is significant

variation of level of satisfaction of students of pu

regarding services and facilities provided by university of

the Punjab through different programs. Hence we observed

some reasons behind these results, we found that different

programs have different requirements and the student's level

is also different. So they all demand different type of

services and facilities. In other words program does affect

the student satisfaction regarding services and facilities


Objective 4: exploration of variation of level of

satisfaction of students of IER regarding services and

facilities provided by university of the Punjab through

different semesters

There is no significance difference between student’s


University of the Punjab on the basis of their Semester. In

other words Semester does not affect the student’s


University of the Punjab.

Objective 5: exploration of level of satisfaction of

students of IER regarding services and facilities provided

by university of the Punjab through different shifts

it is concluded there is no significance difference between

perception of morning and evening students responds’ respect

to students satisfaction regarding services and facilities

provided by University of the Punjab

Recommendations

1. On the basis of research findings, the researchers

suggest that comprehensive strategies and policies

should be evolved to enhance satisfaction of the

students regarding services and facilities provided by

university of the Punjab.

2. I will recommend future researchers to research on

more than three faculties of university of the Punjab

and it should be on broader sense.

3. The reviewed literature and discussions concluded that

there is significant difference of level of

satisfaction among students studying in different

faculties. In the light of this interpretation

administration should take care of whole faculties of

PU.

4. Student and teacher evaluation standards and criteria

should be refined and set in accordance with the

demanding nature of academic regulations

5. Mandatory training and counseling should be conducted

to rehabilitate socially isolated / marginalized

teachers as well as students,

6. A general body or teachers associations should be

formed to keep a vigilant eye on the affairs of the

students in classrooms or in universities and other

educational places,

7. Student's feedback should be continually taken and

given worth in policies modification process.

8. Functionality of student councils to get the gap

reduced more in understanding the students aspiration

and proper addressing it in planning phases of the P.U

policies.

DEDICATED, TO.

A

CUTE

MUJRIM

Of

SKG

By wishing the most desirable best of luck with

unflinching sincerity, care, passion, compassion & Love

May Allah Almighty bless her with unparalleled success

in days coming ahead…..

Regards..

From a resident of highest mountainous

ranges…….

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