INSTRUCTIONAL QUALITY AND ACADEMIC SATISFACTION OF UNIVERSITY STUDENTS
Abstract
This study investigated the correlation between student’s perceptions about university instructional quality and students’ academic satisfaction. Emphasis was put on establishing the importance of instructional quality variables on influencing students’ academic satisfaction. The study employed a correlational research design with the use of canonical correlation analysis technique. The study made use of a researcher made survey questionnaire to generate the needed data with prior pilot testing to standardize the survey instrument. A random of 1,303 university students were obtained using stratified random sampling technique. Findings revealed that instructional quality and academic satisfaction variables were correlated. Two canonical functions were computed which indicating both a statistically significant. The canonical loadings indicate that instructional quality was greatly influenced by students’ perception on teachers’ subject matter knowledge and rapport with students and the results for canonical cross loadings denote a stronger relationship of students’ perception on teachers subjects matter knowledge and rapport with students among instructional quality variables to their academic satisfaction. Students’ perception on learning motivation and classroom management, on the other hand, yielded to have the least influenced among instructional quality variables to student’s academic satisfaction. The results suggest that the university will continue to improve its instructional quality. In conclusion, instructional quality has a direct bearing on the academic satisfaction of University students, the higher the instructional quality the better are students’ academic satisfaction. Both attributes go hand in hand. Future similar research may be conducted which should include other instructional quality indicators like learning facilities not considered in this study.
Article visualizations:
Keywords
Full Text:
PDFReferences
Abocejo, F. T., & Padua, R. N. (2010). An econometric model for determining sustainability of basic education development. CNU Journal of Higher Education. 4(1), 40-53. Retrieved from http://www.jhe.cnu.edu.ph/index.php/cnujhe/ article/view/39
Ada, S., Nurdan, B. Z., Seda, S., & Şahenk, E. S. (2017). An evaluation of service quality in higher education: Marmara and Niğde Omer Halisdemir Universities' Department of Education Students. Universal Journal of Educational Research. 5, 2056-2065. doi:10.13189/ujer.2017.051122
Albia, J. E., & Chan, S. J. (2017). Understanding regionalisation in Philippine higher education. Higher Education Evaluation and Development, 11(2), 95–110. doi: 10.1108/heed-07-2017-0003
Alarcón, D., Sánchez, J. A., & De Olavide, U. (2015, October). Assessing convergent and discriminant validity in the ADHD-R IV rating scale: User-written commands for Average Variance Extracted (AVE), Composite Reliability (CR), and Heterotrait-Monotrait ratio of correlations (HTMT). In Spanish STATA Meeting. Retrieved from https://www.stata.com/ meeting/spain15/abstracts/materials/spain15alarcon con.pdf
Aldridge, S., & Rowley, J. (2001). Conducting a Withdrawal Survey. Quality in Higher Education. 7(1), 55-63. doi: 10.1080/35538320120045085
Almira, P. R., Naniek, U. H., Wibowo, M. A., Purwaningsih, R., & Suliantoro, H. (2018). Factor identification of higher education choice to enhance brand awareness of state university. Paper presented, 154. doi: 10.1051/matecconf/201815401051
Amora, J., Ochoco, M., & Anicete, R. (2016). Student engagement and college experience as the mediators of the relationship between institutional support and academic performance. Digital journal of Lasallian research (12), 15-30. Retrieved from http://revista_roma.delasalle.edu.mx/numero_12/johnny_amora_12.pdf
Amos, P.I., & Hasan, Z. (2017). Quality of Teaching and its Influence on Student Satisfaction and Intention to Continue with Institution. International Journal of Education, Learning and Training, 2(1), 1-11. doi:10.24924/ijelt/2017.04/v2.iss1/1.11
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of college student personnel, 25(4), 297-308. Retrieved from https://www.asec.purdue.edu/ lct/hbcu/documents/Student_Involvement_A_Developmental_Theory_for_HE_Astin.pdf
Çelik, A. K., Oktay, E., Üstün Özen, Karaaslan, A., & İkram, Y. Y. (2018). Assessing postgraduate students’ satisfaction with quality of services at a Turkish university using alternate ordered response models. Periodica Polytechnica Social and Management Sciences, 26(1), 87-101. doi.org/10.3311/PPso.9611
Commission on Higher Education (CHED) (2016). Policy framework and strategies on the internationalization of Philippine higher education. CHED Memorandum Order No. 55. Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/CMO -55-s.-2016.pdf
Cuñado, A. G., & Abocejo, F.T. (2018). Lesson planning competency of English major university sophomore students. European Journal of Education Studies. 5(8), 395-409. doi: 10.5281/zenodo.2538422
Đonlagić, S., & Fazlić, S. (2015). Quality assessment in higher education using the SERVQUALQ model. Management: journal of contemporary management issues, 20(1), 39-57. doi: 0000-0002-8962-7058
Douglas, J., Douglas, A., & Barnes, B. (2006). Measuring student satisfaction at a UK university. Quality assurance in education, 14(3), 251-267. doi: 10.1108/09684880610678568
Douglas, J. A., Douglas, A., McClelland, R. J., & Davies, J. (2015). Understanding student satisfaction and dissatisfaction: An interpretive study in the UK higher education context. Studies in Higher Education, 40(2), 329-349. doi:10.1080/03075079.2013.842217
Duque, L. C. (2014). A framework for analysing higher education performance: students’ satisfaction, perceived learning outcomes, and dropout intentions. -Total Quality Management & Business Excellence, 25(1), 1-21. doi:org/10.1080/14783363.2013.807677
Encabo, H., C. (2011). Canonical Correlation Analysis of Student Perception on Instructional Quality and Satisfaction. JPAIR Multidisciplinary Journal; 6, 1-16. Retrieved from http://www.academia.edu/download/7148997/Multidiciplinary%20journal.pdf
Griffioen, D. M. E., Doppenberg, J. J., & Oostdam, R. J. (2018). Are more able students in higher education less easy to satisfy? Higher Education, 75(5), 891-907. doi: 10.1007/s10734-017-0176-3
Hair, J. F., Black, W. C., Babin, B. Y. A., Anderson, R., & Tatham, R. (2010). RE (2010): Multivariate data aqnalysis. A global perspective. Ed: Pearson Prentice Hall.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43(1), 115-135. doi: 10.1007/s11747-014-0403-8
Hernard, F., & Leprince-Ringuet, S. (2008). The path to quality teaching in higher education. Paris: OCED Publication-2008. Retrieved from http://www.oecd.org/education/imhe/ 41692318.pdf
Israel, G. D. (1992). Determining Sample Size. Program Evaluation and Organizational Development, Fact Sheet PEOD-6. Retrieved from http://sociology.soc.uoc.gr/socmedia/ papageo/metaptyxiakoi/sample_size/samplesize1.pdf
James, L. T., & Casidy, R. (2018). Authentic assessment in business education: its effects on student satisfaction and promoting behaviour. Studies in higher education, 43(3), 401-415. doi: 10.1080/03075079.2016.1165659
Jolejole-Caube, C., Dumlao, A. B., & Abocejo, F. T. (2019). Anxiety towards Mathematics and Mathematics performance of grade 7 Learners. European Journal of Education Studies. 6(1), 334-360 doi: 10.5281/zenodo.2694050
Ko, W. H., & Chung, F. M. (2015). Learning satisfaction for culinary students: The effect of teaching quality and professional experience. International Journal of Vocational and Technical Education, 7(1), 1-13. Retrieved from http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/7678C9950991
Kock, N. (2015). A Note on How to Conduct a Factor-Based PLS-SEM Analysis. International Journal of e-Collaboration, 11(3), 1–9. doi: 10.4018/ijec.2015070101
Kock, N., & Lynn, G. (2012). Lateral collinearity and misleading results in variance-based SEM: An illustration and recommendations. Journal of the Association for Information Systems, 13(7). Retrieved from https://ssrn.com/abstract=2152644
Kuh, G.D. (2009). What Student affairs Professionals need to know about student engagement. Journal of College Student Development, 50(6), 683-706.
Lacap, J. P. G., Mulyaningsih, H. D., & Ramadani, V. (2018). The mediating effects of social entrepreneurial antecedents on the relationship between prior experience and social entrepreneurial intent: The case of Filipino and Indonesian university students. Journal of Science and Technology Policy Management, 9(3), 329-346. doi:10.1108/jstpm-03-2018-0028
Mathooko, F. M., & Ogutu, M. (2015). Porter’s five competitive forces framework and other factors that influence the choice of response strategies adopted by public universities in Kenya. International Journal of Educational Management, 29(3), 334-354. doi:10.1108/IJEM-12-2013-0187
Milian, R. P., Davies, S., & Zarifa, D. (2016). Barriers to differentiation: Applying organizational studies to Ontario higher education. Canadian Journal of Higher Education, 46(1), 19-37. Retrieved from https://files.eric.ed.gov/fulltext/EJ1098231.pdf
Navarro, M. M., Iglesias, M. P., & Torres, P. R. (2005). A new management element for universities: satisfaction with the offered courses. International Journal of Educational Management, 19(6), 505-526. doi: 10.1108/09513540510617454
Onditi, E. O., & Wechuli, T. W. (2017). Service quality and student satisfaction in higher education institutions: A review of literature. International Journal of Scientific and Research Publications, 7, 328-335. Retrieved from http://www.ijsrp.org/researchpaper-0717/ijsrp-p6737.pdf
Peterson, R. A., & Kim, Y. (2013). On the relationship between coefficient alpha and composite reliability. Journal of Applied Psychology, 98(1), 194-198. doi:10.1037/a0030767
Petruzzellis, L., D’Uggento, A. M., & Romanazzi, S. (2006). Student satisfaction and quality of service in Italian universities. Managing Service Quality: An International Journal, 16(4), 349–364. doi: 10.1108/09604520610675694
DOI: http://dx.doi.org/10.46827/ejes.v0i0.2507
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Eduardo Edu C. Cornillez, Jr.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
