Download - Research Paper Students Satisfaction on Course

Running Head: STUDENTS’ SATISFACTION LEVEL 1

Course Satisfaction Level of Second Year Kulliyyah of Science (KOS) Students

Azizi bin Rosli (KOS)

1312387

Mohd Naim bin Mohd Johari (KOS)

1313565

Syafiq bin Abdul Rahman (KAHS)

1118243

Kulliyyah of Science

International Islamic University Malaysia (IIUM)

English for Academic Writing

LE 4000K Section 30

Instructor: Madam Mona Zakaria

15th December 2014

STUDENTS’ SATISFACTION LEVEL 2

Abstract

The purpose of this study was to investigate the satisfaction level of second year

Kulliyyah of Science (KOS) students of various courses – Computational and Theoretical

Science (CTS), Biotechnology (BIO), Physics (PHY) and Chemistry (CHEM). The

methodology of this study was quantitative involving the use of questionnaires distributed to

the respondents at various locations in IIUM Kuantan such as in KOS and hostels. This study

was aimed to answer the two research questions namely what are the possible challenges

facedby the second year KOS students in their chosen course of study and are they satisfied

with the course they are taking. The results from the survey concluded that majority of the

students feel that packed syllabus is the most challenging stuff that they have faced

throughout their courses. Whereas, many students propose that load of assignments is the

least satisfied criteria that they have experienced throughout their courses. Therefore, the

results of this study indicates that lecturers and university authorities should recheck again

the syllabus that have been given and make sure that it is not too packed for students to

complete within the time given. Besides that, lecturers should give appropriate number of

assignments to their students so that it can avoid these students feel really so stressed on their

courses.

Keywords: Challenges, satisfaction level, course, IIUM Kuantan students, second year, KOS


COURSE SATISFACTION LEVEL OF SECOND YEAR KULLIYYAH OF SCIENCE

(KOS) STUDENTS

Expectancy theory which was first proposed by Victor Vroom of Yale School of

Management in 1964 suggests that an individual’s effort is motivated by their expectation of

the outcomes. Unlike Maslow and Herzberg who focus on needs, Vroom focuses more on the

outcomes, stating that the tendency of one’s efforts is dependent on one’s tendency of

expectation on the outcomes of the action. This fact suggests that humans make their choices

based on their expectation on the outcomes of such a choice which is usually a positive one,

and thus when the result is negative, dissatisfaction is inevitable since effort was made due to

an expectation which is eventually unachieved.

It is true that the similarity between a student and a university is like a consumer and a

big company, a difference is that university is doing it as if they are selling knowledge

through service while company sells good, and perhaps services as well. Since student and

consumer are both considered as customer regardless of their purpose of becoming one, it is a

usual scenario for them not getting the things they are paying for. As a result, some of the

students will feel satisfied and some will be unsatisfied due to more reasons. Furthermore, it

is possible that all those satisfaction and dissatisfaction are possibly caused by the challenges

they are facing throughout their study, especially those pertaining to uncertainty and threat as

well as language proficiency involving second language, and peer pressure (Scitovsky, 1992).

Hence, this study is conducted with the purpose of investigating the satisfaction level

of second year Kulliyyah of Science (KOS) students of various courses – Computational and

Theoretical Science (CTS), Biotechnology (BIO), Physics (PHY) and Chemistry (CHEM).

There are two main objectives of this study. The first objective of this study is to find

out the challenges faced by these students throughout their courses. The second objective is


to investigate the satisfaction level of second year KOS students on the course they are

taking.

The two research questions of this study are; (1) What are the possible challenges

faced by the second year KOS students in their chosen course of study? and (2) Are they

satisfied with the course they are taking?

The study on student’s satisfaction has been done in several universities from several

renowned countries, each for their own reason like to redo syllabus and to provide better

learning experience for the time to come. For example, in the United Kingdom, “Higher

Education (HE) students were considered to be the “primary customers” of a University”

[Crawford (1991), cited in Douglas, Douglas & Barnes, 2006]. A National Student Survey

was carried out by the Higher Education Funding Council for England (HEFCE) to

investigate about final year students’ perceptions on a number of fields of assessment,

support and teaching provided by their university as well as its subjects. The outcomes will

definitely be used by funding bodies and the government for producing university

performance’s league tables. For instance, it was found out; through comprehensive study by

students from Faculty of Business and Law at Liverpool John Moorse University (LJMU),

that student satisfaction is least related to the physical aspect of the University services, and

more related to the core or fundamental service such as the lecture, notes, and resources

(Douglas, Douglas & Barnes, 2006). This would suggest that a university should focus more

on improving the core service instead of focusing on only the physical aspect of its services

such as the facilities. Meanwhile, in Italy, student rating of teaching (SRT) is the valid

instrument for a medium of communication towards public and student opinion as well as the

teaching’s evaluation. The idea is to recognize students as customers. As an example,

research done at the University of Bari showed that 30.3 per cent would change from Bari

University, 46.7 per cent would attend again to this university and 23.1 per cent were


uncertain (Petruzzellis, D’Uggento & Romanazzi, 2006). In Malaysia, a quantitative survey

was used for determining the satisfaction level among the students. For example, a research

done in a higher education institution in Pahang shows that students were more attracted to

the outcome of the lecture compared to any other dimensions (Rohayati Che Din, Rajadurai&

Salina Daud, 2007).

Apart from that, there are several factors which affect the students’ satisfaction level.

For example, when the sizes of classes are bigger in earlier cohorts and when students are

taking core modules rather than elective modules, then the satisfaction level decreases [Coles

(2002), cited in Douglas, Douglas & Barnes, 2006]. Furthermore, in a recent survey in King

Fahd University of Petroleum and Minerals, the contact personnel was founded to be as the

most influencing reason in student’s evaluation of service quality [Sohail and Shaikh (2004),

cited inDouglas, Douglas & Barnes, 2006].

In Islamic perspectives, individual satisfaction is basically based on our Iman (faith)

which is mostly affected by perception. The proof for its superiority is derived from the fact

that the word ‘Iman’ was mentioned in the Holy Qur’an more than seven hundred times,

directly or derivatively. It is clearly stated in the Holy Qur’an that this religion is not forcible

since human is already cleared about the both ways:

“Let there be no compulsion in religion (din). Truth stands out clearly from error....”

(2:256)

It has been decided in such a way because after having the knowledge of the truth and

the error, together with faith, there should remain no excuse for a person not to choose

goodness and hinder from evil (Alawneh, 1998).


Methodology

This section discusses the methodology of the research. The main purpose of the research is

to investigate the satisfaction level of second year Kulliyyah of Science (KOS) students of

various courses. To find out the satisfaction level of these students, second year students from

a branch campus of International Islamic University of Malaysia (IIUM) situated in Bandar

Indera Mahkota, Kuantan area was chosen. Data for the research were collected through

questionnaire only.

Research Instruments/Materials

This research utilized only the quantitative research methodology. The instrument used to

collect the data was questionnaire. A set of questionnaire containing 8 questions divided into

2 parts was developed. Different question types such as ranking, listing, open-ended, close-

ended and scales were used in the questionnaire. The different sections of the questionnaire

were:

i) Demographic information,

ii) Challenges that second year Kulliyyah of Science (KOS) students faced

throughout their studies in IIUM Kuantan

iii) Satisfaction level of these students on their courses.

Participants

The main respondents of this study were second year undergraduates from different courses

at Kulliyyah of Science (KOS), IIUM. In November 2014, questionnaires were distributed to


students in manually. A total of 35 students responded to the questionnaires. Of these

numbers, 16 (46%) were male students while the rest 19 (54%) were female.

Procedure

The questionnaires were distributed at various locations in IIUM Kuantan such as in KOS

and hostels. Respondents were approached with an initial question whether they are second

year KOS students of IIUM Kuantan or not before the questionnaires were given to them.

Data analysis

To analyse the data, a total of two variables were taken into consideration namely challenges

that second year Kulliyyah of Science (KOS) students faced throughout their studies in IIUM

Kuantan, and satisfaction level of these students on their courses. All data and information

were tabulated and illustrated using Microsoft Excel.


Results

The results of this study are supported by graphs. Two important graphs related to the

research questions and objectives are attached in this section. The rest are attached in the

appendices section. 35 respondents answered the survey questions. The findings are

descriptive and based on raw data collected from the survey.

Figure 1: Challenges faced by second year Kulliyyah of Science (KOS) students throughout their courses

Figure 1 shows the challenges faced by second year Kulliyyah of Science (KOS)

students throughout their courses. As represented by the column graph, the horizontal axis

denotes the different types of challenges such as high tuition fees, small classroom, packed

syllabus, clash in timetable and slang of foreign lecturers. Meanwhile, the vertical axis

indicates the percentage of challenges faced by second year KOS students throughout their

courses. 46% of the students felt that packed syllabus is the most challenging in their courses.

High Tuition Fees Small Classroom Packed Syllabus Clash in Timetable Slang of Foreign Lecturers0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

17%

9%

46%

6%

23%

14%

31%

17%14%

23%20%

26%

11%

23%20%

26%

20%17%

29%

9%

23%

14%

9%

29%26%

Most Challenging More Challenging Challenging Less Challenging Least Challlenging


While, 23% and 17% of the respondents felt that slang of foreign lecturers and high tuition

fees respectively were the most challenging factors that they experienced throughout their

courses. However, 14% and 29% felt that small classroom and clash in timetable are the least

challenging stuff that they have gone through, respectively. Thus, majority of the students felt

that packed syllabus is the very challenging thing that they faced throughout their courses.

Next, Figure 2 (see appendix on p. 17) depicts the challenge of packed syllabus in

term of gender. Based on the column graph, the horizontal axis indicates the gender.

Meanwhile, the vertical axis denotes the percentage of challengefor packed syllabus faced by

second year KOS students throughout their courses. 17% and 29% of male and female

students respectively felt that packed syllabus is the most challenging stuff that they have

faced throughout their courses. Nevertheless, 6% and 3% of male and female students

respectively felt that packed syllabus is the least challenging thing that they have gone

through throughout their courses. Thus, more female students felt that packed syllabus is

challenging compared to male students.

Figure 3 (see appendix on p. 17) shows the perceptions ofsecond year KOS

studentson their courses. As represented by the column graph, the horizontal axis denotes the

perceptions of these students on their courses which are whether their course is interesting,

their course is related to their ambition and whether they choose to be in their course. On the

other hand, the vertical axis indicates the percentage of students’ perception on their courses.

83% of the students said that their courses were interesting and they choose to be in their

present courses. However, 9% did not agree that their courses were related to their ambition.

Thus, majority of the students felt that their courses were interesting and they chose to be in

their present courses.


0%

10%

20%

30%

40%

50%

60%

34%

26%

14%

20%

6%

26%29%

23%

17%

6%9%

26%29%

17% 20%17%

9%

23%

31%

20%

14% 11% 11%14%

49%

Most Satisfied More Satisfied Satisfied Less Satisfied Least Satisfied

Figure 4: Satisfaction level of second year KOS students on the courses they are taking

Figure 4 describes the satisfaction level of second year KOS students on the courses

they are taking. As represented by the column graph, the horizontal axis denotes the different

satisfaction criteria such as subject offered in the courses, lectures, consultation provided by

lecturers, class and exam schedule as well as load of assignments. Meanwhile, the vertical

axis indicates the percentage for satisfaction level of these students on the course they are

taking. 34% of the students felt that subject offered in the courses was the most satisfactory

that they had gone through within their study. Whereas, 26% and 20% were very satisfied

with the lectures as well as schedule of the class and exam on the courses they are taking,

respectively. However, 11% and 49% were least satisfied with the consultation provided by

the lecturers and load of assignmentsin their courses, respectively. Thus, majority of the

students felt that load of assignments is the least satisfied criteria that they have experienced

throughout their courses.

Finally, Figure 5 (see appendix p. 17) depicts the satisfaction for load of assignments

in term of gender. Based on the column graph, the horizontal axis indicates the gender.


Meanwhile, the vertical axis denotes the percentage for satisfaction level of these students

towards load of assignments in the course they are taking. According to the graph, 6% of

male students most satisfied with the load of assignments given in their courses. However,

none of female students most satisfied with the load of assignments given in the course they

are taking. On the other hand, 23% and 26% of male and female students least satisfied with

the load of assignments that have been given, respectively. Thus, more female students least

satisfied with the load of assignments which have been distributed to them compared to male

students.

Discussions

In this section, deeper analysis of the findings will be discussed. Furthermore, the

findings will be tested whether the stated purpose and objectives have been fulfilled as well

as the research questions have been answered. It is followed by conclusion which includes

the implications of the study. Finally, recommendations for future studies are proposed.

As mentioned earlier in the introduction, the purpose of this study is toinvestigate the

satisfaction level of second year Kulliyyah of Science (KOS) students of various courses. To

reiterate, this study sets out two objectives which are to find out the challenges faced by these

students throughout their course and to investigate the satisfaction level of second year KOS

students on the course they are taking.

According to the findings from Figure 1 (see result on p. 8), majority of the students

felt that packed syllabus is the most challenging thing that they have faced throughout their

courses. These findings differed with the previous study reported by Coles (2012) in which

he stated that small classroom is the main challenging stuff that students faced (as cited in

Douglas, Douglas & Barnes , 2006).


Based on the findings from Figure 2 (see appendix on p. 17), more female students

felt that packed syllabus is the most challenging that they faced throughout their courses

compared to male students.This result is perhaps due to the fact that female students are more

easily stressed than their male counterpart.

From findings in Figure 3 (see appendix on p. 17), we can conclude that majority of

the students felt that their coursesare interesting and they chose to be in their courses. This

result is further supported previous research by Fernandes (2010) in USM which suggested

that about 37% of the survey participants highly regard interest in the field of study as a

factor to pursue their study in that field which came second after 45% who choose to pursue

their study due to fulfillment of parental expectations.

Meanwhile, according to the findings from Figure 4 (see result on p. 10), majority of

the students felt that load of assignments is the least satisfied criteria that they faced

throughout their courses. This is in line with previous study by Lizzio, Wilson and Simons

(2002) which proposed that student’s perception of workload shows a linkage between heavy

workload and poorer learning outcomes and satisfaction with the learning environment.

In terms of gender, based on the findings from Figure 5 (see appendix on p. 17), more

female studentsare least satisfied with the load of assignments which have been distributed to

them compared to male students. One possible reason is because more female got involved in

events as committees as compared to male.

Albeit meeting the research objectives, there were still limitations to the study. As this

study was small scale, only 35 respondents were selected to answer the survey

questionnaires. Moreover, some of the respondents were the researcher’s English Academic

Writing (EAW) classmates and hence, it does not represent the general student population of

IIUM.


In conclusion, this research has investigated the satisfaction level of second year KOS

students of various courses. The study has shown that many studentspropose that load of

assignments is the least satisfied criteria that they have faced throughout their courses.

Whereas, majority of the students feel that packed syllabus is the most challenging stuff that

they have faced throughout their courses. Thus, this shown that packed syllabus and load of

assignments are affected mostly on these students’ satisfaction level towards their courses.

This study is significant and has implications to IIUM students, lecturers and staff of

KOS. First of all, students can benefit from the findings of this result. Furthermore, it has

large implication to the lecturers and staff of KOS as their role is significant to make the

students feel very satisfied with the courses. Therefore, the results of this study indicates that

lecturers and university authorities should recheck again the syllabus that have been given

and make sure that it is not too packed for students to complete within the time given.

Besides that, lecturers should give appropriate number of assignments to their students so that

it can avoid these students feel really so stressed on their courses.

Finally, future researchers are recommended to explore other challenges and

satisfaction criteria. They can also employ other different research methodology and tests on

respondents from different learning institutions as well as carry them out on a bigger scale.


References

Alawneh, S. F. (1998). Human Motivation: An Islamic Perspective. American Journal of

Islamic Social Science. 15(4), 25-30.

Douglas, J., Douglas, A., & Barnes, B. (2006). Measuring student satisfaction at a UK

university. Quality Assurance in Education, 14(3), 251-267

Fernandez, J. L. (2010). An exploratory study of factors influencing the decision of students

to study at Universiti Sains Malaysia. Kajian Malaysia, 28(2), 107-136

Lizzio, A., Wilson, K., & Simons, R., (2002). University students’ perceptions of the learning

environment and academic outcomes: implications for theory and practice. Studies in

Higher Education, 27(1), 27-52.

Petruzzellis, L., D’Uggento, A. M., & Romanazzi, S. (2006). Student satisfaction and quality

of service in Italian universities. Managing Service Quality, 16(4), 349-364

Rohayati Che Din, Rajadurai, J., & Salina Daud (2007). Establishing a student satisfaction

index - A Malaysian case study. Retrieved from http://repo.uum.edu.my/1696/

Scitovsky, T. (1992). The joyless economy, the psychology of human satisfaction (Revised

ed.). Madison Avenue, New York: Oxford University Press, Inc.


Appendices

QUESTIONNAIRE

We would like to investigate the satisfaction level of second year Kulliyyah of Science (KOS) students of various courses – Computational and Theoretical Science (CTS), Biotechnology (BIO), Physics (PHY) and Chemistry (CHEM). Many students complaint that they are not satisfied with their courses. The purpose of this questionnaire is to find out the challenges faced by these students throughout their course and to investigate the satisfaction level of second year KOS students on the course they are taking. The data will be kept confidential.

Demographic Questions (1-2)

Please underline or tick (√) whatever appropriate in the space provided.

1. You are a (male/female)

2. Which course are you taking?

CTS BIOTECH

CHEM PHY

Survey Questions (3-8)

3. Please indicate the level of agreement with each statement by ticking (√) the appropriate column

Very Disagree

Disagree Neutral AgreeVery Agree

Your course is interesting

Your course is related to your ambition

You choose to be in your course

4. Please rank the following challenges that you have faced throughout your studies in IIUM

Kuantan. (1-Most Challenging to 5-Least Challenging)

High Tuition Fees

Small Classroom


Packed Syllabus

Clash in Timetable

Slang of Foreign Lecturers

5. Do you face any other challenges? If yes, please specify: _____________

6. Please rank the following criteria that you are satisfied in your course (1-Most Satisfied to 5-

Least Satisfied):

Subject Offered in The Courses

Lectures (e.g. Presentation, Notes)

Consultation Provided By Lecturers

Class and Exam Schedule

Load of Assignments

7. In overall, after taking all those challenges and factors into consideration, in scale of 1 to 5

how satisfied are you toward the course you are taking?___

8. Please give suggestion, if there is any; on how we could improve the quality of our class.

(Optional)

___________________________________________________________________________

___________________________________________________________________________


Male Female0%

5%

10%

15%

20%

25%

30%

17%

29%

9% 9%11%

0%3%

14%

6%3%

Most Challenging More Challenging ChallengingLess Challenging Least Challenging

Figure 2: Challenge of packed syllabus in term of gender

Your course is interesting Your course is related to your ambition

You choose to be in your course

0%

10%

20%

30%

40%

50%

60%

0% 3% 0%3% 6% 6%14%

20%11%

57%

43% 46%

26% 29%37%

Very Disagree Disagree Neutral Agree Very Agree

Figure 3: Second year KOS students’ perceptions on their courses

Male Female0%

5%

10%

15%

20%

25%

30%

6%

0%

6%

0%3%

17%

9%11%

23%26%

Most Satisfied More Satisfied Satisfied Less Satisfied Least Satisfied

Figure 5: Satisfaction for load of assignments in term of gender

Download - Research Paper Students Satisfaction on Course

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