Review of A Quantitative

Research Article
PRESENTED TO: SIR FAHD NAVEED KOUSAR

PRESENTED BY: MUHAMMAD ALI ZAMAN ROLL NO.14

 Topic of Research Article
An Analysis on the Relationship between
Lecturers’ Competencies and Students’
Satisfaction
 Detail About Article

 Research
is done collectively by Choi Sang Long, Zaiton Ibrahim& Tan
Owee Kowang
 Facultyof Management, Universiti Teknologi Malaysia, Johor Bahru,
Malaysia
 KFCH International College, Johor Bahru, Malaysia
 International Education Studies; Vol. 7, No. 1;2014
 ISSN 1913-9020 E-ISSN 1913-9039
 Published by Canadian Center of Science and Education
 Introduction

 This study aims at determining the impact of lecturers’ competencies on

students’ satisfaction in a private college in Malaysia.
 Attaining student satisfaction is one of the most critical objectives in all
institutions of higher learning. Institution that fails to do so will definitely
effect their reputation and students’ intake in future.
 This study employed quantitative method in examining the hypothesis.
Survey method is used for data collection. Fourteen competencies are
selected to be measured for this study and total of 260 students are chosen
as sample in this case study.
 Introduction

 Competencies such as knowledge on subject, clarity of presentation,

interaction with students, teaching creativity, clarifying learning outcome,
class activity and lecture notes are significantly relates to student
satisfaction positively. The findings also show that lecturer’s knowledge
of subject contributes most to students’ satisfaction.
 Teaching and learning are two dimensions of the academic world
 A competency has its relation with all the three fields under which
performance can be assessed. These fields are knowledge, skill and
attitude.
 Introduction

The competencies are observable and measurable.

Richards (2006) highlighted in his research that any
definition of lecturer competence depends on teaching in a
particular setting, the culture and values held in the
community.
It depends on the innumerable lecturer and student
characteristics and the classroom context.
 Introduction

 Lecturer’s primary aim is to make students learn effectively and

efficiently.
 A lecturer has to do several activities such as plan classroom
activity properly, provide effective instruction and evaluate the
learning using appropriate methods and techniques.
 The effectiveness or ineffectiveness of teaching is closely linked to
lecturer competencies.
 Keywords

 lecturers’ competencies, students’ satisfaction, knowledge,

private college, relationship
 Literature Review

 According to Gordon (2001), lecturer efficacy is sometimes considered to be

an indicator or prediction of teaching effectiveness and research shows that
efficacious lecturers are capable of bringing about change in students
behavior, motivation, and learning outcome.
 Matzler and Woessmann (2010) study the relationship between lecturer
competencies and students outcome. They discover that the teaching quality
is directly related to the students’ achievement and it is very important for
lecturers to develop strong teaching competencies in order to deliver quality
teaching.
 Literature Review

 Abbasi, Malik, Chaudhry, and Imdadullah (2011) did a study on Student’s

satisfaction in Pakistani Universities: The Case of Bahauddin Zakariya
University, Pakistan.
 In their research they measure the level of student satisfaction with current
services offered by Pakistani universities.
 The exploration and comparison of possible differences in terms of level of
satisfaction across gender and various programs/disciplines formulate key
objectives.
 Literature Review

 sample of 401 students was taken

 Bahauddin Zakariya University (BZU) was selected as sample case and data was
collected from eighteen different disciplines and/or programs. Ten major constructs
i.e. teaching quality, lecturer competence, administrative/management support,
transportation, library, computer labs & general labs, accommodation, medical,
sports, prayer/religious facilities, and class room facilities were used.
 Mean analysis reflect student dissatisfied with many core services & facilities like
teaching quality, lecturer competence, administrative support, library, labs,
accommodation, medical, and sports, while satisfaction has been reported only in
three augmented areas like transportation, class room and prayer facilities.
 Literature Review

No significant differences of opinion have been recorded

among male or female respondents.
Overall, satisfaction level is alarmingly low and results
indicate dissatisfaction of university students on educational
services offered by Pakistani universities.
 Hypothesis

Base on the above literature review, this study formulate

one research hypothesis to be analyzed as below:
Hypothesis: There is a relationship between lecturer’s
competencies and student’s satisfaction.
 Research Method

Research Design
The researcher employed quantitative data analysis to analyse
the survey questionnaires.
Using statistical methods, the results of quantitative analysis can
confirm or refute hypotheses about the impact of characteristics
of variables that contribute to the student’s performance and
satisfaction level.
 Research Method

 All data obtained from the questionnaires will be processed by

using Statistical Package for Social Science Version 17.0 (SPSS
Ver. 17.0).
 In this research, inferential approach is applied where the survey
questionnaires are conducted for the Diploma students to explore
impact or relationships between lecturer’s competencies to
students’ satisfaction.
 Research Method

Research Sample and Data Collection

 A private college has been selected in the state of Johor, the
southern state in West Malaysia.
 The population of this study consisted of all the students.
 The population size of ABC College (Johor Campus) is 777
students.
 Research Method

 The sampling method used in this research is Stratified

Sampling method.
The questionnaire has been designed to collect first-hand
information from the respondents.
 College students will be the respondents for the
questionnaire to gather the first hand information.
 Data Analysis and Discussion of Findings

 Response Rates
 According to Krejcie and Morgan (1970) sampling size for population size of 800, the sampling
size needed is 260.
 Based on the population of ABC College (Johor Bahru Campus) of 777 students, the sampling size
should be at least 253 students.
 A total of 260 questionnaires were distributed to the students through stratified sampling method.
 A total of 2 questionnaires were rejected, resulted in 258 respondents as the final data set.
 This represented a response rate of 99.2 percent
 High response rate may be due to distribution of survey forms during lecture time and collected
back by their respective lecturers after end of their lecture.
Data Analysis and Discussion of Findings
 Data Analysis and Discussion of Findings

As depicted in Table 1, for each variable, namely lecturer

competencies, student performance, and student
satisfaction, all three record Cronbach’s Alpha of more than
0.7, at 0.956, 0.951, and 0.942 respectively. Therefore, the
instrument has good internal consistency and deemed as
reliable.
 Pearson Correlation Analysis

In order to identify the relationship between lecturer’s

competencies and student’s satisfaction, all fourteen
independent variables are combined together to test the
possible relationship by using Pearson correlation analysis,
one of the most commonly used bivariate relationship
techniques.
Pearson Correlation Analysis
 Pearson Correlation Analysis

 From Table 2, it can be deduced that clarity of presentation is

positively correlated (r=.348, p<0.01) with student’s satisfaction,
hence it is one of the significant factors in influencing student’s
satisfaction.
 Thishas been supported by Good (1994), that in order for students
to have better understanding, satisfaction, and achieve the learning
outcomes, it is important for lecturer to deliver the lectures clearly
and in effective manner.
 Pearson Correlation Analysis

 Apart from this, lecture note is also positively correlated (r=.325, p<0.01)
with student’s satisfaction.
 Thus giving the students clear and better understanding on the topic
(Longman & Atkinson, 1999), which leads to one being satisfied.
 Lecturer’s knowledge on subject records a positive relationship (r=.434,
p<0.01) with student’s satisfaction.
 Matzler and Woessmann (2010) discovered that the teaching quality is
directly related to the student’s satisfaction.
Relationship between lecturer’s competencies
and student’s satisfaction
 Relationship between lecturer’s competencies and
student’s satisfaction
 Table 3 indicates the relationship between lecturer’s competencies and student’s satisfaction
in ABC College.
 From the table, the R-square value is 21.7%, hence this shows that 21.7% of the variation in
student’s satisfaction can be accountedfor by lecturer’s competencies. This not only means
that lecturer’s competencies are an important factor in determining student’s satisfaction,
but specifically it tells that the lower the lecturer’s competencies the lower the student’s
satisfaction, at the same direction, with 21.7% variance.
 As for the FSTAT or F-value, it records a value of 7.746, and it is significant at p = .001.
Since the F-value exceeds 4 and the significance value is lower than .05, thisprovides a
clear evidence of existence of a linear relationship between lecturer’s competencies and
student’s satisfaction.
 Conclusion

Itis found that interaction with students is a common

variable, showing a strong significant factor influencing for
both student’s satisfaction and performance.
Hence, strong emphasis should be given by the
management to increase the level of interactions between
lecturers and students.
 Recommendation for Future Research

Future researches could also look at adding more

variables to lecturer’s competencies, such as
industrial training supervision.
This is an area where most studies do not cover as
more focus are geared towards classroom learning
and not off-campus training.
 Thanks
Thanks to all of you.