Student's satisfaction on service quality provided by the colleges of Thai Nguyen University: A proposed formation program

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STUDENTS’ SATISFACTION ON SERVICE QUALITY PROVIDED BY

THE COLLEGES OF THAI NGUYEN UNIVERSITY:

A PROPOSED FORMATION PROGRAM

___________________________

A DISSERTATION

Presented to the Faculty of the Graduate School

Southern Luzon State University, Lucban, Quezon, Philippines

in Collaboration with

Thai Nguyen University, Socialist Republic of Vietnam

___________________________

In Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy in Educational Management

___________________________

By

NGUYEN TAT THANG (VICTOR)

October 2014

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ACKNOWLEDGMENT

The researcher wishes to convey his gratitude to the following persons who

wholeheartedly devoted and helped make this piece of work a reality:

DR. WALBERTO A. MACARAAN, his adviser for the supervision, guidance,

suggestions and precious time in enthusiastically reading and checking the

manuscript, providing the researcher with useful materials;

DR. CECILIA N. GASCON, President of the Southern Luzon State University in the

Republic of the Philippines, for her invaluable contribution and support to the

Doctor of Philosophy in Educational Management program in Thai Nguyen

University;

DR. DANG KIM VUI, President of the Thai Nguyen University in the Socialist

Republic of Vietnam for his continuous and constant contribution and support

to the Doctor of Philosophy in Educational Management program in

cooperation with the Southern Luzon State University, Republic of the

Philippines;

DR. NGUYEN THE HUNG, Director of the International Training Center, Thai

Nguyen University of Socialist Republic of Vietnam for his enormous pursuit

to provide the Vietnamese people an opportunity to grow through education ;

The faculty and research staff of the colleges of Thai Nguyen University and the

respondents of the study for their active involvement and cooperation which

made the conduct of the study possible;

His family and friends, for the love and support in one way or another and to all

who have contributed to make this study a success.

NTT

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DEDICATION

This research is wholeheartedly dedicated to my family and to all my

relatives, colleagues and friends, and classmates in Thai Nguyen University for

giving the researcher endless support, guidance and inspiration.

NTT

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TABLE OF CONTENTS

PAGE

TITLE PAGE ……………………………………………………………….. i

APPROVAL SHEET ………………………………………………………. ii

CERTIFICATE OF ORIGINALITY ……………………………………….. iii

ACKNOWLEDGMENT ………………………………………………….. iv

DEDICATION ……………………………………………………………… v

TABLE OF CONTENTS ………………………………………………….. vi

LIST OF TABLES …………………………………………………………. viii

LIST OF FIGURES………………………………………………………… x

LIST OF APPENDICES …………………………………………………... xi

ABSTRACT ………………………………………………………………… xii

CHAPTER

I INTRODUCTION …………………………………………… 1

Background of the Study ……………………….………….. 3

Objectives of the Study ……………………………….……. 5

Hypotheses ………………………………………………….. 6

Significance of the Study …………………………………... 6

Scope and Limitation of the Study …………………….….. 8

Definition of Terms ………………………………………….. 8

II REVIEW OF LITERATURE ……………………….………. 13

Research Paradigm ……………………………...….……… 29

III METHODOLOGY …………………………………………… 30

Locale of the Study ………………………….……………… 30

Research Design …………………………….……………… 30

Population and Sampling ………………….…...………….. 31

Instrumentation ………………………...…………..…….…. 33

Data Gathering Procedure …………………………………. 34

Statistical Treatment …….………………………………….. 35

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IV RESULTS AND DISCUSSIONS ……………………….…. 38

Demographic Profile of the Students ……………………... 38

EDUSERVQUAL Analysis and Identification of Areas for

Improvement ………………………………………………… 39

Correlation of Demographic Factors to EDUSERVQUAL

Dimensions ………………………………………………….. 52

Proposed Formation Program ……………………………... 77

V SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary …………………..………………………………… 87

Findings …………………….………..…………………….… 88

Conclusions ……………………………………………….… 89

Recommendations ……………………………………..…… 90

REFERENCES …………………………………………………………….. 91

APPENDICES ……………………………………………………………... 96

CURRICULUM VITAE ……………………………………………………. 121

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LIST OF TABLES

TABLE PAGE

1 Distribution of the Sample size According to Population …… 31

2 Distribution of the Respondents by Colleges ………………… 32

3 Frequency and Percentage Distribution of Respondents’

Demographic Profile as to Gender, Age, Origin, and Family

Income ……………………………………………………………. 38

4 Mean Scores and T-test Results for the Students’

Perceptions and Expectations in term of Instructional,

Auxiliary and Ancillary Service, and Learning support Facility

Dimensions ………………………………………………………. 40

5 Mean Scores and T-test Results for the Students’

Perceptions and Expectations in term of Tangibles,

Responsiveness, Reliability, Assurance and Empathy

Dimensions ………………………………………………………. 44

6 Overall Mean Scores and T-test Results for the Students’

Perceptions and Expectations EDUSERVQUAL Dimensions 47

7.1 Correlation of the Students’ Responses on the Instructional

Service Quality with their Demographic Profile ……………… 52

7.2 Correlation of Students’ Responses on Auxiliary Service

Quality with their Demographic Profile ………………………... 53

7.3 Correlation of the Students’ Responses on the Ancillary

Service Quality with their Demographic Profile ……………… 54

7.4 Correlation of the Students’ Responses on the Learning

Support Facilities Service Quality with their Demographic

Profile …………………………………………………………….. 55

7.5 Correlation of the Students’ Responses on the Tangibles

Service Quality with their Demographic Profile ……………… 56

7.6 Correlation of the Students’ Responses on the

Responsiveness Service Quality with their Demographic

Profile …………………………………………………………….. 57

7.7 Correlation of the Students’ Responses on the Reliability

Service Quality with their Demographic Profile ……………… 58

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TABLE PAGE

7.8 Correlation of the Students’ Responses on the Assurance

Service Quality with their Demographic Profile ……………… 59

7.9 Correlation of the Students’ Responses on the Empathy

Service Quality with their Demographic Profile ……………… 60

8 Anova Result in Student’s Perception by Group of

Dimensions between Colleges ………………………………… 62

9.1 Post Hoc Multiple Analyses of Students’ Perception of One

College with Other Eight Colleges in terms of Instructional

Services (IN) Dimension ………………………………………... 64

9.2 Post Hoc Multiple Analyses of Student’s Perception of One

College with Other Eight Colleges in terms of Auxiliary

Services (AU) Dimension ………………………………………. 65

9.3 Post Hoc Multiple Analyses of Student’s Perception of One

College with other Eight Colleges in terms of Ancillary

Services (AN) Dimension ………………………………………. 66

9.4 Post Hoc Multiple Analyses of Student’s Perception of one

College with Other Eight Colleges in terms of Learning

Support Facilities (LE) Dimension …………………………….. 67

9.5 Post Hoc Multiple Analyses of Student’s Perception of One

College with Other Eight Colleges in terms of Tangibles (TA)

Dimension ………………………………………………………... 68

9.6 Post Hoc Multiple Analyses of Student’s Perception of one

College with Other Eight Colleges in terms of

Responsiveness (RE) Dimension ……………………………... 69

9.7 Post Hoc Multiple Analyses of Student’s Perception of one

College with Other Eight Colleges in terms of Reliability (R)

Dimension ………………………………………………………... 71

9.8 Post Hoc Multiple Analyses of Student’s Perception of One

College with Other Eight Colleges in terms of Assurance (A)

Dimension ………………………………………………………... 72

9.9 Post Hoc Multiple Analyses of Student’s Perception of One

College with Other Eight Colleges in terms of Empathy (EM)

Dimension ………………………………………………………... 73

10 Frequency and Percentage Distribution of Respondents’

Demographic Profile as to Colleges …………………………... 74

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LIST OF FIGURE

FIGURE PAGE

1 Schematic Diagram of the Independent and Dependent

Variables of the Study ………………………………………….. 29

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LIST OF APPENDICES

APPENDIX PAGE

A Questionnaire for the Survey of Students’ Satisfaction

on the Service Quality Provided by Colleges of

Thai Nguyen University …………………………………….. 97

B Reports of Computations ……………………………………. 102

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ABSTRACT

Title of Research : STUDENTS’ SATISFACTION ON SERVICE

QUALITY PROVIDED BY THE COLLEGES OF

THAI NGUYEN UNIVERSITY: A PROPOSED

FORMATION PROGRAM

Researcher : NGUYEN TAT THANG (VICTOR)

Degree Conferred : DOCTOR OF PHILOSOPHY IN EDUCATIONAL

MANAGEMENT

Name and Address

of Institution

: Southern Luzon State University Lucban, Quezon,

Philippines and Thai Nguyen University, Socialist

Republic of Vietnam

Adviser : Dr. Walberto A. Macaraan

Year Written : 2014

______________________________________________________________

This study sought to find out the students’ satisfaction on the service

quality provided by different colleges of the Thai Nguyen University for school

year 2012-2013. Specifically, it aimed to identify the respondents’ profile in

terms of gender, age, origin, and monthly family income; determine the level

of students’ satisfaction on service quality of the Colleges as to instructional,

auxiliary, ancillary services and learning support facilities; find out the level of

students’ satisfaction on service quality in colleges with respect to tangibles,

responsiveness, reliability, assurance, and empathy; find out if there is any

significant difference considering students’ profile in their perceptions of the

service quality of different colleges of TNU; correlate students’ satisfaction in

service quality of the different colleges of TNU to their demographic profiles;

and propose a formation program to improve the service quality. This study

used descriptive design in analyzing the investigated variables. 382 students

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were requested to answer the checklist questionnaire. The EDUSERVQUAL

tool is designed to measure gap between perceptions and expectations to

service quality. Thus, it was found out that most respondents are females

(59%), 21 years old (66%), live in the village (48%), and have monthly family

income from 2,000,000 VND and below (44%). Students identify that the

significant gaps between perceived importance of service quality and their

actual experience are lower than expected. Largest gaps are reported in the

areas of “wifi network and internet service quality” (-0.95); “soft skills equipped

for the students” (-0.87); “audio visual/media center functions well” (-0.86);

“sincerity and interest of college to solve students’ problems” (-0.84);

“college giving individual attention” (-0.83); “food services guaranteed by food

safety standards” (-0.82); “available book store and market” (-0.8); “college

integrity to what is promised” (-0.8). Gender and monthly family income have

significant correlation with that of students’ perceptions. There are significant

differences in student’s perception of nine colleges on instructional (IN) and

ancillary services (AN), learning support facilities (LE), tangibles (TA),

responsiveness (RE), reliability (R), assurance (A), and empathy (EM).

Moreover, the results also indicated that among the analyzed samples, 88.4%

of the DTE’s respondents were agree and strongly agree with their college’s

services, following by DTS’s respondents (87.2%), then DTU’s respondents

(82.5%), DTZ’s respondents (78%), DTK’s respondents (70.7%), DTN’s

respondents (66.6%), DTK’s respondents (66.0%), DTC’s respondents

(58.8%) and DTF’s respondents (36.8%). A formation program has been

proposed to improve the service quality. Hence, it is recommended that

similar studies may be conducted across public and private institutions of

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higher education in the country to establish competitive benchmarks, to track

poor service delivery and promote students’ satisfaction on service quality

measurement in all colleges/universities in Vietnam. The EDUSERVQUAL

tool may be used to further investigate perceptions and expectations held by

administrative staff, faculty, and students’ families in colleges.

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Chapter I

INTRODUCTION

Education sector is becoming a service for people in which global and local

levels combine, thus standardized offer is modified by local specificities. Service

quality is put forward as the critical determinant of competitiveness (Lewis, 2009).

Most people often hear poor client service experience than good ones, and negative

word-of-mouth can have a devastating effect on an organization’s efforts to attract

new clients. Those clients who experienced poor service will often reveal their

experience to other people, therefore this may lead to reduction in potential and

permanent clients. Thus, good service quality is more likely to attract new as well as

maintain regular clients.

In colleges, students are considered as the “short-duration clients” and they

are the clients of education service. They play an active role in helping the college

identify the providers and improve service quality. Identifying the determinants of

service quality from the perception of the students being the major clients is

important, and one of a primary goal of higher education (HE) that should be done is

to develop the satisfaction of students (Al-alak, 2009).

Besides, during the last over two decades, measuring service quality in HE

has become increasingly important for attracting and retaining the tuition-based

returns (Angell et al., 2008). Therefore, it is vital for HE institutions to actively monitor

service quality and safeguard the interests of stakeholders through the fulfilment of

their real needs and wants. In order to attract the students, serve their needs and

retain them, Zeshan (2010) suggested that the service providers and researchers are