1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.03.888 Procedia Social and Behavioral Sciences 2 (2010) 5446–5450 Available online at www.sciencedirect.com WCES-2010 A study examining the students satisfaction in higher education Babar Zaheer Butta *, Kashif ur Rehmanb aPh D Scholr, Foundation University, Rawalpindi, Pakistan bAssociate Professor Iqra University, Islamabad, Pakistan Received November 11, 2009; revised December 1, 2009; accepted January 22, 2010 Abstract This study examines the students’ satisfaction in higher education in Pakistan. The study focuses on the factors like teachers’ expertise, courses offered, learning environment and classroom facilities. Students’ response measured through an adapted questionnaire on a 5-point likert scale. The sample size of the study consisted of 350 students belong to different private and public sector universities. The results of regression analysis reveal that all attributes have significant and positive impact on students’ satisfaction in higher education though with varying degree of strength. However, teachers’ expertise is the most influential factor among all the variables, therefore it requires special attention of the policymakers and institutes. Keywords: Higher education; student satisfaction; learning environment. 1. Introduction Education sector is expanding very rapidly all over the world in recent years. Globalization and digital revolution has created a demand for new and varied disciplines in education. The cost of providing education has gone up manifold due to better teaching methodologies and learning instruments with rising inflation worldwide. The brisk increase in the number of institutions in higher education has led to an intense competition. Number of new institutions has been established and enrolment is also on the rise (Isani & Virk, 2005). Students can get information easily and instantly due to advancement in technology and globalization. In this competitive environment only those institutions can excel which are providing quality education and constructive environment to their students, since these factors can influence their choice of admission. Such factors can satisfy students to their institutions and can affect their decisions to attend. Extensive research has been carried out studying the factors which can effect the satisfaction and retention of students. Aldridge and Rowley (1998) articulate that according to students’ point of view, good quality education provides better learning opportunities and suggest that the levels of satisfaction or dissatisfaction strongly affect the student’s success or failure of learning. Deshields et al (2005) state that higher education institutions are focusing on identifying and satisfying the needs and expectations of their students. Such factors include student academic achievement, faculty performance, classroom environment, learning facilities and in ...

1. 1877-0428 © 2010 Published by Elsevier Ltd.
doi:10.1016/j.sbspro.2010.03.888
Procedia Social and Behavioral Sciences 2 (2010) 5446–5450
Available online at www.sciencedirect.com
WCES-2010
A study examining the students satisfaction in higher education
Babar Zaheer Butta *, Kashif ur Rehmanb
aPh D Scholr, Foundation University, Rawalpindi, Pakistan
bAssociate Professor Iqra University, Islamabad, Pakistan
Received November 11, 2009; revised December 1, 2009;
accepted January 22, 2010
Abstract
This study examines the students’ satisfaction in higher
education in Pakistan. The study focuses on the factors like
teachers’
expertise, courses offered, learning environment and classroom
facilities. Students’ response measured through an adapted
questionnaire on a 5-point likert scale. The sample size of the
study consisted of 350 students belong to different private and
public sector universities. The results of regression analysis
reveal that all attributes have significant and positive impact on
students’ satisfaction in higher education though with varying
degree of strength. However, teachers’ expertise is the most
influential factor among all the variables, therefore it requires

2. special attention of the policymakers and institutes.
Keywords: Higher education; student satisfaction; learning
environment.
1. Introduction
Education sector is expanding very rapidly all over the world in
recent years. Globalization and digital revolution
has created a demand for new and varied disciplines in
education. The cost of providing education has gone up
manifold due to better teaching methodologies and learning
instruments with rising inflation worldwide. The brisk
increase in the number of institutions in higher education has
led to an intense competition. Number of new
institutions has been established and enrolment is also on the
rise (Isani & Virk, 2005). Students can get information
easily and instantly due to advancement in technology and
globalization. In this competitive environment only those
institutions can excel which are providing quality education and
constructive environment to their students, since
these factors can influence their choice of admission. Such
factors can satisfy students to their institutions and can
affect their decisions to attend.
Extensive research has been carried out studying the factors
which can effect the satisfaction and retention of
students. Aldridge and Rowley (1998) articulate that according
to students’ point of view, good quality education
provides better learning opportunities and suggest that the
levels of satisfaction or dissatisfaction strongly affect the
student’s success or failure of learning. Deshields et al (2005)
state that higher education institutions are focusing on
identifying and satisfying the needs and expectations of their
students. Such factors include student academic
achievement, faculty performance, classroom environment,

3. learning facilities and institution reputation.
* Babar Zaheer Butt. Tel.: 00923335119506;
E-mail address: [email protected]
© 2010 Elsevier Ltd. Open access under CC BY-NC-ND
license.
Open access under CC BY-NC-ND license.
http://creativecommons.org/licenses/by-nc-nd/3.0/
http://creativecommons.org/licenses/by-nc-nd/3.0/
Babar Zaheer Butt and Kashif ur Rehman / Procedia Social and
Behavioral Sciences 2 (2010) 5446–5450 5447
The higher education sector in Pakistan has been undergoing
profound transformation during last decade. Many new
institutions have been set up and enrolments are also on the
higher side. Government has provided numerous
incentives to both students and faculty with the collaboration of
local and international institutions. The
establishment of higher education commission of Pakistan
(HEC) is a mammoth milestone in this regard. Higher
Education Commission not only encourages students for higher
studies but also equips universities for providing
quality education. These education reforms have already led to
a remarkable growth and competition in higher
education sector of Pakistan. Although this is a positive sign for
a developing country like Pakistan that the
institutions are meeting the demand of the market for qualified
individuals with specialization in various fields as a
result of industrial growth in the country. However, increased
costs and greater competition among institutions
require at national and international level that they should adopt

4. a market orientation strategy to differentiate their
services from the competitors in order to increase enrolments
and attract students. However, increasing enrolments
is not the only answer to survival, they also have to properly
manage and retain these students. In Pakistan, the
focus on quality in higher education is comparatively recent and
the subject of student satisfaction has not been
explored much. Therefore, the objective of this study is to
assess the level of student satisfaction to different services
provided by the public and private universities in Pakistan.
2. Literature Review
Numerous studies have been conducted to measure the student
satisfaction at university level in developed part of
the world. Various factors have been identified that can
potentially affect the students satisfaction to different
education services provided by the universities. Students’
informal contacts with faculty members were consistently
related to withdrawal/ persistence decisions (Terenzini and
Pascarella, 1980). Retention of student was often
considered as an indication of student satisfaction with their
university program and, hence, indirectly, the quality of
the university education (Druzdzel & Glymour, 1995). Campbell
and Campbell (1997) established faculty
mentoring programs to be positively correlated with academic
performance and lower drop out rates. Aldridge and
Rowley (1998) investigated a group of students in a UK
university to measure their satisfaction level. The results
revealed that a negative quality model is useful in managing
this phenomenon. The model underlined that
organizations should seek to respond to incidents that lead to
dissatisfaction as they arise as continued perception of
poor quality will lead to attrition. Similarly, Napoli and
Wortman (1998) assessed that psychological measures i.e.,

5. life events during university, self-esteem, social competence,
social support, personal conscientiousness,
psychological well being and satisfaction with the academic,
administrative and social systems of university have
impact on university persistence. A study was conducted in
German universities using a relationship quality based
student loyalty model by Hennig et al (2001) who found that
quality of teaching and students’ emotional
commitment to their institutions were crucial for students
loyalty.
Yu and Dean (2001) examined that both positive and negative
emotions and cognitive component of satisfaction
correlate with student loyalty and that affective component of
satisfaction serves as a better predictor than cognitive
factor. Palacio et al (2002) conducted a study on Spanish
university students; the results revealed that university
image influenced the student satisfaction with the university.
The results of a study conducted by Mayo et al (2004)
illustrated that conflicting family/work demands, financial
issues and academic concerns were the factors identified
by students as possible reasons for attrition. Aldemir and
Gulcan (2004) examined the Turkish students’ satisfaction
in higher education. The results of study showed that for some
Turkish university students, the quality of instructors,
education, textbooks and being female and informed before
attending university considered to important factors of
satisfaction. For instance Navarro et al (2005) surveyed the
Spanish university students for their satisfaction with
educational offers made by the universities. The results of the
study expressed that the teaching staff, the teaching
methods and course administration were key elements to
achieving student satisfaction and their subsequent loyalty.
Mai (2005) studied the student satisfaction in higher education
and its influential factors. It was found that the

6. overall impression of the school, overall impression of the
quality of the education, teachers expertise and their
interest in their subject, the quality and accessibility of IT
facilities and the prospects of the degree furthering
students careers were the most influential predictors of the
students satisfaction. Similarly Deshields et al. (2005)
used a satisfaction model and Herzberg’s two factor theory to
examine the determinants of student satisfaction with
education. They found that faculty performance and classes
were the key factors which determined the quality of
college experience of students which in turn led to satisfaction.
All these studies emphasis on certain factors of
5448 Babar Zaheer Butt and Kashif ur Rehman / Procedia
Social and Behavioral Sciences 2 (2010) 5446–5450
education offerings which determine the students’ satisfaction
with education and in turn loyalty to the institution.
Therefore the objective of this study is to analyze the student
satisfaction in higher education in Pakistan which is
growing well in recent years.
2.1 Theoretical framework
On the basis of above referred literature this study has
identified some important educational services like
teachers’ expertise, courses offered, learning environment and
classroom facilities which can affect the student
satisfaction with the quality of education offered by different
private and public sector universities in Pakistan. The
conceptual framework of student satisfaction with different
educational services is presented here.

7. 2.1.1 Research hypotheses
The conceptual framework of the study and reviewed literature
suggest some
imperative relationship between different educational offerings
and students
satisfaction. On the basis of such evidence following hypotheses
are developed:
H1: Teachers Expertise is positively related to students’
satisfaction
H2: Courses Offered is positively related to students’
satisfaction
H3: Learning Environment is positively related to students’
satisfaction
H4: Classroom Facilities is positively related to students’
satisfaction
3. Method
This study examines the relationship between students’
satisfaction and education offerings like teachers’
expertise, courses offered, learning environment and classroom
facilities. For this purpose, responses were collected
from students of different private and public sector universities
in Pakistan; the sample size consisted of 350
students from different levels and disciplines. The sample was
divided in to two broad categories that were male and
female. A questionnaire used to collect the information from the
respondents. This questionnaire developed
according to local educational environment on the basis of
instruments used by Aldemir and Gulcan (2004),

8. DeShields et al. (2005) and Mai (2005) in their studies. The
questionnaire was comprised of six sections. Section I
consisted of demographic attributes like age, gender, education
and discipline etc. Section 2 comprised of questions
related to students satisfaction measured on a 5-point Likert
scale anchored by “very satisfied” (1) to “very
dissatisfied” (5). Sections 3-6 related to teachers expertise,
courses offered, learning environment and classroom
facilities and respondents were asked to indicate their
perception on a 5-point Likert scale ranging from “strongly
agree” (1) to “strongly disagree” (5). Reliability analysis
demonstrated the Cronbach’s Alpha coefficients for this
questionnaire ranging from .82 to .64 for different sections,
which considered to be relatively high and internally
consistent (Hair et al., 1998).
The questionnaires were conveniently distributed among 450
students of different universities in Pakistan, out of
which 370 were received and 350 questionnaires completed in
all aspects were included in study for analysis. Before
the questionnaire was filled by the respondents the purpose of
the questionnaire was explained to each of the
respondent. Proper instructions were written on the
questionnaire and further instructions were given to the
respondents in order to fill the questionnaire properly. To do
analysis, regression and Independent Sample T-Test
were performed and for this purpose SPSS was used.
Students
Satisfaction
Classroom
Facilities

9. Learning
Environment
Courses
Offered
Teachers’
Expertise
Babar Zaheer Butt and Kashif ur Rehman / Procedia Social and
Behavioral Sciences 2 (2010) 5446–5450 5449
4. Results and Discussion
The objective of this study is to find out the relationship
between students’ satisfaction and various education
facilities. Moreover, the level of satisfaction between male and
female students is also investigated. For this purpose
various tests are performed and results are summarized below:
Table 1: Level of Satisfaction between Male and Female
Students (Independent Sample T-Test)
Group Mean Std Dev P-Value
Male 1.7397 .21522 .000 Level of Satisfaction

10. Female 2.1659 .26110
After ensuring the assumption of equality of variances (p>.05),
T-Test is applied to measure the difference of
satisfaction between male and female students. The result of T-
Test shows a significant difference between the
responses of two groups (p<.05). The mean value of female
respondents is greater than male respondents i.e. 2.1659.
It indicates that female students are lesser satisfied with their
education as compared to male students. The results of
this study are almost fair predictions of our socioeconomic
values here in Pakistan. Women get fewer opportunities
than men in education; many families normally do not allow
their daughters to get higher education. The proportion
of female students is also smaller than male students both in
private and public sector universities. Female students
face more problems in reaching and studying at university than
male students.
Table 2. Multiple Regression Coefficients, Standard Errors in
parenthesis, t-values in brackets, p-values and F-statistics in
italics.
Dependent
Variable
Constant Teachers
Expertise
Courses
Offered
Learning

11. Environment
Classroom
Facilities
R-Square F Statistic
.685 .392 .214 .255 .139 .541 48.000
(.265) (.066) (.097) (.065) (.157)
[2.563] [5.701] [3.205] [5.435] [2.192]
Students
Satisfaction
.005 .000 .017 .000 .034 .001
The above table reveals the results of regression analysis for
students’ satisfaction. It is evident from the results
that model fits the data well (p<0.05) and there is a strong
positive relationship between dependent variables and
predictors (F-statistics=48.00 and R2=.541). The independent
variables of the model explain 54% variations in the
dependent variable. The variables when compared on individual
basis, all the variables are significant (p<.05). The
regression coefficient for teachers’ expertise is 0.392, which
suggests that students’ satisfaction is considerably
sensitive to teachers’ expertise that brings 39% change in
satisfaction. The regression coefficient of courses offered
is .214 in this model, which means that it enhances satisfaction
by 21%. The regression coefficient of learning
environment is 0.255, so, students consider it 25% important for
satisfaction. Whereas the regression coefficient of
classroom facilities is 0.139, so, it has 14% impact on students’

12. satisfaction. All four variables have significant
impact and positively related to students’ satisfaction, though
with varying degree of strength. The results support
the hypotheses developed therefore we accept these hypotheses.
5. Conclusion and Recommendations
In recent years higher education sector in Pakistan has grown
remarkably in terms of number of institutions and
students enrolment due to some earnest steps taken by the
government. This situation appeals and enhances the
5450 Babar Zaheer Butt and Kashif ur Rehman / Procedia
Social and Behavioral Sciences 2 (2010) 5446–5450
students’ interest in higher education in Pakistan. This study
investigates the determinants of students’ satisfaction in
higher education and their influence on level of satisfaction.
From the results it is evident that students are satisfied
with higher education in Pakistan, however level of satisfaction
is different between male and female students,
owing to socioeconomic setting in the country. Since all the
variables are significantly and positively related to
students’ satisfaction it is concluded that teachers expertise,
courses offered, learning environment and classroom
facilities enhance the students satisfaction in higher education.
According to results teachers’ expertise is the most
influential factor on the students’ satisfaction, whereas courses
offered and learning environment are next important
factors and classroom facilities is the least important factor
among all the variables. This means that teachers’
expertise, courses offered and learning environment do a good
job of enhancing students’ satisfaction in higher
education.

13. In the light of above results here are some suggestions and
recommendations for the improvement of students’
satisfaction determinants and hence level of satisfaction.
Government and institutions should pay special attention to
raise the learning opportunities and environment both for male
and female students. Efforts should be made to
induct, train and retain qualified and expert teachers for
promoting the quality education. Courses should be
designed to meet the contemporary challenges and needs of the
market. Conducive and favourable learning
environment should be provided in the universities and
classroom facilities should be upgraded by using state of the
art technology. Healthy and interactive communication should
be established between students and
teachers/administration to provide all necessary information to
them regarding curriculum, offerings and
opportunities.
References
Aldemir, C. and Gulcan, Y. (2004), “Students Satisfaction in
Higher Education: A Turkish Case”, Higher Education
Management and Policy,
16(2), 109-122.
Aldridge, S. and Rowely, J. (1998), “Measuring customer
satisfaction in higher education”, Quality Assurance in
Education, 6(4), 197-204.
Campbell, T. A., and Campbell, D. E. (1997), “Faculty/student
mentor program: effects on performance and retention”,
Research in Higher
Education, 38(6), 727-742.
DeShields Jr., O. W., Kara, A. and Kaynak, E. (2005),
“Determinants of business student satisfaction and retention in

14. higher education: applying
Herzberg’s two factor theory”, International Journal of
Educational Management, 19(2), 28-139.
Druzdzel, M. J. and Glymour, C. (1995), “Application of the
TETRAD II program to the study of student retention in US
colleges”, retrieved on
October 15, 2009.
Hair, J. F., Anderson, R. E., Tatham, R. L. and Black, W. C.
(1998), “Multivariate Data Analysis, 5th ed., Prentice-Hall,
Englewood Cliffs, NJ.
Hennig-Thurau, T., Langer, M. F., and Hansen, U. (2001),
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relationship quality”, Journal of Service Research, 3(4), 331-
344.
Isani, U. A. G., and Virk, M. L. (2005), “Higher education in
Pakistan: a historical and futuristic perspective”, Islamabad:
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Foundation.
Mai, L. (2005), “A Comparative Study between UK and US: The
Student Satisfaction in Higher Education and its Influential
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Mayo, D. T., Helms, M. M., and Codjoe, H. M. (2004),
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college students”, The
International Journal of Educational Management, 18(6), 360-
367.
Napoli, A. R. and Wortman, P. M. (1998), “Psychological
factors related to retention and early departure of two-year

15. community college
students”, Research in Higher Education, 39(4), 419-455.
Navarro, M. M., Iglesias, P. M. and Torres, R. P. (2005), “A
New Management Element for Universities: Satisfaction with
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International Journal of Educational Management, 19(6), 505-
526.
Palacio, A. B., Menesses, G. D., and Perez Perez, P. J. (2002),
“The configuration of the university image and its relationship
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505.
Terenzini, P. T. and Pascarella, E. T. (1980), “Toward the
validation of Tinto’s model of college student attrition: A
review of recent studies”,
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Discussion 4: T-Tests Critique
Read the following article:
Butt, B.Z., & ur Rehman, K. (2010). A study examining the
students satisfaction in higher education. Procedia-Social and
Behavioral Sciences, 2(2), 5446-5450. Retrieved
from https://www.sciencedirect.com/science/article/pii/S187704
2810009286 ATTACHED
Briefly outline the authors’ analysis.

16. 1. How did their use of T-Tests complement the rest of their
analysis?
2. In what ways, if any, could Butt & ur Redman have
strengthened their use and/or discussion of T-Tests?
· Your initial post (approximately 200-250 words) should
address each question in the discussion