Research Paper Students Satisfaction on Course
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Running Head: STUDENTS SATISFACTION LEVEL1
STUDENTS SATISFACTION LEVEL17
Course Satisfaction Level of Second Year Kulliyyah of Science (KOS) Students
Azizi bin Rosli (KOS)1312387Mohd Naim bin Mohd Johari (KOS)1313565Syafiq bin Abdul Rahman (KAHS)1118243Kulliyyah of ScienceInternational Islamic University Malaysia (IIUM)
English for Academic WritingLE 4000K Section 30Instructor: Madam Mona Zakaria
15th December 2014
AbstractThe 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) STUDENTSExpectancy theory which was first proposed by Victor Vroom of Yale School of Management in 1964 suggests that an individuals 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 ones efforts is dependent on ones 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 students 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 performances 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 teachings 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, DUggento & 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 students 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 Quran more than seven hundred times, directly or derivatively. It is clearly stated in the Holy Quran 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).
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/MaterialsThis 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 Kuantaniii) Satisfaction level of these students on their courses.
ParticipantsThe 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.
ProcedureThe 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 analysisTo 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.
ResultsThe 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. 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.
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.
DiscussionsIn 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...