CHAPTER No.

INTRODUCTION

1.1Background of the Study

Educational institutions must recognize the needs of the students and provide quality of services
to achieve academic satisfaction among students. The importance of the current study is to
evaluate the role of educational services provided in educational intuitions for academic growth
and satisfaction of students. This study also creates awareness among key stakeholder to
understand the changing academic needs of learning in contemporary global society and provide
quality of educational services at educational institutions to achieve quality human resources.
The importance of education is well taken by all developed countries of the world and therefore
exemplifies education as the focal point of all developmental activities.

Numerous investigators have stressed on the importance of service advertising and pleased
customers, which determines how customer gratification ascends, how it is inclined, how it
transmits to service excellence and how both ideas can be measured, estimated and enhanced.
Therefore, the advanced education sector is progressively being recognized as a service industry
with the objective of meeting students’ desires, requirements and prospects (Elliott & Shin,
2014).

It has developed mainly essential for universities to monitor the satisfaction of students in order
to appeal more students and obtain the resulting profits. Present students and graduates act as
amplifiers by producing and sharing their opportunities and practices of the educational
institution, consequently distributing positive or negative data through word of mouth
(Hollebeek, 2014).

Potential students are capable to collect information concerning the Universities of interest from
the universities website and social media sources, and by contacting to existing students and ex-
students’ (Mai, 2011).
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Therefore, educational organizations have become more market-concerned in order to achieve
the information requirements of the aim about educational facilities, degrees, sequences,
relaxation activities, grades and many more ( Molesworth, 2012).

In order to attract students, construct and continue a confident image, and distinguish themselves
from other educational institutions. Therefore, potential students encounter a cumulative
diversity of degrees, which is leading to extremely challenging students and thus toughens the
‘competition’ amongst educational institutions (Ivy et al., 2013).

Hence, the satisfaction in the students about the educational service assistances has become more
significant for educational institutions in current years. So, it has become essential to track,
continue, and progress the educational service excellence of the accessible educational units
(lessons) in order to recognize what students consider and how they identify this quality. To be
capable to achieve these understandings, educational institutions have to detect essentially which
indicators can be used to evaluate and measure the observed service quality (Molesworth et al.,
2010).

Numerous investigators have highlighted the significance of customer-focused measurement for

judging consumer fulfilment rather than a company-driven one. They also recommend centring
more on the indicators that consumers use to judge service value instead of supposing that the
indicators that are predefined by the corporation are the similar, as the ones consumers would use
(Oldfield and Baron, 2013).

According to Fischer (2015), some writers have appealed that many customers who showed
happiness in customer satisfaction surveys still substituted to competitor brands. Still, little
devotion has paid to the satisfaction of learners and the indicators that students use to judge the
value of educational facility units. In addition, there are no obtainable abstract models in the
literature that can describe how customer satisfaction ascends in the higher education industry.
Therefore, the satisfaction of students and the understanding of how customer gratification arises
have become progressively significant for the administrations in higher education sector.
2
1.2 Global Scenario

The part of education in development, social variation and social flexibility has been accepted as
a dynamic element in every evolving strength in a present society. Quality of education is
necessary for influencing the prospect of the society and indicated it as the strength of all
national accomplishments predominantly in societies, which have selected a democratic track of
progress (Sushma, 2013).

Swift economic growth in Asia has been a core reason of the development in education quality as
Asian countries have demonstrated the significance of education in speeding up economic
development. Development carries on to full Asia’s demand for education. The demand for
higher education will continue to increase. Governments across whole region welcome trade in
education, planned for advanced quality education and better choice of studies. In 2007, over 2.8
million students were enrolled in educational institutes outside of their nation state to origin. This
signifies 123,400 additional students than in 2006, a rise of 4.6%. The worldwide number of
mobile students has increased by 53% since 1999. Asian countries’ number of international
students is predictable to grow more. Farsighted that China and India only may account for more
than half of the entire global demand for advanced education by 2025 (Songsathaphorn, Chen,
and Ruangkanjanases, 2014).

Since 1950s, China has made incredible determinations to develop education, with the objective
of encouraging commercial and community development and safeguarding elementary human
rights. In spite of these struggles, prominent deficiencies however persist in the Chinese
educational structure, and massive complications still lie ahead for the continuing educational
improvement throughout China’s overall institutional changeover at century’s end. Even though
there has been considerable educational regulation passed since 1949 and abundant promises
made by the government, the situation of Chinese education quality in many faraway areas and
countryside areas is appalling, indeed worsening even further. Current released statistics express
that educational expenses as a percentage of GDP have stayed at a low level (less than 2.4%)
during the 1990s. The outcome of long-term negligence due to inadequate subsidy for education
has left approximately one fifth of the Chinese public uneducated, not only mathematics but,
unexpectedly in science and law as well. Under such situation of un-productivity or even

3
worsening of educational quantity and quality, there is an pressing need for setting new urgencies
in education and effecting plans for enhancement (Rong, and Shi, 2010).

In many evolving countries, counting India, education overall, and higher education specifically,
is the main part in the public sector, though the drift is fast varying. Since freedom, the higher
education system has developed quickly in India. By 1980, there were 133 universities and 4737
colleges in the country registering about five percent of the qualified age group in higher
education. Currently, India has third leading higher education system in the world (after China
and the USA) in terms of registration. This means that the India has funded significant
consideration on quality education at all stages since freedom. Development in learning rates and
registrations at diverse stages of education discloses that these struggles have been rewarded to
some degree. The arrangement for the development of education has extended greatly. However,
the matters and difficulties of admittance, fairness, quality, significance and extensiveness in
education, especially advanced and specialised education that challenged the education system of
the country right from the start remain to haunt it even today. Growing access is obviously
significant but admittance has to be with equity and inclusiveness. It is likewise important that
the matter of meaningfully improving the quality of what is taught and learnt in our schools and
colleges should have far more consideration (Berlia, 2010).

Educational pointers of Pakistan are still drearily low, while steady advancement has been
observed during last few periods. The Constitution of 1973 articulates the objectives of the state
education plan as being to encourage the educational and economic benefits of retrograde classes
and regions, to eliminate illiteracy and offer free and necessary education for a minimum period,
to make technical and specialised education mostly accessible and higher education likewise
accessible to all on the basis of merit. Pakistan experienced go through a lot of problems in
improving educational setting up in the 1990s with, for example, inadequate school structures,
deficiency of important facilities, inexpert or poorly skilled teachers in faraway areas, deficiency
of classroom resources and inapproachability of textbooks. The country is now trying to inverse
the condition through a so-called bottom-up and top-down policy, giving importance to both
elementary education and higher education. The genuine political basis is the National Education
Policy (1998-2010) together with Education Sector Reform strategic strategies and the Education

4
for All policies related to the Government's Poverty Alleviation Strategy. The objectives are
determined, for example, to attain universal primary education (UPE) by 2010, to decrease
gender inequality by 10% yearly, to increase the accomplishment rate within primary education
from 50 to 70%. In expressions of quality, the strategy is to progress the quality of learning
methods through the introduction of learner-oriented education, comprising measurement of
learner attainment level. Pakistan is also trying to boost and improve the quality of higher
education (Asia, 2014).

1.3 Significance of the Study

The importance of the current study is to evaluate the role of educational services provided in
educational intuitions for academic growth and satisfaction of students. This study also creates
awareness for the social researchers, educational administration, education ministry, students and
parents to understand the changing academic needs of learning in contemporary global society
and provide quality of educational services at educational institutions to achieve quality human
resources. The importance of education is well taken by all developed countries of the world and
therefore exemplifies education as the focal point of all developmental activities.

1.4 Statement of the Problem

Educational institutions must recognize the needs of the students and provide quality of services
to achieve satisfaction among students. The current research aims to explore the quality of
services available to students at their respective university and its effects on their academic
growth. The physical and social environment of any educational institutions helps students to
develop confident and productive personalities. The educational facilities equip them with the
changing global scenario to future needs.

1.5 Research Objectives

The study was conducted under the light of following research objectives.

To explore the socio-economic characteristics of the students.

To investigate the relationship between quality of educational services and student’s

satisfaction.

5
To find out factors that affect satisfaction level of students regarding quality of educational
services provided at their respective university.

1.6 Research Question

Does the quality of educational services affect student’s satisfaction? 2. How much educational
services are available to student?

1.7 Hypothesis

Ho: There is an association between quality of educational services and students’ satisfaction.

H1: There is no association between quality of educational services and students’ satisfaction.
6
1.8 Conceptual Framework
Quality of Educational Services Students’ Satisfaction
The quality of educational services is based on
student’s expectation to obtain and his/her
perceptions of real delivery”. This covers a variety
of educational proceedings both indoor and outdoor
the classroom for example classroom based
activities, faculty member/student communications,
educational accommodations, and interactions with
the staff of the institution.
Satisfaction is a pleasurable fulfilment
which in general consumers are
familiar that consumption completes
some goal, desire and consequently this
completion creates a pleasurable
feeling.
7
1.9 Operational Framework

Demographic Independent variables Dependent variable

variables

Quality of Student
Socio-economic satisfaction
educational services
characteristics

Classroom environment

 Age Grades achievement

Availability of classrooms
 Dep
Availability of seats
artment
Availability of electricity Communication skills
 CGP
A Availability of heaters

Availability of Ac Intellectual development

Availability of multimedia

Social skills
Course policies

Self-motivation
course registration policies

content of courses
Self confidence
online course evaluation

timetable management,

Library environment

Library hours

reading material

Availability of books

Availability of EBooks

Availability of internet
CHAPTER No.2

REVIEW OF LITERATURE

2.1 Expectation Confirmation Theory

Expectation confirmation theory is a cognitive theory suggested by Richard L. Oliver, which

seeks to describe post-purchase or post-adoption satisfaction as a function of expectations,
perceived performance, and disconfirmation of expectation. According to the expectation
confirmation theory consumer satisfaction arises through the comparison between the
expectations and experience of the perceived service, and so, the result of the service quality
estimation (Oliver et al., 1997).

The purpose of this chapter is to presents a theoretical framework based on important perceptions
and theories of consumer satisfaction on existing literature. The theoretical framework bases on
disciplines such as marketing, consumer investigation and attitude. The first discipline emphases
on service marketing and discusses for the usage of marketing in the arena of higher education.
The second discipline deals with customer satisfaction. The third portion links the first and the
second part by clarifying how customer satisfaction is influenced.

Service Marketing

Marketing is a business task with the notion of delivering a constant company orientation
through goods or services based on the desires of the market to the intended target group. Where
companies offer amenities to its customers, the term ‘service marketing’ is used (Kotler, 2012).
The marketing section faces the highest challenge of identifying changes in consumer attitude
and, thereby, in the desires, interests, and needs of market contributors, in order to provide
appropriate products to the target group (Tajeddini, 2011; Kotler and Armstrong, 2012).

In the higher education industry, service can be assumed as the action of providing knowledge
and information within a definite time period. So, universities are understood here as service
suppliers that provide knowledge and information by educational entities to students. Students
are seen as customers who participate in the service delivery procedure and gain service

9
through educational courses with the result of increasing their information and gaining a degree
(Grönroos, 2011).

Customer Satisfaction

Customer satisfaction is a term, which means the state of comfort by consumers with the quality
of a service. With reference to the structural modifications from an industrial to a service
economy and the growth in the service-marketing area, the value of service quality has improved
in recent years (Grönroos, and Tajeddini, 2011).

Service quality can be defined as ‘The difference between customers’ perceptions of amenities
offered by an industry and their expectations about industry offering such services and
consequently the result of how customers judge the excellence of services by associating their
beliefs with their experiences (Mai, 2013).

2.1.1 Application of theory

According to Richar L. Oliver expectation confirmation theory, consumer satisfaction arises

through the comparison between the expectations and experience of the perceived service, and
so, the result of the service quality estimation.

Relating this theory with my study, same as student has certain expectations of educational
services in their mind that they hope to their educational institutions to provide. Expectations can
be defined as ideal standards that clients have before they use a provision and that are build up
on either earlier experiences or external signals. Therefore, expectations can be define as
reference points in the mind of customers, through which customers are able to consider what the
service supplier should offer and what they can expect from the provision(s) (Kotler, 2011).

Experiences are the encounter with an amenity. Student will be satisfied or dissatisfied after
comparison between the expectations from and the experiences of the perceived service .If the
value of educational services is poorer than the expectations have been, negative

disconfirmation (dissatisfaction) happens. Positive disconfirmation arises if the quality of educational

facilities is matches the expectations, so that satisfaction happens. Through disconfirmation, Students are
capable to build attitudes concerning the offered service, which supports them to judge the service
and, consequently, distinguish the service quality as positive or negative.

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2.1.2 THEORETICAL MODEL

Expectation confirmation

Theory

This theory seeks to explain post-purchase or post-adoption satisfaction as a function of expectations,

perceived performance, and disconfirmation of beliefs. Expectation confirmation theory posits that
satisfaction is directly influenced by disconfirmation of beliefs and perceived performance, and is
indirectly influenced by both expectations and perceived performance by means of a mediational
relationship which passes through the disconfirmation construct.X

Expectation confirmation theory involves four primary

Constructs

Expectation

The attributes or characteristics that a Perceived It refers to a person’s

person anticipates or predicts will be perceptions of the actual
associated with an entity such as a performance of a
product, service, or technology performance product, service, or
artefact technology artefact.
 respect to a product,

Disconfirmation service, or Satisfaction

of beliefs technology artefact.

These evaluations or

It refers to the judgments are made Post-purchase or post

adoption satisfaction
refers to the extent to
judgments or in comparison to the which a person is
pleased or contented
with a product, service,
evaluations that a person’s original or technology
artefactafter having
gained direct experience
person makes with expectations with the product,
service, or artefact

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2.2 Classroom environment

Research studies on the classroom atmosphere have shown that physical settings of the
classrooms i.e. wall art, organisation of desks, or resources as well as non-physical settings such
as the energy level of the classroom, the rules, or the noises within the classroom can influence a
student’s concentration and achievement in the class and It can impact the performance of both
students and teachers (Hannah, 2013).

When, what is required is a new tactic and new solutions for school policy to reveal the varying
needs of learning in the 21st century. As Professor David (Education Minister’s Chief Advisor)
said that ‘Schools today have the responsibility for modified learning and its policy (Lippman,
2010).

Taylor & Vlastos (2011) found the association between environment and policy within the class
from a theoretical perspective. They established that physical setting of the class acts as“Silent
curriculum”. It means that classroom design can ease and improve the learning procedure like
the overt syllabus.

Another research study was conducted by Suleman (2015) to inspect the effects of classroom
physical atmosphere on the educational achievement scores of students in Kohat. Two
classrooms were arranged for the research. The classroom for experimental group was prepared
with various physical facilities such as accurate arrangement of tables and chairs for students,
professor table, whiteboard, charts, models, multimedia, bright lighting and ventilation system,
room heaters, continuous provision of electricity. And the room was spacious also. On the other
hand the control group was only provided blackboard. Tots were organised instead of chairs and
tables. The classroom was small than the room of experimental group. The groups were taught
through usual manner by two English educators. This research was continued for two months.
After the end of the experiment, it was decided that the students with healthier classroom
atmosphere presented much better performance than the students with few and poor classroom
facilities.
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2.2.1 Availability of classroom

Shamaki, & Ado (2015), identified that within an institute of higher education there are
numerous different types of classrooms. They differ in size and how they are equipped. The
enormous majority of classrooms only need to provide a board for the tutor to write on, and a
place for learners to sit and take notes. On the other hand Some classrooms need to be
specialized to better help the learners. For Example, such classrooms include tiered, bleacher
style seating in big lecture halls, and science classrooms furnished with lab desks, sinks and gas
outlets. Music classrooms need instrument storage areas and soundproofing system.

In New Zealand, a report commissioned by the Ministry of Education, researchers established

that from the educators’ perspectives the most significant element in school design was the
flexibility, number and size of the classroom (Nielsen, 2012).

2.2.2 Availability of seats

According to Horne (2010) classroom furniture is a central facility that helps in providing a
comfortable and functional atmosphere for students in academic institution.

To explore the design compatibility of the existing furniture for the learners use in classroom, a
study was conducted by Khanam, Reddy & Mrunalini (2013) in colleges of Hyderabad and
Secunderabad. Four varieties of furniture were found to be used in classrooms; table with chair,
sled desks, table with bench, and chair with arm tablet. The view of the students with concern to
classroom seating furniture shown that some furniture parts and their sizes were inconvenient
and uncomfortable to sit. A flexible classroom will enable the student to concentrate on their
studies and increase the learning process in classrooms (Gifford, 2014).

2.2.3 Availability of electricity

Electricity allows the use of modern mass media tools in the class, libraries i.e the internet,
projectors, multimedia, etc. Electrified school have efficient staff maintenance, outperform non-
electrified institutes on key learning indicators, and can in some cases allow wider social and
economic improvement of communities. As one study indicates, electricity “enables the access of
lower-income persons to communication, lighting, as well as a huge range of educational delivery
13
opportunities. A key impact of electrification has been decreasing illiteracy and improving the
excellence of education (Vera, 2014).

A research study conducted by Kanagawa & Nakata (2010) to know the electricity role in
developing the learning outcomes at college. This study argues five positive benefits associated
to the electrification of college: (1) lighting and lengthy studying hours, (2) provision of ICT in
the classroom, (3) improved staff preservation and teacher training, (4) good school performance
based on attendance, accomplishment rates, and test scores, (5) co-benefits like better sanitation
and health, and community resilience.

2.2.4 Availability of heaters

Another dynamic of a class that can influence a student’s education is the non-physical atmosphere.
This contains of things i.e, sound, seating arrangements temperature, ventilation system, and others.
These are components of the classroom that an instructor can’t physically touch, but they can adjust
them to increase motivation and classroom productivity (Hannah, 2013).

Heath & Mendell (2013) started a literature review of fourteen peer reviewed articles and other
existing information to examine the relationship between indoor atmosphere conditions and
inhabitant performance. Their report enclosed a variety of studies from the U.S and Europe and
provided a suggestion of testing procedure for indoor air quality. They established that building
occupiers’ performance could be reduced directly by the indoor atmosphere, or indirectly via
adverse health and absence. In particular, it was initiated that relative clamminess, temperature,
and ventilation rate influenced on subjective mental performance, learning effectiveness, office
responsibilities and responses.

Lippman (2013) recognised an aspect of the class that is tough to control but can perform a large part
in keeping students involved is the classroom temperature. This can be a complicated facet to adjust
in the classroom since many institutions use a central heating system. Too cold or too warm
temperature in a classroom can make students inactive or inattentive. Furthermore, poor flow of air
can generate dust or air pollution that can upset students’ allergies. A classroom with fresh air as well
as warm air can produce an atmosphere favourable to learning. Learners will look for anything to
divert their attention from the lesson, regardless of how unimportant it may look. Eliminating
problems made by things such as temperature, air, light, or sound eliminates potential

14
disruptions for students. It stands to purpose that a learner sitting in an unbearably cool room
attending a lecture would not absorb as much as he would in a hot, contented place.
Unfortunately, academic buildings are designed to appeal people from exterior but they fail to
facilitate a safe and contented internal atmosphere for students.

A market investigation company AC Nielsen (NZ) Ltd (2010) directed a research study of fifteen
New Zeeland schools. This inclusive study delivered a useful examination of the opinions of
students, lecturers and principals related to the significance of classroom temperature in inducing
pupil learning. A variety of ethnic and decile collections were surveyed. The key purpose of the
study was to determine any significant links between classroom temperature and pupil learning
in New Zealand. It was established that students, lecturers, and principals all considered the
classroom temperature to meaningfully affect the students’ learning outcomes.

2.2.5 Availability of AC

Costley (2014) specified that temperatures of 24°to 27°C with less than percent relative humidity
contribute tolerable comfort in summer. Higher temperatures can be comfy with air movement
produced by a breeze or a fan. Schools situated in hot areas may require cooling systems to
preserve a comfortable working environment.

According to Halstead, (2013) it is usually believed that high temperature and humidity
generates physiological and psychological harms which expedite fatigue, causes persons to work
more sluggishly, apply much energies and causes to make more blunders and errors. The
classroom temperature should be carefully managed not only to make available physical comfort
but also to assist as a positive aspect in the learning process by motivating attention and
concentration. To uphold such an environment, the atmosphere must be treated to concurrently
controlled temperature, hygiene, humidity, and movement.

As Earthman (2011) recognised that temperature, hotness and air quality are the essential
elements for the educational achievement of students. High CO2 concentration as a sign of bad
indoor air quality has been related to student absence and academic performance.

A growing recognition was originated that indicators such as fatigue and itchy eyes may be
related with high temperature and bad air quality. Ventilation, along with dehumidification,
15
cooling and heating were considered dangerous for ideal student performance by Eely (2010). He
supported a system recognised as displacement ventilation to account for the great needs related
with the comparatively high occupancy amounts of classrooms. He also provided proofs that
cool (less the 20°C) indoor temperature boosted occupier performance.

2.2.6 Availability of multimedia

Education meets, in modern times, challenges in all facets of societal, commercial and cultural
life, the most significant of which are, over-knowledge, education philosophy growth and the
modification of teacher’s role, lack of the workforce and the technological advancement and
mass media (Alorani, 2012).

This drove the education staff to practice the modern teaching techniques, equipment and
technologies to face some of the main difficulties, which education and its output encounter, to
develop the academic efficiency, some of the teaching staff required to mainstream technology
with in education, emerging traditional techniques and consuming new educational methods.
Mainstreaming in technical media within what is called “Multimedia” (Al-A’ny, 2010)

Sara (2012) discussed that multimedia is one of the best learning techniques because it
discourses more than one logic simultaneously, as it discourses the senses of vision and hearing.
Multimedia delivers different stimuli in their presentations which comprised a number of
features such as, (1) Typescript, (2) Spoken words, (3) pictures, (4) animatronics and (5) Sound.

A research study was performed by Matthew (2012) to see the influence of using multimedia on
students’ educational achievement at king Saud University. An experiment of two equivalent
groups was intended. The lecture was delivered to the first group with a computer presentation
package which uses multimedia, whereas the second group was delivered the same lecture by
using the outdated process which uses the dialogues and discussion systems. The outcome of that
study demonstrated that the first group of learners understood the lecture much better than the
opposite group of students.

2.3 Course policies

Suleman & Haseeb (2014) specified that the educational institutes play the central role in the
growth and coordination of programs and services to upkeep effective learning courses and
16
programs at the University. Educational institutions are maintained by an assortment of
employees, administrative, and technical means assembled to assist the improvement, marketing,
and provision of learning.

According to Fleming & younger (2012) it is essential to outlook each one as the outcome of a
co-operative team partnership between the educational section and school or college proposing
the course, the Institution of Professional Studies, the academy for Information Technology. It is
precise and accurate, then, to communicate to each such course like “permitted by,” and “offered
by” a particular academic section and University.

Qaiser & Ishtiaq (2014) specified that the school dean is involved in the authorization procedure
for new courses, documentations and degree programs, and supports tactical planning for proper
development of school-wide courses, credentials and degree programs. Additionally, they
recommended that the school dean should uplift departments to improve their web pages on the
website and have these pages convey clearly identified educational course information.

2.3.1 Content of courses

Content of courses is often either prepared by an examination board, or by an educational board,

or set out by the educator who administers or oversees the course syllabuses and course quality.
It mainly covers a schedule of topics, lists of suggested books and other material essential for
completion of the course. A good curriculum is a resource for learners and serves a diversity of
purposes that go well beyond the limitations of a particular course. It lays out route for the
semester/course, and is a learner's first reference. It provides students a strong sense of the
disciplinary lay out of the course and supports pupils in pursuing topics that concern them (Das,
2013)

An investigation conducted by Garcý & Aracil (2009) amongst young European graduates with
their tertiary level study to examine satisfaction level. Well-ordered choice models are made to
parse out those aspects that affect education satisfaction, area of study, effectiveness of study and
some other individual-specific features. Results demonstrated that those students who were very
satisfied with their course of education scored course content and social facet very highly, while
chance to contribute in research projects and poor supply of learning materials were amongst the
basic causes for dissatisfaction with advanced education studies.

17
2.3.2 Online course evaluation

Compared to paper-based assessments, online evaluations have noticeable advantages such as

wanting no class time, giving more timely feedback and being less expensive to manage. In
addition, a research proposes that pupils want to complete the evaluations outside of class as it
enables them extra time to think about their answers (Ernst, 2012).

Mader & Shinsky (2010) suggested that pupils who finalized the assessment electronically were
steadily more likely to give remarks about their course and teacher. For example, a research
study displays sixty four percent of online respondents given open-ended comments, compared
to less than ten percent of those respondents who done the evaluations in classrooms.
Additionally, the length of open-ended remarks for online evaluations was larger than those
comments from the paper-based evaluations (Johnson, 2013).

2.3.3 Timetable management

Timetables are work to schedule courses, classes and rooms in schools, academies and
universities by considering some limitations. Inopportune and ineffective timetables usually
waste time and money. So, it is essential to examine the requirements and potential needs of
teachers and students. Thus, eliciting user needs of university timetable arrangement System and
their insinuation becomes a significant process for the application of timetable organisation
System (Althunibat & Muhairat, 2016).

Hightower (2015) recommended that the schedule should be user-friendly and easy to uphold.
Moreover, he advocated that the timetable should be vibrant and modified to cope with the
alterations in universities. Another view was that the timetable should be very precise and
reliable and make accurate result in minimum time.

2.4 Library Environment

The library is a local centre of information, which has every type of knowledge and data eagerly
obtainable to its handlers. The satisfaction of library users is a task of quality of data products
received, the quality of information system and library facilities provided to have contact with the
information product and most prominently the relaxed atmosphere of the library. Individuals in all
mechanisms of lifecycle use library resources, amenities and services.

18
These handlers contain beginners, undergraduates, teachers, scholars, scientists, corporate
officials, government executives and even idlers (Iwhiwhu & Okorodudu, 2012).

Educational library exits to gratify users. In this framework, consumers' satisfaction refers to in what
way users review the facilities of libraries. Definitely, it states that whether users of libraries acquire
the preferred information resources, conveniences and services projected to be provided by the
academic libraries. Therefore, in current times, calculating users' fulfilment with the information
resources, conveniences and facilities of libraries has developed a major concern and an essential
portion of library and information science practitioners (Ogunsola, 2012).

In a fresh study Anunobi (2013) perceived that librarians are yet to make influence on learners.
The study discovered that, the existence of school librarians who communicate with students on
the usage of library in secondary schools have not made great impression as presented by
students' incapability to use catalogues and directories as library admittance points in their start
at universities.

Awana (2007) mentioned that the welcoming disposition of staff, the willingness of library
workforce to support users to get desirable provisions from inside or through inter-library loan
would encourage users to support the library and above all rise users' satisfaction with library
services. Investigators are of the belief that approach of some library staff that disturbed on
hostility, impoliteness and indolent approach to needs or requirements have often deferred some
likely library users.

Ifidon & Okoli (2011) observed that the attitude of library workforce is an aspect that obstructs
effective library facilities. They added that most of the staff undergoes through the outmoded
method of exercise in which some of them just rejected to modify to the new situation, but want
the status quo to persist.

Thorhauge (2013) is of the observation that pleasantness and assistance of library team is one of
the sixth condition they suggested for the assessment of academic libraries

The American Library Association School has mentioned that school libraries strategy
acquisition plans that are incorporated with the instructional program of their school. Such a
school plans should choose what sorts of books are required to help the school and the library
attain instructional objectives. Librarians and educators also need financial provision from school

19
finances for book procurements and for school librarians to assistance with the use of the books
(Shanahan, 2009).

2.4.1 Library hours

Progressively, the provision of prolonged hours is becoming a likely element of the educational
library program. Fresh libraries, modernized libraries, new students with non-traditional
potentials of entrance and facility—all linked to present dares to educational libraries. Amongst
those challenges is discovering the accurate number of hours throughout which the library is
accessible to users (Steele & Walters, 2011).

The gratification of library users lies with library open hours, as studied in the City’s biennial
Community Investigation. To continue the service of the San José Public Library the department
concentrated the number of hours, each branch was open per week. The branch library open hours
reduced from 47 hours per week in 2009-10 to 39 hours per week in 2010-11, and then reduced again
in 2011-12. The newest decline left branches with 33 or 34 open hours on four days of facility on
Wednesdays to Saturdays, or Mondays to Thursdays. While the reduction in entire open hours has
been sharp, library practice reduced even more, proposing remaining open hours do not meet users’
necessities as well as they could. And while addition of additional hours is the apparent solution,
altering hours may yield a positive result (Yotam, 2014).

Hedge (2014) recommended that the Library Department should calculate the assistances and
challenges of generating a regional service model that equally modifies working hours to
capitalize on the physical competences of its branches and the diversity of services they deliver
to San José’s different zones.

2.4.2 Reading material

Ogunsola (2011) stated that the university libraries have extensively been acknowledged as the
“hearts” of their universities to accomplish their assignment of assisting the informative purposes
of the parent bodies, which contain; teaching, learning, investigation and social growth. The
libraries have to improve and uphold standard of books, papers and Cinematographic collections
and services.
20
According to Awana (2013) capacity to collect latest materials, regain them for use by the
potential users is very significant. A worthy library is adjudicated by the effective exploitation of
the assets of the library. The resources must be reachable to their users without the consumption
of valuable time. He pronounced that reading resources, no suspicion, are one of the
fundamentals or vital assets desired for effective learning of any question, course or subject.
They will remain one of the central bases of data and knowledge equally to pupils and teachers.
Schoolbooks are required to improve effective learning and coaching in an institute and they
should encounter the dares and the increasingly dynamic ideas of education and knowledge.
Though, if the desired resources are not accessible, then frustrations take root.

A study commenced by Butt, Qutab & Mahmood (2011) at community libraries and one school
library in the city of Lahore to conclude what required to be complete to enhance library
services. Numerous significant auxiliary benefits were projected; these involved concerning
staff, providing journals, books and other reading materials.

2.4.3 Accessibility of books

Access to books refers to the obtainability of quality literature in classroom, college, community,
or libraries. A resilient research base supports the importance of access to books. Students who
have access to diverse sources of print resources in their schoolrooms, and school libraries, read
more widely, both for pleasure and for knowledge. Students who do a considerable extent of
volunteer reading establish optimistic approaches toward reading, and these students incline to
be the finest readers (Greaney & Krashen 2005).

Regular reading is associated to the improvement of cultured language structures, advanced stages of
understanding, upgraded word inquiry skills, confidence and fluency. Noteworthy quantity of
voluntary readings are related with greater interest and skill growth (Irving & Paratore 2013).

In one study, playgroup children who demonstrated a voluntary interest in books was graded by
their teachers as showing high performance in all capacities of school achievement. They also
achieved fine on a standardized achievement examination (Baker, 2014).

In another research, classrooms were filled with huge amounts of trade books, and teachers were
requested to inspire free reading. Enhancement in children’s reading accomplishment,
21
improvements in vocabulary and understanding, and improved reading were observed, and
healthier approaches toward reading were stated than were showed by children in contrast
schools who did not take part in such agendas (Elley & Mangub, 2009).

2.4.4 Availability of Ebooks

Landoni (2012) debated that those who recognise about e-books get them as actually beneficial
tools. However, a number of handlers of Information Communication Technology (ICT)
resources are still uninformed of e-books even when their academic libraries’ e-book properties
is high. The deficiency of preferment from inside the university, predominantly from the
academics, and to a certain range from the librarians, is definitely a main cause for this
knowledge gap.

Denis, Donadio & Klein (2015) believed that response for eBooks is estimated to continue
increasing; yet, libraries face tough experiments in attaining widespread eBook titles. The special
effects of eBooks on library patron practice stay undecided, as well as the capability linked with
improved usage of digital resources. In preparation, the Library Department should improve a
policy that identifies how it will monitor eBook effects on staff amount of work.

A research performed by Denis, Donadio & Klein (2009) at Boston College to investigating the
practice and response for E-books among the students. They evaluated that maximum students
appreciate the regular access to both paper and online data. However, most of the students had
used an E-book five or less times during their time and are in support of growing E-literature
collection.

2.4.5 Availability of internet

Melchionda (2007) mentioned that it has turned into a dare for librarians to demonstrate the
significance of libraries in the era of easy availability of Internet. To encounter this trial, libraries
take the initiative to provide Internet in their community service area and internal processes, and
make the Internet an essential fragment of library’s structure.

Islam (2009) preached that the use of information technology (IT) in libraries is not an abrupt
development, but relatively a product of constant improvement of telecommunications and
computer technologies.
22
Odero (2012) discovered that there is Internet access in the universities of Kenya since 1990s
and came to know that in some universities computers linked to the Internet were placed in
particular places under the supervision of administration and staff, required authorisation from
library administration before using the Internet. Some of them charged their workforce for the
Internet usage and made sure the restricted time access during lunch pauses or after operational
hours. He also observed that libraries did not have appropriate training package for their staff and
if so, it was primarily targeted to senior affiliates. The Internet teaching had mostly been left to
the individuals’ initiatives.

In a survey performed by Ojo & Akande (2013) it was collected that students use internet sources
and e-mail more than other sources. Other electronic information means used by students in the
order of significance contain CD-ROM, eJournal, etc.

2.5 Labs Facility

Commonly academic knowledge is usually conveyed through the lecture, while applied
experience is established through the workshop or practical class. The connection between the
two can sometimes be unconvincing. To guarantee that core academic principles are constructed
upon it is compulsory to bond the break between the lecture and the laboratory or practical class.
There are a many methods that this can be accomplished (Gibbs & Habeshaw, 2012).

Boud, Dunn & Thorley (2011) used studies from Graduates and Working Scientists. They have
established a list of goals and objectives of the laboratory or practical class to conclude which
goals were most essential from a list. For illustration; Laboratories are essential to, (1) underpin
necessary understanding of the students‟ specifically discipline (2) improve essential talents that
the students will need for graduate service. Both the Graduates and Practicing Scientists were in
contract with the goals and objectives necessary.
23
2.5.1 Availability of computer labs

Computers have developed as an essential portion of the lives of university students. While
originally intended simply as an instrument to improve the educational understanding, computers
now are used in all sides of students’ lives. However, the imaginative goal of the Campus
computer laboratories is to give students access to computers for academic motives (Khalidi, &
Kuppuswamy 2013).

An investigation performed by Howell (2007) at UNC-Chapel Hill, the aim of this study was to
determine how much usage of computer labs at UNC-Chapel Hill was associated to educational,
social, and individual purposes. The outcomes demonstrates that while students repeatedly use
personal computers for non-educational use, computer lab tasks are primarily academic in nature.
This result held accurate through all groups.

An additional study was performed by Amenyedzi, Lartey & Dzomeku (2011) at the Senior High
Schools in the Tema Metropolis in Ghana to assess the computer and internet usage as additional
educational data to improve quality education. It was discovered that Internet and computers
have facilitated students to accomplish new things such as completing projects, resolving
problems, learning history of other states, improving typing abilities, and conversation with
friends.

A two-year research by Thompson (2015) at California State University San Marcos library
investigated student usage of computers in the library; both the libraries possess desktop
computers and laptops possessed by students. The study revealed that, regardless of the amplified
ownership of mobile technology by students, they still undoubtedly desired to use desktop
computers in the library. It also presented that students who used computers in the library were
more expected to use additional library facilities and physical collections.

2.5.2 Availability of practical labs

The objective of featured lab/practical education is to discover several aspects of performance,

understanding and explanations that manage such behaviour; numerous study papers have
deliberated aspects of complications around practical sessions. If knowledge is
24
essential with respect to practical perceptive, it is because it takes along this knowledge to the
actual world (Khalidi & Kuppuswamy 2013).

Katajavuori, Ylanne & Hirvonen (2006) debated the subject in their research article, ¯The
importance of practical training in associating theoretical studies with practical. This article
investigates conversations, showing that the practical training improved students’ understanding of
theoretical knowledge and their inspiration to study. The students developed applied skills and
knowledge in an employed community of specialists. The effects also presented that the students
should be capable to practise their reflective skills during theoretical studies as well, although the
practice period was too little to permit sufficient growth of reflective skills.

Abrahams & Millar (2008) performed a research report named as “Does Practical Work Really
Work? A study of the efficiency of practical work as a teaching and learning way in science school.
Practical work was usually effective in getting students to do what was intentional with physical
substances, but much reduced in effect of getting them to use the proposed scientific concepts to
escort their actions and reflect upon the information they gather. The logical outline used in this study
propose a means of evaluating the learning difficulties of practical tasks, and recognises those that
need definite backing for thinking and learning.

2.5.3 Availability of practical tools

According to Aladijana & Aderibigbe (2013) instructional science laboratories are commonly
considered as key element of science education because most sciences are activity-based
investigations into the natural world. It is generally believed that science is better communicated
using the innovation method or the investigational attitude.

A search performed by Adeleye (2015) in Karu Local Government Area of Nasarawa State to
observed the influence of the accessibility and effective use of instructional materials such as simple
laboratory tools on the approach of learners to Physics and their constant interest while offering the
subject. The outcomes show that the supreme interference to the operational teaching of Physics in
these schools is not absence of the essential laboratory tools and apparatus but rather deficiency of
their practise. It was also recognised that effective application of these materials have constructive
encouragement on the students’ approach towards Physics, which could ultimately have an impact on
their academic achievement in the subject.

25
2.6 Transportation facility

Yingling & Kirti (2015) discussed that conveyance on school buses offers students with more
flexibility in travel times, increasing learning prospects beyond school and school hours.
Moreover, it give students more choices to get to school compared to public transportation where
if students missed the means of transportation they would be incapable to attend school in the
absence of other transport options.

A study inspects the influences of the transportation services given to the Student in Minneapolis
on their pass programs; the study determines that the Student Pass program has been effective in
delivering a number instructive, financial, and social assistances. These contain: benefits for
students at and away from school, financial reserves for Minneapolis Public Schools (MPS), time
savings for families, reduced traffic crowding, reduced automobile radiations, encouraging
positive approaches to equity benefits for students from poor families (Fan & Das, 2015).

2.7 Co-curricular facilities

Co-curricular events have been associated to academic, emotional, societal and ethical
advancement of the student. It is erected on the research performed by Acquah & Partey (2014)
to create efficient affiliation amongst students’ participation in co-curricular events and their
educational performance. The research engaged the fundamental proportional plan and used 920
students from the Ashanti area of Ghana. The outcomes directed that participation in co-
curricular events influences positively on students’ performance. They also suggested that school
establishments identify definite co-curricular activities and allocate teachers as arrangers, so that
some level of significance can be attached to such events by the students.

Mehmood, Hussain, & Khalid (2012) designed a different study, to discover the effect of co-
curricular events on character growth of college Students. The aims of the study were to discover the
impact of the co-curricular activities on mounting self-confidence, morality, sociability, and kind
approach, sense of duty, social responsibility and variation among the students. The study was
restricted to sports, discussions, debates, entertaining trips, scouting, girl

26
guiding and exercises. It was found that the co-curricular happenings have important effect on
particular personality characters.

2.7.1 Recreational trips

Investigation from the zone of environmental psychology recommends that the humans will
assist both internally and physiologically from spending time in the natural biosphere and
outdoor environment. Furthermore, investigators also mention natural world as a cradle of
motivation for the students’ conceptual designs and art concepts (mahgoub, 2014).

A research by the University of Arkansas revealed that leisure trips contribute to the
improvement of student’s critical intellectual abilities and increase their knowledge of Art and
the culture. Hence, these trips should be arranged and maintained in the schools across the world
(Greene et al, 2013).

Bennett & Landoni (2013) in Rofaidah basic school level of the African Council schools in
Khartoum performed a research, to discover the connection among the leisure trips and the
prospective benefits of these trips to students’ creativeness and the practices in art tasks. It was
determined that there was a major difference between the performance of the students on an art
assignment within the investigational and control groups.

Shakil & Faiza (2014) recognizes the significance of recreational visits through their research
conducted at the higher level in many universities of Karachi. This research was performed through
survey. Outcomes presented that most of the students had an opinion that recreational trip is
supportive to cope up with progress learning. A great number of respondents opined that the
recreational visits help to improve more attention in learning among students.

2.7.2 Sports

Growing student retention is a significant issue on the college campuses. Investigators have
found that non-academic features of campus such as campus recreation can positively affect the
students’ lives (Lindsey & Sessoms, 2014).

A research conducted by Henchy (2011) to inspect some ways in which contribution in campus
recreation. For Instance, sports, competitive games, discussions, debates, recreational visits, scouting,
girl guiding and exercises, positively influenced students’ lives. The study was
27
established on the NIRSA/Student Voice Campus Recreation Impact Study survey. The outcomes
showed that the students reported a variety of the welfares containing health and social benefits
from their participation in the campus recreation services and plans.

2.7.3 Gym

According to Ibolya & Anetta (2014), students take part in the suggested level of the physical
action at least 1 hour daily numerous health benefits accumulate. Maximum students, though, do
not involve in suggested levels of physical activity.

Mosonyi & Könyves (2014) showed that, there is a noteworthy association among school-based
physical activity, counting physical education, and academic presentation between students. To
better recognize these connections, they have conducted the evaluation of fifty studies from a
range of the physical activity contexts, containing college based physical education, workout,
sports, and additional physical activity. The purpose of this study was to observe the relationship
among the school-based physical activity, containing physical education, and academic
performance, comprising pointers of mental skills and attitudes, academic activities, and
academic accomplishment. In all of the fifty studies, more than half were the positive
associations, and only 1.5 percent were negative.

Attila & Erika (2014) conducted a research to observe the impact of the physical activities and
physical education class on the academic accomplishment. Outcome discloses that the students
who take part in the suggested level of physical activity at least 1 hour daily, they performed
enthusiastically during the lesson. Study also discovered that physical education seems to have a
positive relationship with academic accomplishment.

2.7.4 Cultural week

According to Snell (2014) it’s essential for students to learn how to intermingle in a different
environment. She believes cultural mixture improves the school experience, too. She
recommended that, to create a positive atmosphere where students and teachers are respectful of
different experiences, schools have to be proactive. She observe value in establishing special
occasions such as multicultural weeks, at the school that raise the awareness about the diversity
of cultures.
28
Towner (2014) indicated, "At Disney, we speak 23 languages. Most of our relatives live in
neighbouring apartments and do not always get adequate chances to intermingle with one
another at school. However, on the Culture Night, our school community turns out. It is a chance
to be united by the pride in our children and to rejoice all the richness and welfares we get from
being such a diverse community."

2.7.5 Funfair

Funfair are the annual gatherings that most of the schools organize usually at the end of the last
semester. The funfair is an occasion which combines a lot of small independent fun events. It
contains segments like movies, variety displays, demonstrations, food stalls, lottery, swings and a
lot of similar fun activities. These events can have positive influences on students and can assist
them to be a good person and active member of the social society (Busby, 2014).

As Baskey & Paul (2015) argued that the funfairs are a decent source for your child to mingle
with other kids or people. At such occasions, students meet and socialize with the students of all
classes. They also can have an opportunity to encounter with the parents and other family
members of their friends. This assist them to build the confidence and they learn good interactive
and public skills.

Yuen & Cheung (2013) stated that after the long year of hectic academic routine, funfairs are a
decent break before the start of new semester. Students get fresh and enjoy themselves. This
benefits their minds to be prepared again for the education of the new subjects.
29

Chapter 3

Research Methodology

3.1 Social Science Research

Sociology is a broad discipline and it includes both approaches of research that is quantitative
and qualitative. Methodology is the system of rules, principles, and procedure that guides
scientific investigation. Social Sciences research is referred to the research, which conduct in
social sciences like sociology, anthropology, and psychology. Research in social sciences is
systematic and pre-planned. In social sciences, it means to generalizing, extending, correcting
and verifying knowledge.

3.2 Methodology
Research methodology refers to the overall approach to the research process. It includes the
methods, which are used to collect and analyze data (Collis & Hussey, 2003). The current study
is grounded with the quantitative research approach and it involves the identification of the
characteristics of an observed phenomena and the exploration of possible relationships between
the phenomena being studied (Leedy & Ormrod, 2001).

3.3 Research Design

Research design is the first necessary step in undertaking a research project. It is a planning
process that develops an outline for all aspects of the research study and how they will fit
together to result in rigorous research (Walter, 2010). The quantities research design was implied to
current study in order to explore and describe the quality of services available at university level and its
effect on student’s satisfaction. The rationale of using quantitative research design is justifiable with the
fact that large number of female students was available in the seven departments of faculty of Social
Sciences at International Islamic University, Islamabad.

30
3.4 Research Method

Social survey is one of the most widely used methods in quantitative research design for data
collection. The survey was conducted in seven selected departments of faculty of Social Sciences
at International Islamic University, Islamabad targeting female students. The researcher took
official permissions from all departments to conduct survey in order to collect primary data. The
survey was held with frequent visits in different departments.

3.5 Research Instrument

Close-ended structured questionnaires were constructed in the light of research objectives, research
questions and extensive review of literature with the help of supervisor. Researcher made extensive
efforts to put all the aspects of research in the questionnaire.

3.6 Area of the Study

Islamabad the capital of Pakistan was selected as the area for the current research because researcher
herself studying at international Islamic University, Islamabad. This helps her easy access to department
as well as her familiarity with the working environment of the university.

3.7 Target Population

Target population defines those elements of population from which sample are drawn (Brenda, 2008). All
female students were the target population those are studying in seven departments of faculty of social
sciences.

3.8 Sampling Method

A sample is a representative part of the population. Sampling refers to the selection of a subset of
individuals from a population to form the sample. Quantitative research design is scientific in nature
which needs to draw sample though probability sampling. Researcher adopts Probability sampling which
is a type of sampling in which each and every element of population has an equal and independent chance
of selection in study sample.

In current research probability, sampling was used. “Probability sampling is the “highest quality
level” for making a representative sample” (Neumann, 2010).
31
3.9 Selection criteria of the respondents

This study was designed to see the quality of educational services and its impact on student’s
satisfaction. In order to analyze the impact of quality of educational services, the researcher
decided to collect data from students of social sciences department. It was not possible to cover
the whole universe due to limited time and resources.

3.10Sampling Technique

Simple random sampling was use to selected students from different departments of social
sciences.

3.11 Sample size

Sample size refers to the representation part of the target population. It is an important feature of
empirical study. The selected sample represents the entire population on which the result has
been generalized. It is represented with N. The individual in sample size reflects the
characteristics of whole population.

The sampling size for current research was

n = 141

3.14 Pre-Testing

Pre-testing is the prior activity before data collection. 20 questionnaires were distributed among students
in order to measure the reliability of data collection tool. Shortcoming and errors were corrected before
collection of final data.

32
3.15 Editing & Coding

After data collection, questionnaires were thoroughly checked and codes were assigned to variables.

3.16 Data Analysis

The data is analyzed to draw the conclusions and appropriate statistical techniques are used. Data analysis
is the science and process of examining raw data with the objective of making key points or drawing
conclusions about the information. Data analysis is used in many disciplines, which allow researchers and
academics to acquire basic knowledge and information out of any data to make decisions and to verify or,
disprove existing models or theories. The researcher in present research undertook Uni-variate and Bi-
variate analysis.

3.17 Uni-variate Analysis

Uni-variate analysis was conducted to describe general description of various dependent and independent
variables.

3.17.1 Percentage

Sample frequency tables are made out of data to describe and grouped the basic characteristics of the
respondents. The percentages were obtained by using formula given below:

P= F/N*100

Where P is percentage, F is frequency and N is total number of frequencies.

3.17.2 Mean
It is calculated by sum of all values divided by all numbers in data.

33
3.17.3 Standard Deviation

The standard deviation is the most frequently calculated measure of variability or dispersion in a set of
data points. The standard deviation value represents the average distance of a set of scores from the mean
or average score (Nascon, 2007).

3.12 Bi-variate Analysis

This analysis was used to test the hypothesis and explore the association of interacting variables.

3.12.1 Chi-square

The Chi-square test was used in present research to explore an association between independent and
dependent variables. The following formula was used to calculate the value of above mentioned test:

Chi square= ∑ (O-E)/E

Where O stands for observed values, E is expected values and E for total summation. The level of
significance of chi-square was at 0.01 & 0.05.
34
Chapter No. 4

Data Analysis & Discussion

Socio-economic Characteristics of the Respondents

Table no 4.1

Socio economic characteristics

of the respondents
Variable
Frequency
Percentage

Age of the Respondents

18-20
27
19.1

21-23
82
58.2
24 - 26
32
22.7

Total
141
100

Departments of the

Respondents

Politics & IR
32
22.7

Pakistan Studies
6
4.3

Sociology
25
17.7
Anthropology
7
5.0

Psychology
19
13.5

Media & Communication

20
14.2

Education
32
22.7

Total
141
100
35
Above table depicts that 19.1% respondents have the ages between 18-20 years. The most of
58.2% respondents were between the ages of 21-23 years while the respondents who have their
ages 24-26 were only 22.7%.

The table also indicates that 22.7% respondents were belong to politics & IR department, 4.3%
respondents were belong to Pakistan studies department, 17.7% respondents were belong to
Sociology department, 5.0% respondents were belong to Anthropology department, 13.5%
respondents were belong to Psychology department, 14.2% respondents were belong to Media &
communication department and 2.7% respondents were belong to Education department. Most of
the respondents were from politics & IR and education department and low number of
respondents were from Pakistan Studies.

Figure No. 4.2 CGPA of Respondents

36
Figure 4.2 shows the CGPA of the respondent. Almost 0.7 percent students said they have 2
CGPA, 1.4 percent have 2.5, 0.7 percent have 2.56 and1.4 percent have 2.6. But1.4 percent have
2.7, 1.4 percent have 2.8, 1.4 percent have2.89and 1.4 percent have 2.9.Nearly 5.0 percent
have2.91, 0.7 percent have3, 11.3 percent have 3.03, 1.4 percent have 3.1, 9.9 percent have3.15,
0.7 percent have3.2, 12.1 percent have3.23, 1.4 percent have3.25, 2.8 percent have3.26, 1.4
percent have3.28 and 0.7 percent have 3.29 CGPA.

Almost 0.7 percent have 3.3, 2.8 percent have3.31, 2.8 percent have3.33,4.3 percent have3.39,
1.4 percent have3.4,1.4 percent have3.41,0.7 percent have3.43,and 0.7 percent have3.45CGPA.
Nearly 1.4 percent have3.46, 1.4 percent have3.47,0.7 percent have3.48, 1.4 percent have3.5,2.8
percent have3.51,0.7 percent have3.56, 5.7 percent have3.58, 2.1 percent have3.6, 0.7 percent
have3.7 ,2.1 percent have3.75, 1.4 percent have3.8,0.7 percent have3.83, 2.1 percent have3.87,
1.4 percent have3.89, and 2.1 percent have 4 CGPA.
37
Table No. 5.1 Reasons for taking their admission in the University

Sr.No
Statements
To some
To great
Never
Mean
S.D

extent
Extent

1.
Good reputation
84
35
22
1.56
.750

of Institution
59.6%
24.8%
15.6
2.
The building of
69
49
23
1.67
.742

this university
48.9%
34.8%
16.3%
.742

attracted me

3.
There are
45
62
34
1.92
747
separate
31.9%
44.0%
24.1%
.747

campuses both

for males and

females students

4.
Fees is
60
53
28
1.77
.759

affordable for
42.6%
37.6%
19.9%

mostly courses

in this university

5.
This university
56
36
49
1.95
.865

is near to my
39.7%
25.5%
34.8%

house

6.
The merits for
48
64
29
1.87
.729

admission are
34.0%
45.4%
20.6%

easily
achievable

7.
Most students
80
40
21
1.58
.738

feel a sense of
56.7%
28.4%
14.9%

belonging here
8.
Someone
41
64
36
1.96
.741

recommended
29.1%
45.4%
25.5%

this university to

me
Table 5.1 shows reasons of the respondents for getting admission in the university. According to the
data, 59.6 percent respondents said to some extent, 24.8 percent students said to great extent and 15.6
percent said never about good reputation of Institution.

38
According to the data, 48.9 percent respondents said that the building of this university attracted
me to some extent, 34.8 percent said to great extent and 16.3 percent respondent said never.

According to the data, 31.9 percent respondents said to some extent, 44.0 percent respondents
said to great extent and 24.1percent respondents said never the separate campuses both for males
and females was the reason for taking admission in the university.

The data shows that42.6 percent respondents answered to some extent, 37.6 percent said to great
extent and 19.9 percent said never that the fees were affordable for mostly courses in this
university.

According to the data, 39.7 percent students said to some extent, 25.5 percent students said to
great extent and 34.8 percent said never that the university is near to their house to take
admission.

Almost 34.0 percent respondents agreed to some extent that the merit criteria for admission was
easily achievable, 45.4 percent respondents said to great extent but 20.6 percent respondents said
never.

Nearly 56.7percent respondents were agreed to some extent that sense of belonging here was
cause of seeking admission in university, 28.4 percent agreed to great extent but 14.9 percent
never agreed with that statement.

According to the data, almost 29.1 percent students said to some extent that someone
recommended this university to them, 45.4 percent students said to great extent and 25.5 percent
said never someone recommended this university to them for getting admission.

According to the data, Nearly 50.4 percent students respond to some extent that physical
activities become the reason for their admission in university because it improve academic
performance, 30.5 percent students respond to great extent and 19.1 percent said never.

The study shows that majority of respondents take admission in university due to someone
recommended this university to them and the merits for admission were easily achievable.
39
Table No. 6.1 Rating of Educational Services

Sr.No

Statements
Excellent

Very
Good

Fair
Poor
Mean
S.D

good
1.

Classroom
16

55
35

20
15
2.74
1.163

environment
11.3%

39.0%
24.8%

14.2%
10.6%
2.

Classroom
12

58
27

28
16
2.84
1.179

facilities
8.5%

41.1%
19.1%

19.9%
11.3%
3.

Course
13

44
43

31
10
2.87
1.084

contents
9.2%

31.2%
30.5%

22.0%
7.1%
4.

Course
7

49
47

21
17
2.94
1.087

registration
5.0%

34.8%
33.3%
14.9%
12.1%

policies

5.
Online course
14

41
41

19
26
3.01
1.253

evaluation
9.9%

29.1%
29.1%

13.5%
18.4%

process
6.

Library
41

60
17

10
13
2.25
1.214

environment
29.1%

42.6%
12.1%

7.1%
9.2%

7.

Library
49

55
20

6
11
2.11
1.166

facilities
34.8%
39.0%
14.2%

4.3%
7.8%

8.

Computer labs
19

43
41

23
15
2.80
1.185
13.5%

30.5%
29.1%

16.3%
10.6%

9.

Transportation
21

42
30

11
37
3.01
1.427
facility
14.9%

29.8%
21.3%

7.8%
26.2%

10.

Athletic
5

34
46
35
21
3.23
1.087

programs
3.5%

24.1%
32.6%

24.8%
14.9%

11.

Gym facilities
16
55
33

15
22
2.80
1.243

11.3%

39.0%
23.4%

10.6%
15.6%

Table
6.1 shows the opinions of
the respondents
about services/facilities provided by the

university. According to the data, 11.3 percent respondents said excellent, 39.0 percent students

40
said very well, 24.8 percent said well, 14.2 percent said fair and 10.6 percent said that
services/facilities provided by the university were poor.

According to the data, 8.5 percent respondents said that classroom facilities are excellent, 41.1
percent students said very good, 19.1 percent said good, 19.9 percent said fair and 11.3 percent
said poor.

Almost 9.2 percent respondents said that course contents are excellent, 31.2 percent students said
very good, 30.5 percent said good, 22.0 percent said fair and 7.1 percent said that course contents
are poor.

According to the data, 5.0 percent respondents told that course registration policies are excellent,
34.8 percent students told very good, 33.3 percent told good, 14.9 percent said fair and 12.1
percent told that course registration policies are poor.

According to the data, 9.9 percent respondents responded that online course evaluation process is
excellent, 29.1 percent students responded very good, 29.1 percent said good, 13.5 percent said
fair while 18.4 percent said that online course evaluation process is poor.

Almost 29.1 percent respondents said that library environment is excellent, 42.6 percent students
said very good, 12.1 percent said good, 7.1 percent said fair and 9.2 percent said that library
environment is poor.

According to the data, nearly 34.8 percent respondents told that library facilities are excellent,
39.0 percent students told said very good, 14.2 percent told good, 4.3 percent told fair and 7.8
percent said poor.

Almost 13.5 percent students responded that computer labs are excellent, 30.5 percent students
said very good, 29.1 percent said good, 16.3 percent said fair and 10.6 percent said poor.

According to the data, nearly 14.9 percent respondents said that transportation facility is
excellent, 29.8 percent students said very well, 21.3 percent said well, 7.8 percent said fair and
26.2 percent said poor.
41
Nearly 9.2 percent respondents said that athletic programs are excellent, 31.2 percent students said
very good, 30.5 percent said good, 22.0 percent said fair and 7.1 percent said that athletic
programs are poor.

According to the data, 11.3 percent respondents said that gymnasium facilities are excellent, 39.0
percent students said very good, 23.4 percent said good, 10.6 percent said fair and 15.6 percent
said poor.

Above table depicts that most of the respondents rate the educational services in good and very
good category while small number of respondents rate the educational services in excellent and
poor category.

Table No. 7.1 Respondent’s opinion regarding Classroom Environment of University

Sr.NO
Statements
Strongly
Agree
Neutral
Disagree
Strongly
Mean
S.D

Agree

disagreed
1.
Classrooms
31
47
35
8
20
2.57
1.289

are always
22.0%
33.3%
24.8%
5.7%
14.2%

available for

regular class
2.
Coordinator
13
69
19
27
13
2.70
1.157

always arrange
9.2%
48.9%
13.5%
19.1%
9.2%

classrooms for
makeup class

3.
sufficient seats
24
57
28
23
9
2.55
1.143

are available
17.0%
40.4%
19.9%
16.3%
6.4%

in classrooms
4.
Seating
8
74
24
25
10
2.68
1.058

arrangement in
5.7%
52.5%
17.0%
17.7%
7.1%

classroom is
well organized

5.
Seats are
17
37
42
26
19
2.95
1.215

comfortable in
12.1%
26.2%
29.8%
18.4%
13.5%
classrooms

6.
Provision of
15
74
26
16
10
2.52
1.060

Electricity in
10.6%
52.5%
18.4%
11.3%
7.1%
classrooms

42
7.
Facility of
26
60
17
28
10
2.55
1.204

bright light is
18.4%
42.6%
12.1%
19.9%
7.1%

available in

classrooms
8.
Facility of
27
57
13
25
19
2.66
1.335

heater is
19.1%
40.4%
9.2%
17.7%
13.5%

available in

winter season
9.
Facility of AC
34
39
19
22
27
2.78
1.459

is available in
24.1%
27.7%
13.5%
15.6%
19.1%

summer
season

10.
Multimedia is
29
46
25
27
14
2.65
1.276

always
20.6%
32.6%
17.7%
19.1%
9.9%
provided by

the department

when needed
11.
Use of
17
64
30
16
14
2.62
1.144

multimedia
12.1%
45.4%
21.3%
11.3%
9.9%

during class

lecture helps
me to

understand

lecture

effectively
12.
Comfortable
16
48
34
29
14
2.84
1.175

environment of
11.3%
34.0%
24.1%
20.6%
9.9%

my classroom
helps me to

focus on lecture

13.
I am unable to
27
45
26
29
14
2.70
1.269

focus in the
19.1%
31.9%
18.4%
20.6%
9.9%

class due to

noise outside the

classroom.
43
Table 7.1shows that 22.0% percent respondents were strongly agreed that the classrooms are
always available for regular class, 33.3 percent respondents were only agree, 24.8 percent
respondents remained neutral ,5.7 students were disagreed while 14.2 percent respondents were
strongly disagree with the statement. The most significant element in school design was the
flexibility, number and size of the classroom (Nielsen 2012).

Approximately 9.2 percent respondents were strongly agreed that the coordinator always arrange
classrooms for makeup class, 48.9 percent were only agreed, 13.5 percent respondents remained
neutral, 19.1 percent respondent were disagree but 9.2 percent respondents were strongly
disagreed with the statement. Taylor and Vlastos (2011) found the association between
environment and policy within the class from a theoretical perspective. They established that
physical setting of the class acts as “Silent curriculum”.

About 17.0 percent respondents were strongly agreed with the statement that the sufficient seats
are available in classrooms,40.4 percent respondents were only agree, 19.9 percent respondents
were neutral, 16.3 percent respondents were disagreed and 6.4 percent respondents were strongly
disagreed. According to Horne (2010), Classroom furniture is a central facility that helps in
providing a comfortable and functional atmosphere for students in academic institution.

Round about 5.2 percent respondents were strongly agreed that the Seating arrangement in
classroom is well organized, 52.5 percent respondents were agree, 17.0 percent respondents were
neutral,17.7 percent respondents were disagreed but 7.1 percent respondents were strongly
disagreed with the statement. A flexible classroom will enable the student to concentrate on their
studies and increase the learning process in classrooms (Gifford, 2014).

Nearly 12.1 percent respondents were strongly agreed with the statement that the seats are
comfortable in classrooms,26.2percent respondents were agree,28.8 percent respondents
remained neutral, 18.4 percent respondents were disagreed and 13.9 percent respondents were
strongly disagreed.

Almost 10.6 percent respondents were strongly agreed with the statement that the Continuous
electricity is provided in classrooms,52.5 percent were agreed, 18.4 percent were neutral,11.3
percent respondent were disagree and 7.1 percent respondents were strongly

44
disagreed with the statement. Electricity allows the use of modern mass media tools in the class,
libraries i.e. the internet, projectors, multimedia, etc. A key impact of electrification has been
decreasing illiteracy and improving the excellence of education (Vera, 2014).

About 18.4 percent respondents were strongly agreed with the statement that the facility of bright
light is available in classrooms,42.6 percent respondents were agree, 12.1 percent respondents
remained neutral, 19.9 percent respondents were disagreed while 7.1 percent respondents were
strongly disagreed. Kanagawa and Nakata (2010) argues five positive benefits associated to the
electrification of college: (1) lighting and lengthy studying hours, (2) provision of ICT in the
classroom, (3) improved staff preservation and teacher training, (4) good school performance
based on attendance, accomplishment rates, and test scores, (5) co-benefits like better sanitation
and health, and community resilience.

Round about 9.1 percent respondents were strongly agreed that the facility of heater is available
in winter season, 40.4 percent respondents were agree, 9.2 percent respondents were neutral,17.7
percent respondents were disagreed but 13.5 percent respondents were strongly disagreed with
the statement. Non-physical atmosphere contains of things i.e., sound, temperature, ventilation
system, and others. These are components of the classroom that an instructor physically touches,
but they can adjust them to increase motivation and classroom productivity (Hannah, 2013).

About 24.1 percent respondents are strongly agreed with the statement that the Facility of AC is
available in summer season,27.7 percent respondents are agree,13.5 percent respondents are
neutral, 15.6 percent respondents are disagreed and 19.1 percent respondents are strongly
disagreed. According to Halstead, (2013) it is usually believed that high temperature and
humidity generates physiological and psychological harms which expedite fatigue, causes
persons to work more sluggishly, apply much energies and causes to make more blunders and
errors.

Nearly 20.6 percent respondents were strongly agreed with the statement that the multimedia is
always provided by the department when needed,32.6 percent respondents were agree, 17.7
percent respondents were neutral,19.1 percent respondents were disagreed but 9.9 percent
respondents were strongly disagreed. Sara (2012) discussed that multimedia is one of the

45
best learning techniques because it discourses more than one logic simultaneously, as it
discourses the senses of vision and hearing.

Almost 12.1 percent respondents were strongly agreed with the statement that the using
multimedia during class lecture helps me to understand lecture effectively,45.4 percent
respondents were agree,21.3 percent respondents were neutral,11.3 percent respondents were
disagreed and 9.9 percent respondents were strongly disagreed. Round about 11.3 percent
respondents were strongly agreed that the Comfortable environment of my classroom helps me
to focus in the class,34.0 percent respondents were agree,24.1 percent respondents remained
neutral, 20.6 percent respondents were disagreed while 9.9 percent respondents were strongly
disagreed with the statement.

Approximately 19.1 percent respondents were strongly agreed with the statement that I’m unable
to focus in the class due to noise outside the classroom,31.9 percent were agreed, 18.4 percent
were neutral, 20.6 percent respondent were disagreed and 9.9 percent respondents were strongly
disagreed with the statement. Research studies on the classroom atmosphere have shown that
non-physical settings such as the energy level of the classroom, the rules, or the noises within the
classroom can influence a student’s concentration and achievement in the class and it can affect
the performance of both students and teachers (Hannah, 2013).

According to data collected from students, it is concluded that most of respondents are agree that
facilities provided them in classroom are up to mark but very few respondents are strongly
agreed and strongly disagreed with classroom environment provided them in university.
46
Table No. 8.1 Respondent’s opinion regarding Effectiveness of the Course Policies

Sr.No
Statements
Strongly
Agree
Neutral
Disagree
Strongly
Mean
S.D

Agree

disagreed

1.
I am able to
25
69
24
14
9
2.38
1.087

register for
17.7%
48.9%
17.0%
9.9%
6.4%

classes i need.

2.
I am happy with
20
67
27
14
13
2.52
1.138

registration
14.2%
47.5%
19.1%
9.9%
9.2%
effectiveness of

my university

3.
The content of
25
61
32
17
6
2.42
1.050
the courses
17.7%
43.3%
22.7%
12.1%
4.3%

within my major

is valuable
4.
A diversified
31
62
24
18
6
2.33
1.087

courses are
22.0%
44.0%
17.0%
12.8%
4.3%

offered in this

university
5.
I experience
29
59
31
9
13
2.42
1.160

intellectual
20.6%
41.8%
22.0%
6.4%
9.2%

growth here
6.
Facility of online
29
46
36
13
17
2.60
1.253

course
20.6%
32.6%
25.5%
9.2%
12.1%

evaluation is

available in this

university
7.
In online course
34
39
35
19
14
2.57
1.266

evaluation
24.1%
27.7%
24.8%
13.5%
9.9%

system, I have
more time to

think about their

answer
8.
Online course
19
64
30
10
18
2.60
1.195

evaluation is an
13.5%
45.4%
21.3%
7.1%
12.8%

efficient system

as it can be filled
at any time

47
Table 8.1 highlights that17.7percent respondents were strongly agreed with the statement that I
am able to register for classes I need, 48.9 percent respondents were agreed, 17.0 percent
respondents were neutral, 9.9 students were disagreed and 6.4 percent respondents were strongly
disagreed with the statement.

Approximately 14.2 percent respondents were strongly agreed with the statement that I am happy
with registration effectiveness of my university, 47.5 percent were agreed, 19.1 percent remained
neutral, 9.9 percent respondent were disagree but 9.2 percent respondents were strongly
disagreed with the statement. Qaiser and Ishtiaq (2014) specified that the school dean is involved
in the authorization procedure for new courses, documentations and degree programs, and
supports tactical planning for proper development of school-wide courses, credentials and degree
programs. Additionally, they recommended that the school dean should uplift departments to
improve their web pages on the website and have these pages convey clearly identified
educational course information.

About 17.7percent respondents were strongly agreed with the statement that the content of the
courses within my major is valuable, 43.3 percent respondents were agree, 22.7 percent
respondents were neutral, 12.1 percent respondents were disagreed and 4.3 percent respondents
were strongly disagreed.

Almost 22.0 percent respondents were strongly agreed that the good variety of courses are
offered in this university, 44.0 percent respondents were agree, 17.0 percent respondents were
neutral,12.8 percent respondents were disagreed while 4.3 percent respondents were strongly
disagreed with the statement.

About 20.6 percent respondents were strongly agreed with the statement that I am able to
experience intellectual growth here, 41.8 percent respondents were agreed, 22.0 percent
respondents were neutral, 6.4 students were disagreed and 9.2 percent respondents were strongly
disagreed with the statement. A good curriculum is a resource for learners and serves a diversity
of purposes that go well beyond the limitations of a particular course. It lays out route for the
semester/course, and is a learner's first reference. It provides students a strong sense of the
disciplinary lay out of the course and supports pupils in pursuing topics that concern them (Das,
2013)

48
Approximately 20.6 percent respondents were strongly agreed with the statement that the facility
of online course evaluation is available in this university, 32.6 percent were agreed, 25.5 percent
were neutral, 9.2 percent respondent were disagree but 12.1 percent respondents were strongly
disagreed with the statement. Mader, and Shinsky (2010) suggested that pupils who finalized the
assessment electronically were steadily more likely to give remarks about their course and
teacher.

Nearly 24.1 percent respondents were strongly agreed with the statement that in online course
evaluation system, I have more time to think about their answers, 27.7 percent respondents were
agree,24.8 percent respondents were neutral, 13.5 percent respondents were disagreed and 9.9
percent respondents were strongly disagreed. Pupils want to complete the evaluations outside of
class as it enables them extra time to think about their answers (Ernst, 2012).

About 13.5 percent respondents were strongly agreed that the Online course evaluation is an
efficient system as it can be filled at any time, 45.4 percent respondents were agree, 21.3 percent
respondents were neutral,17.1 percent respondents were disagreed while 12.8 percent
respondents were strongly disagreed with the statement.

According to data collected from students, it is concluded that most of respondents are agreed
that implementation of policies regarding courses offered in university are very effective and
fruitful for students while low number of respondents are strongly agreed and strongly disagreed
with policies regarding courses.
49
Table No. 9.1 Respondents opinion regarding Convenience of Timetable

Sr.NO
Statements
Strongly
Agree
Neutral
Disagree
Strongly
Mean
S.D

Agree

disagree

1.
Timetable of
29
58
13
19
22
2.62
1.366

my classes is
20.6%
41.1%
9.2%
13.5%
15.6%

always

convenient

2.
Timetable of
33
50
27
10
21
2.55
1.328

my classes is
23.4%
35.5%
19.1%
7.1%
14.9%

always

according to

my potential
needs

3.
Timetable of
25
70
18
14
14
2.45
1.186

my classes help
17.7%
49.6%
12.8%
9.9%
9.9%
me to take

classes on time

4.
I’m unable to
31
47
34
19
10
2.50
1.181
take classes on
22.0%
33.3%
24.1%
13.5%
7.1%

time due to

continuous

changes in the
timetable

Table 9.1 depicts that 20.6 percent respondents were strongly agreed with the statement that the
timetable of my classes is always convenient, 41.1 percent respondents were agreed, 9.2 percent
respondents remained neutral, 13.5 students were disagreed and 15.6 percent respondents were
strongly disagreed with the statement. Timetables are work to schedule courses, classes and rooms
in schools, academies and universities by considering some limitations. Inopportune and
ineffective timetables usually waste time and money. Therefore, it is essential to examine the
requirements and potential needs of teachers and students (Althunibat and Muhairat, 2016).

Approximately 23.4 percent respondents were strongly agreed with the statement that the
timetable of my classes is always according to my potential needs, 35.5 percent were agreed, 19.1
percent were neutral, 7.1 percent respondent were disagree but 14.9 percent respondents were
strongly disagreed with the statement.

50
About 17.7% percent respondents were strongly agreed with the statement that the timetable of my
classes help me to take classes on time, 49.6% percent respondents were agree, 12.8 percent
respondents were neutral, 9.9 percent respondents were disagreed while 9.9 percent respondents
were strongly disagreed.

Round about 22.0 percent respondents were strongly agreed with the statement that I’m unable to
take classes on time due to continuous changes in the timetable, 33.3 percent respondents were
agree, 24.1 percent respondents remained neutral,13.5 percent respondents were disagreed and 7.1
percent respondents were strongly disagreed with the statement. Hightower (2015) recommended
that the schedule should be user-friendly and easy to uphold. Moreover, he advocated that the
timetable should b e vibrant and modified to cope with the alterations in universities. Another view
was that the timetable should be very precise and reliable and make accurate result in minimum
time.

The data highlights that most of the students are satisfied with timetable management and it
efficiently meets their needs like availability of classrooms and take the class in time.

Table No. 10.1 Distribution of respondents regarding convenience of Library Services

Sr.NO
Statements
Strongly
Agree
Neutral
Disagree
Strongly
Mean
S.D

Agree

disagree
1.
Library staff is
35
61
29
7
9
2.25
1.083

helpful
24.8%
43.3%
20.6%
5.0%
6.4%

2.
Library
47
58
17
6
13
2.15
1.201
resources are
33.3%
41.1%
12.1%
4.3%
9.2%

adequate

3.
Library books
24
69
37
5
6
2.29
.938

are always
17.0%
48.9%
26.2%
3.5%
4.3%

available which

i need

4.
I am able to
37
56
31
11
6
2.24
1.062

read expensive
26.2%
39.7%
22.0%
7.8%
4.3%

books in library

which i cannot

buy
5.
Library helps
33
58
25
15
10
2.37
1.161

me to enhance
23.4%
41.1%
17.7%
10.6%
7.1%
51
my knowledge

about my field

6.
I’m able to
28
54
39
11
9
2.43
1.090
done my most
19.9%
38.3%
27.7%
7.8%
6.4%

assignments by

using library

services
7.
Up-to-date
24
61
33
13
10
2.46
1.099

reading
17.0%
43.3%
23.4%
9.2%
7.1%

materials are

always
available in

library

8.
Facility of
13
51
34
17
26
2.94
1.264

internet is
9.2%
36.2%
24.1%
12.1%
18.4%

always

available on

library’s
computers

9.
Facility of E-
8
64
41
17
11
2.71
1.018

books is
5.7%
45.4%
29.1%
12.1%
7.8%
available in the

library

10.
E-books are
19
47
37
23
15
2.77
1.191

always
13.5%
33.3%
26.2%
16.3%
10.6%

accessible to

the students
11.
I prefer E-
13
55
31
26
16
2.84
1.175

books for
9.2%
39.0%
22.0%
18.4%
11.3%

reading than the

paper materials
12.
Facility of
39
64
15
7
16
2.27
1.241

Lincoln corner
27.7%
45.4%
10.6%
5.0%
11.3%

is provided
13.
Lincoln corner
31
54
26
18
12
2.48
1.211

is accessible to
22.0%
38.3%
18.4%
12.8%
8.5%

the students
Table 10.1 shows that almost 24.8 percent respondents were strongly agree that the library staff is
helpful, 43.3 percent respondents were agree, 20.6 percent respondents were neutral ,5.0

52
students were disagreed and 6.4 percent respondents were strongly disagreed with the statement.
Awana (2007) mentioned that the welcoming disposition of staff, the willingness of library
workforce to support users to get desirable provisions from inside or through inter-library loan
would encourage users to support the library and above all raise users' satisfaction with library
services.

Approximately 33.3 percent respondents were strongly agreed that the Library resources are
adequate, 41.1 percent were agreed, 12.1 percent were neutral, 4.3 percent respondent were
disagree but 9.2 percent respondents were strongly disagreed with the statement. The satisfaction
of library users is a task of quality of data product(s) received, the quality of information system
and library facilities provided to have contact with the information product and most prominently
the relaxed atmosphere of the library (Iwhiwhu, and Okorodudu, 2012).

About 17.0 percent respondents were strongly agreed with the statement that the Library books
are always available which i needed,48.9 percent respondents were agree, 26.2 percent
respondents remained neutral, 3.5 percent respondents were disagreed while 4.3 percent
respondents were strongly disagreed. The libraries have to improve and uphold standard books,
papers and Cinematographic collections and services (Ogunsola, 2011).

Round about 26.2 percent respondents were strongly agreed with the statement that i am able to
read expensive books in library which i cannot buy, 39.7 percent respondents were agree, 22.0
percent respondents were neutral,7.8 percent respondents were disagreed and 4.3 percent
respondents were strongly disagreed with the statement. Students who have access to diverse
sources of print resources in their schoolrooms, and school libraries, read more widely, both for
pleasure and for knowledge. Students who do a considerable extent of volunteer reading
establish optimistic approaches toward reading, and these students incline to be the finest readers
(Greaney and Krashen, 2005).

Nearly 23.4 percent respondents were strongly agreed with the statement that the Library helps
me to enhance my knowledge about my field, 41.1 percent respondents were agreed, 17.7
percent respondents were neutral, 10.6 percent respondents were disagreed but 7.1 percent
respondents were strongly disagreed. Regular reading is associated to the improvement of
cultured language structures, advanced stages of understanding, upgraded word inquiry skills,

53
confidence and fluency. Noteworthy quantity of voluntary reading is related with greater interest
and skill growth (Irving, and Paratore 2013).

Almost 19.9 percent respondents were strongly agreed with the statement that I am able to done
my most assignments by using library services, 38.3 percent were agreed, 27.7 percent remained
neutral,7.8 percent respondent were disagree while 6.4 percent respondents were strongly
disagreed with the statement.

About 17.0 percent respondents were strongly agreed with the statement that up-to-date reading
materials are always available in library, 43.3 percent respondents were agree, 23.4 percent
respondents were neutral, 9.2 percent respondents were disagreed and 7.1 percent respondents
were strongly disagreed. The resources must be reachable to their users without the consumption
of valuable time. He pronounced that reading resources, no suspicion, are one of the
fundamentals or vital assets desired for effective learning of any question, course or subject.
They will remain one of the central bases of data and knowledge equally to pupils and teachers.
Schoolbooks are required to improve effective learning and coaching in an institute and they
should encounter the dares and the increasingly dynamic ideas of education and knowledge.
Though, if the desired resources are not accessible, then frustrations take root (Awana , 2013).

Almost 9.2 percent respondents were strongly agreed that the facility of internet is always
available on library’s computers, 36.2 percent respondents were agree, 24.1 percent respondents
were neutral,12.1 percent respondents were disagreed and 18.4 percent respondents are strongly
disagreed with the statement. Islam (2009) preached that the use of information technology (IT)
in libraries is not an abrupt development, but relatively a product of constant improvement of
telecommunications and computer technologies. Students use internet resources and e-mail more
than other sources (Ojo, and Akande, 2013).

About 5.7 percent respondents were strongly agreed with the statement that the facility of e-
books is available in the library, 45.4 percent respondents were agree, 29.1 percent respondents
remained neutral, 12.1 percent respondents were disagreed but 7.8 percent respondents were
strongly disagreed. Landoni (2012) debated that those who recognise about e-books get them as
actually beneficial tools.

54
Nearly 13.5 percent respondents were strongly agreed with the statement that the e-books are
always accessible to the students, 33.3 percent respondents were agree, 26.2 percent respondents
stayed neutral,16.3 percent respondents were disagreed while 10.6 percent respondents were
strongly disagreed.

Almost 9.2 percent respondents were strongly agreed with the statement that I prefer e-books for
reading than the paper materials, 39.0 percent respondents were agree,22.0 percent respondents
were neutral,18.4 percent respondents were disagreed and 11.3 percent respondents were
strongly disagreed. Denis, Donadio, and Klein (2015) believed that response for e-books is
estimated to continue increasing; yet, libraries face tough experiments in attaining widespread e-
book titles.

Round about 27.7 percent respondents were strongly agreed that the facility of Lincoln corner is
provided, 45.4 percent respondents were agree,10.6 percent respondents stayed neutral, 5.0
percent respondents were disagreed but 11.3 percent respondents were strongly disagreed with
the statement.

Approximately 22.0 percent respondents were strongly agreed with the statement that Lincoln
corner is accessible to the students, 38.3 percent were agreed, 18.4 percent were neutral, 12.8
percent respondent were disagreed and 8.5 percent respondents were strongly disagreed with the
statement.

The data highlights that most of the students show positive response regarding library facilities
available to students to build their academic career as well as knowledge improvement.
55
Table No. 11.1 Distribution of respondent’s regarding Library Hours

Sr.NO
Statements
Strongly y
Agree
Neutral
Disagree
Strongly
Mean
S.D

Agree

disagree

1.
Library is open
49
54
22
9
7
2.09
1.099

during hours
34.8%
38.3%
15.6%
6.4%
5.0%

which are

convenient for

most students
2.
I’m happy with
27
77
20
10
7
2.24
1.006

library open
19.1%
54.6%
14.2%
7.1%
5.0%

and close

timings
3.
Most of the
17
42
45
25
12
2.81
1.127

time i get
12.1%
29.8%
31.9%
17.7%
8.5%

frustrated due
to insufficient

library hours

4.
I cannot done
17
41
20
39
24
3.09
1.317

my assignment
12.1%
29.1%
14.2%
27.7%
17.0%

on time due to

insufficient

library hours
Table 11.1 shows that 34.8 percent respondents were strongly agreed that the library is open during
hours which are convenient for most students, 38.3 percent respondents were agree, 15.6 percent
respondents remained neutral,6.4 students were disagreed and 5.0 percent respondents were
strongly disagree with the statement. The gratification of library users lies with library open hours
(Yotam, 2014).

Approximately 19.1 percent respondents were strongly agreed with the statement that I am happy
with library open and close timings, 54.6 percent were agreed, 14.2 percent were neutral, 7.1
percent respondent were disagreed and 5.0 percent respondents were strongly disagreed with the
statement.

About 12.1 percent respondents were strongly agreed with the statement that most of the time i get
frustrated due to insufficient library hours, 29.8 percent respondents were agree, 31.9

56
percent respondents stayed neutral, 17.7 percent respondents were disagreed while 8.5 percent
respondents were strongly disagreed.

Nearly 12.1 percent respondents were strongly agreed with the statement that i cannot done my
assignment on time due to insufficient library hours, 29.1 percent respondents were agree, 14.2
percent respondents were neutral, 27.7 percent respondents were disagreed but 17.0 percent
respondents were strongly disagreed with the statement.

Table No. 12.1 Availability of Computer Lab facilities

Sr.
Statements
Strongly
agree
Neutral
Disagree
Strongly
Mean
S.D
NO

Agree

disagree
1.
Facility of
40
59
17
16
9
2.26
1.174

computer labs
28.4%
41.8%
12.1%
11.3%
6.4%

is available

2.
Computer
14
72
25
15
15
2.61
1.139

labs are
9.9%
51.1%
17.7%
10.6%
10.6%

sufficient for

the students
3.
Computer
18
58
27
27
11
2.68
1.155

labs are
12.8%
41.1%
19.1%
19.1%
7.8%

accessible to

the students
4.
IT lab
16
69
23
22
11
2.60
1.121

assistant is
11.3%
48.9%
16.3%
15.6%
7.8%

helpful
Above table shows that 28.4 percent respondents were strongly agreed that the facility of
computer labs is available, 41.8 percent respondents were agree, 12.1 percent respondents were
neutral,11.3 students were disagreed and 6.4 percent respondents were strongly disagreed with the
statement.

Approximately 9.9 percent respondents were strongly agreed with the statement that the Computer
labs are sufficient for the students, 51.1 percent were agreed, 17.7 percent were

57
neutral, 10.6 percent respondent were disagree but 10.6 percent respondents were strongly
disagreed with the statement.

About 12.8 percent respondents were strongly agreed with the statement that the Computer labs
are accessible to the students, 41.1 percent respondents were agree, 19.1 percent respondents
remained neutral, 19.1 percent respondents were disagreed and 7.8 percent respondents were
strongly disagreed. Computers have developed as an essential portion of the lives of university
students. While originally intended simply as an instrument to improve the educational
understanding, computers now are used in all sides of students’ lives. However, the imaginative
goal of the Campus computer laboratories is to give students access to computers for academic
motives (Khalidi, and Kuppuswamy 2013).

Almost 11.3 percent respondents were strongly agreed with the statement that the IT lab assistant
is helpful, 48.9 percent respondents were agree, 16.3 percent respondents were neutral,15.6
percent respondents were disagreed and 7.8 percent respondents were strongly disagreed with the
statement.

According to data collected from students, it is concluded that most of respondents are agreed
that computer facilities are sufficient to fulfil the needs of students while low number of
respondents are strongly agreed and strongly disagreed with computer lab facilities available at
university.
58
Table No. 13.1 Distribution of respondent’s regarding Transport Service of IIUI

Sr.NO
Statements
Strongly
Agree
Neutral
Disagree
Strongly
Mean
S.D

Agree

disagree

1.
Facility of buses
33
70
9
17
12
2.33
1.204

is available
23.4%
49.6%
6.4%
12.1%
8.5%

2.
Facility of
16
67
20
21
17
2.69
1.214

sufficient Buses
11.3%
47.5%
14.2%
14.9%
12.1%

are available
3.
Timing of buses
16
65
20
32
8
2.65
1.121

is always
11.3%
46.1%
14.2%
22.7%
5.7%

convenient for

the students
4.
Routes of buses
29
74
17
13
8
2.27
1.068

are accurate
20.6%
52.5%
12.1%
9.2%
5.7%
5.
Facility of buses
41
67
13
14
6
2.13
1.075

helps me to
29.1%
47.5%
9.2%
9.9%
4.3%

attend class on

time
6.
Travelling on
22
65
18
30
6
2.52
1.119

university bus is
15.6%
46.1%
12.8%
21.3%
4.3%

time

convenience
7.
Facility of buses
45
48
16
19
13
2.34
1.303

provide
31.9%
34.0%
11.3%
13.5%
9.2%

financial
savings to the

student

8.
Facility of buses
30
73
12
14
12
2.33
1.168

promotes
21.3%
51.8%
8.5%
9.9%
8.5%

positive attitude

towards equity

benefits for
students from

under-resources

families
59
Table shows that 23.4 percent respondents were strongly agreed with the statement that the
facility of buses is available, 49.6 percent respondents were agreed, 6.4 percent respondents were
neutral, 12.1 students were disagreed and 8.5 percent respondents were strongly disagreed with
the statement.

Approximately 11.3 percent respondents were strongly agreed with the statement that the Facility
of sufficient buses were available, 47.5 percent were agreed, 14.2 percent were neutral, 14.9
percent respondent were disagreed but 12.1 percent respondents were strongly disagreed with the
statement. Yingling and Kirti (2015) discussed that conveyance on school buses offers students
with more flexibility in travel times, increasing learning prospects beyond school and school
hours. Moreover, it gives students more choices to get to school compared to public
transportation where if students missed the means of transportation they would be incapable to
attend school in the absence of other transport options.

About 11.3 percent respondents were strongly agreed with the statement that the timing of buses
is always convenient for the students, 46.1 percent respondents were agree, 14.2 percent
respondents remained neutral, 22.7 percent respondents were disagreed while 5.7 percent
respondents were strongly disagreed.

Nearly 20.6 percent respondents were strongly agreed that the buses routes are accurate, 52.5
percent respondents were agreed, 12.1 percent respondents were neutral, 9.2 percent respondents
were disagreed and 5.7 percent respondents were strongly disagreed with the statement.

Almost 29.1 percent respondents were strongly agreed with the statement that the facility of
buses helps me to attend class on time, 47.5percent respondents were agreed, 9.2 percent
respondents stayed neutral, 9.9 students were disagreed while 4.3 percent respondents were
strongly disagreed with the statement.

Approximately 15.6 percent respondents were strongly agreed with the statement that the
travelling on university buses is time convenient, 46.1 percent were agreed, 12.8 percent were
neutral, 21.3 percent respondent were disagreed and 4.3 percent respondents were strongly
disagreed with the statement.

60
About 31.9 percent respondents were strongly agreed with the statement that the facility of buses
provides financial savings to the student, 34.0 percent respondents were agree,11.3 percent
respondents were neutral, 13.5 percent respondents were disagreed and 9.2 percent respondents
are strongly disagreed.

Nearly 21.3 percent respondents were strongly agreed that the facility of buses promotes positive
attitude towards equity benefits for students from under-resources families, 51.8 percent
respondents were agree, 8.5 percent respondents were neutral,9.9 percent respondents were
disagreed while 8.5 percent respondents were strongly disagreed with the statement.

Table No. 14.1 Distribution of student’s regarding Co-Curricular Facilities

Sr.NO
Statements
To some
To great
Never
Mean
S.D

extent
extent

1.
A variety of in-
80
30
31
1.65
.819

house activities
56.7%
21.3%
22.0%

are offered in

this university

2.
A variety of
76
32
33
1.70
.828
athletic programs
53.9%
22.7%
23.4%

are offered

3.
Students have
72
38
31
1.71
.807

equal
51.1%
27.0%
22.0%

opportunities to
participate in

athletic programs

4.
Facility of gym
49
73
19
1.79
.663

is available in
34.8%
51.8%
13.5%

this university
5.
Sufficient
82
24
35
1.67
.851

exercise
58.2%
17.0%
24.8%

machines are

available in gym
6.
Exercise
74
42
25
1.65
.765

machines are
52.5%
29.8%
17.7%

accessible to the
61
students

7.
sufficient Sports
52
58
31
1.85
.755

equipment are
36.9%
41.1%
22.0%

available
8.
Sports equipment
70
37
34
1.74
.823

are always
49.6%
26.2%
24.1%

accessible to the

students
9.
Physical
71
43
27
1.69
.776

activities are
50.4%
30.5%
19.1%

helpful to

improve

academic

performance
Table 14.1 shows the opinions of the respondents about co-curricular facilities provided by the
university. According to the data, 56.7 percent respondents said that a variety of in-house activities
are offered in this university to some extent, 21.3 percent students said to great extent and 22.0
percent said never. Co-curricular activities have been linked to intellectual, emotional, social and
moral development of the student (Acquah, and Partey, 2014).

. According to the data, almost 53.9 percent respondents said to some extent that a variety of
athletic programs are offered, 22.7 percent said to great extent and 23.4 percent respondent said
never.

Nearly 51.1% percent respondents said to some extent that students have equal opportunities to
participate in athletic programs, 27.0 percent respondents said to great extent and 22.0 percent
respondents said never. According to Mosonyi, and Könyves (2014), there is a significant
association between school-based physical activity, including physical education, and academic
performance among students.

According to the data, 34.8 percent respondents said to some extent that facility of gym is
available in this university, 51.8 percent said to great extent and 13.5 percent said never. Ibolya
and Anetta (2014) argued that when students participate in the recommended level of physical
activity—at least 60 minutes daily—multiple health benefits accrue.
62
According to the data, 58.2 percent students replied to some extent that sufficient exercise
machines are available in gym, 17.0 percent students replied to great extent and 24.8 percent
replied never.

Almost52.5 percent respondents said to some extent that exercise machines are accessible to the
students, 29.8 percent respondents said to great extent and 17.7 percent respondents said never.

Nearly 36.9 percent respondents were said to some extent that sufficient sports equipment are
available, 41.1 percent said to great extent and 22.0 percent said never. Participation in campus
recreation For Example, sports, competitive games, oratories, debates, recreational trips, scouting,
girl guiding and athletics, can positively influence students’ lives (Henchy 2011).

According to the data, 49.6 percent students said to some extent that sports equipment is always
accessible to the students, 26.2 percent students said to great extent and 24.1 percent said never.

According to the data, 50.4 percent students agreed to some extent that physical activities are
helpful to improve academic performance, 30.5 percent students agreed to great extent and 19.1
percent agreed never with the above statement.

Table No. 15.1 Recreational Trips Arranged by university

Sr.NO
Statements
To some extent
To great extent
Never
Mean
S.D

1.
Recreational
38
65
38
2.00
.737

trips are
27.0%
46.1%
27.0%

arranged almost

in every

semester
2.
Recreational
60
41
40
1.86
.833

trips help to
42.6%
29.1%
28.4%

enhance

students’ critical

thinking skills
3.
Recreational
45
59
37
1.94
.763

trips are helpful

31.9%
41.8%
26.2%

to cope up with

advance

learning
63
Above table shows different opinions of the respondents about recreational trips arranged by the
university. According to the data, 27.0 percent respondents said to some extent that recreational
trips are arranged almost in every semester, 46.1 percent students said to great extent and 27.0
percent said never. Humans will benefit both psychologically and physiologically from spending
time in the natural world and outside environment (mahgoub, 2014).

Almost 42.6 percent respondents agreed to some extent that recreational trips help to enhance
students’ critical thinking skills, 29.1 percent agreed to great extent and 28.4 percent respondent
never agreed.

According to the data, 31.9 percent respondents agreed to some extent that recreational trips are
helpful to cope advance learning, 41.8 percent respondents agreed to great extent and 26.2 percent
respondents never agreed.

Table No. 16.1 Funfair and Cultural Week Arranged by University

Sr.NO
Statements
To some
To great
Never
Mean
S.D

extent
extent
1.
Cultural week
70
44
27
1.70
.774

is arranged by
49.6%
31.2%
19.1%

this university

almost every

year
2.
Cultural week
61
55
25
1.74
.741

help students to
43.3%
39.0%
17.7%

enhance their

knowledge

about different
cultures

3.
Funfair is
64
35
42
1.84
.856

arranged by
45.4%
24.8%
29.8%

this university
almost every

year

4.
I’m able to
54
43
44
1.93
.834

socialize with
38.3%
30.5%
31.2%

the students of
64
other classes in

funfair

5.
Funfair is a
59
50
32
1.81
.783

good break
41.8%
35.5%
22.7%

before
beginning of

new semester

6.
Funfair helps
49
60
32
1.88
.751

my mind to be
34.8%
42.6%
22.7%
ready again for

the learning of

new subjects

Table shows the opinions of the respondents about funfair and cultural week arranged by the
university. According to the data, 49.6 percent respondents said to some extent that cultural week
is arranged by this university almost every year, 31.2 percent students said to great extent and 19.1
percent said never. Snell (2014) suggested that, to create a positive environment where students
and teachers are respectful of different backgrounds, schools have to be proactive. She sees value
in organizing special events such as multicultural weeks, at the school that raise awareness about
diversity of cultures.

Nearly 43.3 percent respondents said to some extent that cultural week help students to enhance
their knowledge about different cultures, 39.0 percent said to great extent and 17.7 percent
respondent said never.

According to the data, 45.4 percent respondents agreed to some extent that funfair is arranged by
this university almost every year, 24.8 percent respondents agreed to great extent and 29.8 percent
respondents never agreed. Funfair includes sections like movies, variety shows, exhibitions, food
stalls, lottery, swings and many more similar fun activities. These events can have positive
impacts on students and can help them to be a good person and effective member of social society
(Busby, 2014).

Almost 38.3 percent respondents agreed to some extent that I am able to socialize with the
students of other classes in funfair, 30.5 percent agreed to great extent and 31.2 percent never
agreed. Baskey, and Paul (2015) stated that funfairs are a good source for your child to socialize

65
with other children or people. At such events students meet and socialize with students of all
classes, also they get a chance to meet the parents and other family members of their friends. This
helps them to build confidence and they learn good interpersonal and social skills.

Nearly 41.8 percent students said to some extent that funfair is a good break before beginning of
new semester , 35.5 percent students said to great extent and 22.7 percent said never.

According to the data, 34.8 percent respondents said to some extent that Funfair helps my mind to
be ready again for the learning of new subjects, 42.6 percent respondents said to great extent and
22.7 percent respondents said never. Yuen and Cheung (2013) believe that after a long year of
hectic academic routine, funfairs are a good break before the beginning of new semester. Students
get fresh and enjoy themselves. This helps their minds to be ready again for the learning of new
subjects.

Table No. 17.1 Satisfaction Level of the Respondents in University

Sr.NO
Statements
Yes
No
Mean
S.D

1.
It is an
96
45
1.32
.468

enjoyable
68.1%
31.9%
experience to be

a student in this

university

2.
I feel sense of
94
47
1.33
.473

pride about my
66.7%
33.3%
university

3.
I am happy with
89
52
1.37
.484

campus climate
63.1%
36.9%

of my university

4.
If you had it to
83
58
1.41
.494

do over again,
58.9%
41.1%

would you

enroll here?

66
Table shows that about 68.1 percent respondents enjoyed being student in the university while
31.9 percent students did not consider it as an enjoyable experience. Approximately 66.7 percent
students felt sense of pride about the university whereas almost 33.3 percent students did not feel
sense of pride. Almost 63.1 percent students were happy with campus climate of the university
while 36.9 percent students were not happy at all. About 58.9 percent students wanted to enrol in
the university again, whereas 41.1 percent students did not want to enrol in the university again.

Table No. 17.1 Suggestions to Improve the Quality of Educational Services

Sr.NO
Statements
Yes
No
Mean
S.D

1.
Classrooms
82
59
1.42
.495

environment
58.2%
41.8%

should be
improved.

2.
More classrooms
81
60
1.43
.496

should be
57.4%
42.6%

provided.

3.
Course policies
53
88
1.62
.486

should be revised.
37.6%
62.4%

4.
More courses
54
87
1.62
.488

should be offered.
38.3%
61.7%

5.
Library
72
69
1.49
.502

environment
51.1%
48.9%
should be

improved.

6.
Library hours
84
57
1.40
.492

should be
59.6%
40.4%

enhanced.
7.
Transport facility
65
76
1.54
.500

is needed to be
46.1%
53.9%

improved.

Table shows that about 58.2 percent respondents wanted that Classrooms environment should be
improved while 41.8 percent students did not want any change in classrooms environment.
Approximately 57.4 percent students suggested more classrooms whereas almost 42.2 percent
67
students felt no need for more classrooms. Nearly 37.6 percent students suggested that course
policies should be revised while 62.4 percent students did not want any change in course
policies. About 38.3 percent students suggested that more courses should be offered whereas
61.7 percent students did not feel any need for more courses. About 51.1 percent student wanted
to improve library environment, 48.9 percent student did not want any improvement, nearly 59.6
percent student believed the need for more library hours, 40.4 percent student did not feel any
need for more library hours. Almost 46.1 percent students believed for the improvement in
transport facility and 53.9 percent students did not feel any need for the improvement in transport
facility.

18.1 Bi-variate Analysis

In Bi-variate, analysis researcher examined the association between quality of educational services
available at university level on student’s satisfaction.

18.2 Testing of Hypothesis

Hypothesis is an assumption to study guesses about social world. Researcher developed meaningful
hypothesis which shows causal relationship between independent and dependent relationship.

The chi-square test was used in to test whether there is any association between independent and
dependent variables.

Value of Chi-square was compared with significance level, 0.05. If value of p < 0.05 significant
value, if p > 0.05 non-significant value.
68
Hypothesis: Quality of Educational Services is associated with Student’s Satisfaction

Student’s

Student’s Satisfaction with the Registration Process of

opinion
to
get

the University

enrolled

in

university
for
Strongly
Agree
Neutral
Disagree
Strongly
Total
agree

disagree

some
other

degree
Yes

20
46
13
2
2
83

No

0
21
14
12
11
58

Total

20
67
27
14
13
141

Chi DF: 4 Significance Value: 0.000

Square:

39.550

The Bi-variate analysis of an independent variable (availability of educational services) and its

effect on dependent variable (student’s satisfaction) shows that about 47.5 percent students were
agreed that the registration policies are effective at university level, 19.1 students were neutral,
14.2 percent students were strongly agreed, 9.9 percent students were disagreed and 9.2 percent
students were strongly disagreed with the statement. In the table 17.1, 58.9 percent respondents
said that they want to enroll here again and 41.1 percent respondents said that they do not want
to enroll here again.

Above table shows that bi-variant test analysis was used to find association between independent
variable and its effect on dependent variable applying chi-square technique. This showed that
researcher is accepting alternative hypothesis that there is an association between independent
and dependent variables. The level of significance (0.000) confirmed the association between
quality of educational services and students’ satisfaction as the value of Chi-square was 39.550.

69
CHAPTER 5

Major Findings, Summary & Conclusion

5.1 Major Findings

According to the collected data, 58.2% respondents belong to age group of 21-23 years old. The
study also depicts that shows that 48.9 percent students are attracted to the building of the
university and 44 percent student took admission due to separate campus for both males and
females.

The study shows that 39.0 percent student are comfortable with their classroom environment.
The study also finds that 42.6 percent student rate Library environment is very conducive for
studying.

The study also depicts that 58.2 percent respondents wanted that Classrooms environment should
be improved while 41.8 percent students did not want any change in classrooms environment.
Approximately 57.4 percent students suggested more classrooms whereas almost 42.2 percent
students felt no need for more classrooms.

The results of the study shows that nearly 37.6 percent students suggested that course should be
revised while 62.4 percent students did not want any change in course policies. About 38.3
percent students suggested that more courses should be offered whereas 61.7 percent students did
not feel any need for more courses.

The study also revealed that about 51.1 percent student wanted to improve library environment,
48.9 percent student did not want any improvement, nearly 59.6 percent student believed the
need for more library hours, 40.4 percent student did not feel any need for more library hours.
Almost 46.1 percent students believed for the improvement in transport facility and 53.9 percent
students did not feel any need for the improvement in transport facility.
70
5.2 Summary

The part of education in development, social variation and social flexibility that has been
accepted as a dynamic element in every evolving strength in a present society. Quality of
education is necessary for influencing the prospect of the society and indicated it as the strength
of all national accomplishments predominantly in societies, which have selected a democratic
track of progress.

It is essential for universities to monitor the satisfaction of students in order to appeal more
students and obtain the resulting profits. Present students and graduates act as amplifiers by
producing and sharing their opportunities and practices of the educational institution,
consequently distributing positive or negative data through word of mouth.

Potential students are capable to collect information concerning the Universities of interest from
the universities website and social media sources, and by contacting to existing students and ex-
students.

Therefore, educational organizations have become more market-concerned in order to achieve

the information requirements of the aim about educational facilities, degrees, sequences,
relaxation activities, grades and many more.

In order to attract students, construct and continue a confident image, and distinguish themselves
from other educational institutions. Therefore, potential students encounter a cumulative
diversity of degrees, which is leading to extremely challenging students and thus toughens the
‘competition’ amongst educational institutions.

Hence, the satisfaction in the students about the educational service assistances has become more
significant for educational institutions in current years. So, it has become essential to track,
continue, and progress the educational service excellence of the accessible educational units
(lessons) in order to recognize what students, consider and how they identify this quality. To be
capable to achieve these understandings, educational institutions have to detect which indicators
can be used to evaluate and measure the observed service quality.

Classroom atmosphere has shown that physical settings of the classrooms i.e. wall art,
organisation of desks, or resources as well as non-physical settings such as the energy level of

71
the classroom, the rules, or the noises within the classroom can influence a student’s
concentration and achievement in the class and it can influence the performance of both students
and teachers.

When, what is required is a new tactic and new solutions for school policy to reveal the varying
needs of learning in the 21st century. Schools today have the responsibility for modified learning
and its policy.

Physical setting of the class acts as “Silent curriculum”. It means that classroom design can ease
and improve the learning procedure like the clear syllabus.

The educational institutes play the central role in the growth and coordination of programs and
services to upkeep effective learning courses and programs at the University. Educational
institutions are maintained by an assortment of employees, administrative, and technical means
assembled to assist the improvement, marketing, and provision of learning.

It is essential to outlook each one as the outcome of a co-operative team partnership between the
educational section and school or college proposing the course, the Institution of Professional
Studies, the academy for Information Technology. It is precise and accurate, then, to
communicate to each such course like “permitted by,” and “offered by” a particular academic
section and University.

Content of courses is often either prepared by an examination board, or by an educational board,

or set out by the educator who administers or oversees the course syllabuses and course quality.
It mainly covers a schedule of topics, lists of suggested books and other material essential for
completion of the course. A good curriculum is a resource for learners and serves a diversity of
purposes that go well beyond the limitations of a particular course. It lays out route for the
semester/course, and is a learner's first reference. It provides students a strong sense of the
disciplinary lay out of the course and supports pupils in pursuing topics that concern them.

The library is a local centre of information, which has every type of knowledge and data eagerly
obtainable to its handlers. The satisfaction of library users is a task of quality of data product(s)
received, the quality of information system and library facilities provided to have contact with
the information product and most prominently the relaxed atmosphere of the library. Individuals
in all mechanisms of lifecycle use library resources, amenities and services. These handlers

72
contain beginners, undergraduates, teachers, scholars, scientists, corporate officials, government
executives and even idlers.

Educational library exits to gratify users. In this framework, consumers' satisfaction refers to in
what way users review the facilities of libraries. Definitely, it states that whether users of
libraries acquire the preferred information resources, conveniences and services projected to be
provided by the academic libraries. Therefore, in current times, calculating users' fulfilment with
the information resources, conveniences and facilities of libraries has developed a major concern
and an essential portion of library and information science practitioners (Ogunsola, 2012).

University administrators can chiefly focus on refining the social satisfaction of the pupils then
progress facilities and amenities, in order to increase academic gratification levels. Student
gratification with university services has an important impact on quality of school life, which in
turn definitely effects student allegiance and happiness.

Conclusion

Educational institutions must recognize the needs of the students and provide quality of services
to achieve satisfaction among students. The physical and social environment of any educational
institutions helps students to develop confident and productive personalities. The educational
facilities equip them with the changing global scenario to future needs. The study revealed that
all the indicators of educational services are marked the dissatisfaction level among students.
Most of the facilities are available at their respective university but students have less
accessibility to them. Students emphasized on the easy accessibility of educational services to
enhance their academic and professional growth.
73
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77
ANNEXURE

Annex I

Questionnaire

What is your age?

18-20

21-23

24-26

2.In which departments are you enrolled?

Politics & I R

Pakistan Studies

Sociology
Anthropology

Psychology

Media & Communication

Education

3.What is your CGPA in your most recent exams?

78
Please give your opinion to what extent do you agree or disagree with the following statements.

Q7: Why did you get admission in this university?

To
To
Never
Sr.No
Statements
some
great

extent
extent

1
This institution has a good reputation
2
The building of this university attracted me

3
There are separate campuses both for males and

females students

4
Fees is affordable for mostly courses in this university

5
This university is near to my house
6
The merits for admission are easily achievable

7
Most students feel a sense of belonging here

8
Someone recommended this university to me

Q8: How would you rate the following services/facilities at the university?

Sr.No
Statements
Excellent
Very
Good
Fair
Poor

good

1.
Classroom environment?

2.
Classroom facilities

3.
Content of courses

4.
Course registration policies
5.
Online course evaluation process

6.
Library environment
7.
Library facilities

8.
Computer labs

9.
Transportation facility
10.
Athletic programs

11.
Gym facilities
Q9: How much convenient your classroom environment is?Please give your opinion how strongly
do you agree or disagree with the following statements about your classroom environment

Sr.No
Statements
Strongly
agree
Neutral
Disagree
Strongly

agree

disagree
79
Classrooms are always available for regular class

Coordinator always arrange classrooms for makeup class

sufficient seats are available in classrooms

Seating arrangement in classroom is well organized

Seats are comfortable in classrooms

Continuous power supply is provided in classrooms

Facility of bright light is available in classrooms

Facility of heater is available in winter season

Facility of AC is available in summer season

Multimedia is always provided by the department when needed

Using multimedia during class lecture help me to understand lecture effectively

Comfortable environment of my classroom help me to focus in the class

I’m unable to focus in the class due to noise outside the classroom.
Q10: what is the level of appropriateness of your course policies? Please give your opinion how
strongly do you agree or disagree with the following statements about course policies of the
university.

Sr.No
Statements
Strongly
agree
Neutral
Disagree
Strongly

agree

disagree
1.
I am able to register for classes

I need.
2.
I am happy with registration

80
effectiveness of my university

The content of the courses within my major is valuable

A Good variety of courses are offered in this university

I am able to experience intellectual growth here

Facility of online course evaluation is available in this university

In online course evaluation system, I have more time to think about their answer

Online course evaluation is an efficient system as it can be filled at any time

Q11: How much accurate your timetable is?

Sr.No
Statements
Strongly
agree
Neutral
Disagree
Strongly

agree

disagree
1
Timetable of my classes is

always convenient

2
Timetable of my classes is

always according to my
potential needs

3
Timetable of my classes help

me to take classes on time

4.
I’m unable to take classes on

time due to continuous

changes in the timetable

Q12: what is your opinion about convenience of library services? Please give your opinion how
strongly do you agree or disagree with the following statements about library environment of the
university

Sr.No
Statements
Strongly
agree
Neutral
Disagree
Strongly

agree

disagree

1.
Library staff are helpful

2.
Library resources are
81
adequate

Library books are always available which I need

I am able to read expensive books in library which I cannot buy

Library help me to enhance my knowledge about my field

I’m able to done my most assignments by using library services

Up-to-date reading materials are always available in library

Facility of internet is always available on library’s computers

Facility of E-books is available in the library

E-books are always accessible to the students

I prefer E.books for reading than the paper materials

Facility of Lincoln corner is provided

Lincoln corner is accessible to the students

Q13: Please give your opinion how strongly do you agree or disagree with the following statements
about library hours.

Sr.No
Statements
Strongly
agree
Neutral
Disagree
Strongly

agree

disagree

1.
Library is open during hours which

are convenient for most students

2.
I’m happy with library open and
close timings

3.
Most of the time I get frustrated

due to insufficient library hours

4.
I cannot done my assignment on

time due to insufficient library

hours

82
Q14: What is your level of agreement about lab facilities?

Sr.No
Statements
Strongly
agree
Neutral
Disagree
Strongly

agree

disagree

1.
Facility of computer labs is

available
2.
Computer labs are sufficient

for the students

3.
Computer labs are

accessible to the students

4.
IT lab assistant is helpful

Q15: What is your opinion about convenience of transport services?

Sr.No
Statements
Strongly
agree
Neutral
Disagree
Strongly

agree
disagree

1.
Facility of buses is available

2.
Facility of sufficient Buses

are available
3.
Timing of buses is always

convenient for the students

4.
Buses routes are accurate
5.
Facility of buses help me to

attend class on time

6.
Travelling on university bus

is time convenience
7.
Facility of buses provide

financial savings to the

student
8.
Facility of buses promote

positive attitude towards

equity benefits for students

from under-resources

families
Q16: Up to what extent do you agree or disagree with the following statements about co-
curricular facilities provided by the university?

Sr.No
Statements

To some
To great
Never

extent
extent
83
1.
A variety of in-house activities are offered

in this university

2.
A variety of athletic programs are offered

3.
Students have equal opportunities to

participate in athletic programs

4.
Facility of gym is available in this university
5.
Sufficient Exercise machines are available

in gym

6.
Exercise machines are accessible to the

students

7.
sufficient Sports equipment are available
8.
Sports equipment are always accessible to

the students

9.
Physical activities are helpful to improve

academic performance

Q17: Up to what extent do you agree or disagree with the following statements about recreational
trips arranged by the university?
Sr.No
Statements
To some
To great extent
Never

extent

1.
Recreational trips are arranged

almost every semester

2.
Recreational trips help to enhance

students’ critical thinking skills

3.
Recreational trips are helpful to

cope up with advance learning

Q18: Up to what extent do you agree or disagree with the following statements about funfair and
cultural week arranged by the university?

Sr.No
Statements
To some
To great
Never

extent
extent
1.
Cultural week is arranged by this university

almost every year

2.
Cultural week help students to enhance their

knowledge about different cultures

3.
Funfair is arranged by this university almost
every year

4.
I’m able to socialize with the students of

other classes in funfair

5
Funfair is a good break before beginning of

84
new semester

Funfair help my mind to be ready again for the learning of new subjects

Q19: How much are you satisfied? With the services provided by the university? Please Tick mark
YES or NO for giving your opinion about the following statements.

Sr.No
Statements
Yes
No

1.
It is an enjoyable experience to be a student in this

university

2.
I feel sense of pride about my university
3.
I am happy with campus climate of my university

4.
If you had it to do over again, would you enroll here?

Q14: please give your suggestion about how quality of educational services should be
improved?

Sr. No
Statements
Yes
NO

1.
Classrooms environment should be improved
2.
More classrooms should be provided.

3.
Course policies should be changed.

4.
More courses should be offered.

5.
Library environment should be improved.
6.
Library hours should be enhanced.

7.
Transport facility need to be improve

85