Service tangibility, teaching and learning, and students' satisfaction at the University Of Nairobi, Kenya
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Date
2020Author
Kanori, EN
Kimani, G.
Kalai, J.
Type
ArticleLanguage
en_USMetadata
Show full item recordAbstract
To sustain a learning society that understands and
deals appropriately with herself and the rest of the
world, higher education institutions must provide
efficient and effective services. Research
demonstrates that in service organisations,
service tangibility has a powerful influence on
customers’ evaluation of the services provided.
Students tend to rely on tangibles cues to evaluate
quality of academic services. This study
endeavoured to establish the indirect relationship
between student satisfaction and tangibilities
related to teaching and learning at the University
of Nairobi. The study employed cross-sectional
correlational survey designs. All the 7,173 Fourth
Year on-campus undergraduates in the 6 colleges
were targeted. Using stratified random, simple
random, and purposive sampling methods, 379
students were selected. Data were collected using
student questionnaires. Factor by factor analysis
revealed that out of the 11 tangibility factors, 3
had strongest loadings; library should have
adequate learning materials (.896); there should
be adequate learning spaces (.802); and
examinations should be set within course content
taught (.770). Using a seven point Likert scale,
Item–by-item gap score mean indicated that
students were more dissatisfied with the
conditions in the hostels (-2.92); equipment in the
computer laboratories (-2.44); and the state of the
equipment in the campuses (-2.39). The overall
service quality gap score was negative (-2.11);
meaning that students were generally dissatisfied
with the service tangibility. Pearson correlation
showed a significant moderate, positive
association between service tangibility and
student satisfaction (r = .483, N = 358, p = .01).
Therefore, an increase in improvement in
tangibilities resulted to increase in student
satisfaction with teaching and learning facilities.
It was concluded that although all the tangibility
factors had negative scores, overall, student were
moderately satisfied. The University management
needs to develop a facilities improvement
program.
URI
http://uonjournals.uonbi.ac.ke/ojs/index.php/pedagogy/article/view/681http://erepository.uonbi.ac.ke/handle/11295/154758
Citation
Kanori, E., Kimani, G., & Kalai, J. (2020). SERVICE TANGIBILITY, TEACHING AND LEARNING, AND STUDENTS'SATISFACTION AT THE UNIVERSITY OF NAIROBI, KENYA. Journal of Pedagogy, Andragogy and Heutagogy in Academic Practice/ISSN: 2708-261X, 1(2), 16-28.Publisher
JPAHAP