ABSTRACT

This study spots on service quality factors influencing student satisfaction in KFCH

International College (KFCHIC), Puchong Campus. There are many reasons for this

situation. Instead of to know the reason, the research is aim to examine the relationship

between service quality dimensions (reliability, responsiveness, assurance, empathy and

tangibility) and student satisfaction. The study is an attempt to examine which of the service

quality dimensions (reliability, responsiveness, assurance, empathy and tangibility) that

contributes most to student satisfaction. Thus, this paper examined in order to give

suggestions and recommendations to ensure the students satisfaction towards its service. The

variable that has been identifies for this research is student satisfaction as dependent variables

then the service quality dimensions (reliability, responsiveness, assurance, empathy and

tangibility) are independent variable respectively. The sample of this study comprises of 70

students consists from the 400 students of the three courses consist of Diploma in Hotel

Management, Diploma in Business Administration, and Diploma in Childhood Education.

The sources of data are from the survey and searching of past studies which is from article

and journals. The hypothesis testing will be conducted to know the significant of the variable

such as the reliability, responsiveness, assurance, empathy and tangibility by using panel data

multiple regressions. In addition, the SPSS software data would be used for testing and

analysing the data collected.

CHAPTER 1: INTRODUCTION

1.1 INTRODUCTION

This study is to examine the relationship between service quality dimensions

(reliability, responsiveness, assurance, empathy and tangibility) and student

satisfaction. This chapter will discuss briefly on the background of the study, problem

statements, research questions, research objectives, significant of study and also

provide a summary of chapter 1. For the research question and research objectives, it

is explain of the dependent and independent variables is provided and this study to

discover the relationship of the variables mentioned. Specifically, it is to examine the

relationship between service quality dimensions (reliability, responsiveness,

assurance, empathy and tangibility) and student satisfaction.

In the background study and as mentioned above, this research will discuss

more about the dependent and independent variables. Dependent variables in our

research are student satisfaction of service quality in KFCH International College,

Puchong Campus while for the independent variables service quality dimensions. The

service quality dimensions that are mentioned above are reliability, responsiveness,

assurance, empathy and tangibility. It is presumed that the selected independent

variables have a significant influenced on student satisfaction of service quality in

KFCH International College, Puchong Campus. This relationship is the subject matter

of the problem statement of this research whereby it is to examine the relationship

between service quality dimensions (reliability, responsiveness, assurance, empathy

and tangibility) and student satisfaction. This research will involve formulation of

research questions related to the theoretical framework of this research. Here also, the

significance of the study will be highlighted for better understanding. In this chapter

also, it stated the limitation of thestudy where the constraint when doing this research.

Last but not least, a conclusion of chapter 1 in a summary which tell overall about

student satisfaction of service quality in KFCH International College, Puchong

Campus.

1.2 RESEARCH BACKGROUND

The concept of quality has spread to all service sectors that include a private higher

education sector (Athiyaman, A., Slade, Harker & Harker, 2000). The relationships

between customer satisfaction and service quality have accepted a super deal of

attention in the literature (Bolton & Drew, 1994). A significant increase in the service

industry has gain the alertness of many researchers and many consumers to the term

of quality of services that offer by the private higher educational institutions.

A private higher education known as a service industry which is placing a

greater highlight on meeting the need and expectations of participating by customers

who are the students. According to Astin (1993), elements that relates to satisfaction

levels and students’ judgment of quality will retain and attract students. A study

illustrate that low performance among service will affect the customers. If

organizations do not realize what their own customers want in terms of service, then

they cannot likely design programs that can engage with customer satisfaction of

what constitute good services. Therefore, in order to solve this problem, service

organizations should well consider handling a prior implementation of service

programs. Regarding to Dubrovski (2001), developing customer satisfaction not only

boost the organization’s profits, on the other hand also facilitates company

development.

It is outstanding for private higher educational institutions to delight the value

of customers because the student satisfaction will be a positive word of mouth in

promoting the college to their family members, relatives and friends. This kind of

promotion is called as a viral marketing that plays an important role in marketing.

Viral marketing associate passing on company products, services or information from

user to user (Kotler and Keller, 2006).

1.3 PROBLEM STATEMENT

This study spots on service quality factors influencing student satisfaction in KFCH

International College (KFCHIC), Puchong Campus. The superior learning

surrounding is experiencing important advances that have to be dominate well in

order establish the college’s survival. The services that delight the students in

previous years perhaps different now especially with technologies developments,

skills, techniques and knowledge that use in the field of their studies. Apart from that,

according to Figure 1, it shows that the statistics of intakes students in KFCHIC

Puchong Campus was totally dropped from year 2011 to 2013. One of the several

reasons is because of the negative spread of mouth among students towards the

service given by the college. This is because of the poor performance of service

quality of KFCHIC Puchong Campus in order to delight the student satisfaction. The

general expectations of students towards KFCHIC Puchong Campus were high.

One of the most outstanding changes is the appearance of new needs from different

batches of students. The students come from every intakes have different needs and

expectations. Thus, to get through and be successful, the institutions need to look into

all these needs. So those, college have to expand their educational services through a

variety of courses offered, specializations or seminar to capture market needs.

Not only that, KFCHIC Puchong Campus have a weaknesses in core course structures

due to the problems are the lack of lecturers skills to handle the task and failure to

attain the required curriculum standard. In fact, there is an issue on professionalism of

an administration department’s staff and the academics staffs of the KFCHIC

Puchong Campus due to their communication with students and college, teamwork

with colleagues, and the responsibility among staff to complete their works.

1.4 RESEARCH OBJECTIVE

The purposes of this research are:

i. To examine the relationship between service quality dimensions (reliability,

responsiveness, assurance, empathy and tangibility) and student satisfaction.

ii. To examine which of the service quality dimensions (reliability, responsiveness,

assurance, empathy and tangibility) that contributes most to student satisfaction.

iii. To give suggestions and recommendations to ensure the student satisfaction

towards the service provided.

1.5 SCOPE OF STUDY

This study is focus on the student fulfillment in KFCHIC Puchong Campus towards

the service quality factors (tangibles, reliability, responsiveness, assurance and

empathy) that is absolutely important aspects that bring the researcher to conduct the

research. The main purpose of this study is to see the service quality dimensions

applied among the staffs of KFCHIC Puchong Campus towards student satisfaction.

The study will be conduct at KFCH International College at Puchong Campus,

Selangor. The respondents of this study are students from the three courses which are

Diploma in Hotel Management, Diploma in Business Administration and Diploma in

Early Childhood Education that purposed by KFCHIC Puchong Campus as internal

customers.

1.6 SIGNIFICANCE OF STUDY

This is quite important to be studied because it giving much to the company and

research interest in the future. Apart from that, via this research it can give the

valuable information and knowledge and advantages especially to the company,

researcher and readers.

1.6.1 To the company

According to the research, it can assist the company to justify the service quality

dimensions that can be applied in all departments at KFCH International College,

Puchong Campus. Apart from that, this research can provide the valuable ideas that

can be used by the company to solve the problems in service quality towards the

company. The study also aims the company to practice the service quality in service

provided and service delivery.

1.6.2 To the researcher

Absolutely this is important study for the researcher because through this research the

researcher can gain valuable knowledge about it. Furthermore, it can enhance the

researcher knowledge on how service quality dimensions can be applied effectively in

an organization. The research also can enhance the self-confident and

communications skill when deal with the respondents.

1.6.3 To the students

The service quality dimensions applied in KFCHIC Puchong Campus can assist the

students to get more valuable services. Furthermore, since they get valuable services

during the services process occur, it can increase their satisfaction towards the service

that they receive.

1.6.4 To the reader

This research can be more assist the readers to more understand about the service

quality dimensions in KFCH International College, Puchong Campus. Furthermore,

the reader can identify and clearly view which the most factors that influence the

service quality dimensions applied in KFCHIC Puchong Campus.

1.7 LIMITATIONS OF STUDY

In conducting this study, the researcher faced the following barriers:

1.7.1 Data reliability and period constraint.

Data used in this study is obtained from secondary source. Thus, its reliability and

accuracy is fully depended entirely on the published material. Additionally, data used

for this study was limited to five (5) years only. This is due to the fact that some data

are not available for longer period of time.

1.7.2 Students cooperation

It is quiet hard to get full cooperation from the respondents. The reason is most of the

students are busy with their own tasks. Although some of them have free times but

they cannot give cooperation while they were asked for certain information.

1.7.3 Problem in collecting the data

The problem occurred during collecting the data because most of the respondents did

not read the questionnaire carefully and answering it without reading. Furthermore,

the respondents not have enough time to complete the answering of questionnaire.

.1.8 DEFINITION OF TERM

1.8.1 Service Quality

Service quality is the consumer’s overall impression of the relative

inferiority/superiority of the organization and its services (Bitner & Hubbert, 1994).

Furthermore, service quality is the ability of the organization to meet or exceed

customer expectations.

1.8.2 Student Satisfaction

Student satisfaction is a short-term attitude that results from the evaluation of their

experience with the education service received (Elliot & Healy, 2001).

1.8.3 Service

Service is an identifiable, intangible activity that is the main objective of transaction

that serves to meet the needs of customers.

1.8.4 Quality

Quality is a consumer-generated comparative judgment, since individuals have no

implicit sense of quality unless a standard of comparison is provided (Oliver, 1997).

1.9 SUMMARY

In chapter one, the paper introduces the service quality dimensions which are

reliability, responsiveness, assurance, empathy and tangibility towards student

satisfaction in KFCH International College, Puchong Campus. Here, the research

studies highlight the research background as well as the significant of the relationship

between the service quality dimensions which are reliability, responsiveness,

assurance, empathy and tangibility and student satisfaction. It then progresses to the

problem statement and research objectives. The scope of the study and its limitations

are given. Definitions of selected variables are also given for ease of reference.

CHAPTER 2: LITERATURE REVIEW

LITERATURE REVIEW

2.1 INTRODUCTION

Literature review is notation and quotation of references such text, journal, thesis,

magazines and other written published. This chapter provided information related to

this study which was obtained from previous literatures to serve for supporting the

whole study. Thus and this section begins with the explanation on previous study.

2.2 SERVICE QUALITY

In the field of education and higher learning, service quality particularly is essential and

it is also a significant parameter of educational excellence. According to Alves &

Raposo (2010), Service quality has found as positive a perception that has a significant

influence on student satisfaction and would attract more students through word-of-

mouth. It can motivate the students or inspired from the administrative efficiency of

their institution as well as academic performance. Service quality is a key performance

measure in educational excellence and is can create a strong perception in consumer’s

mind through main strategic variable for universities (Ahmed & Nawaz, 2010).

According to Malik, Danish & Usman (2010), it is important providing

excellent customer services by most of the well-established high learning because it

would be able to make and build good relationships with clients which is actually very

important in determining their future in the industry. Like other service based firms,

higher learning institutions are dependent on people or students perception and through

positive word of mouth; it is one of the easiest yet powerful marketing strategy. One of

the analysis tool that most established service quality satisfaction is developed by

Parasuraman, Zeithaml, and Berry (1988), they had identified 10 dimensions of service

quality which names tangibles, reliability, responsiveness, competency, courtesy,

communication, credibility, security, access, and understanding.

Moreover, according to Tahar (2008), by measuring the performance of

service quality at higher learning institutions is by matching between students’

expectation and their experience of a particular service. Generally, the judgment of

students with the service quality that can be them satisfactory by comparing what they

expect or want against what they are really getting. To determine the customers'

perceptions of the service quality provided is by the behaviours and attitudes of

customer contact employees (Gruber, Voss, & Glaser-Zikuda, 2010). This means, to

determine whether students consider service delivered satisfactory or not human

interaction element is essential. Apart from that, to have appropriate infrastructure,

higher learning institutions need such as admin and academic buildings, catering

facilities, sports facilities, residential halls and recreations centre (Sapri, Kaka, & Finch,

2009). The service quality’s perception of higher learning between two nations; the

USA and New Zealand varies from New Zealand, as students define quality on the

following ranking; ability to create career opportunities, issues of the program,

cost/time, physical aspects, location and others. Meanwhile in the USA, they ranked

academic reputation as first and later followed by cost/time, program issues, others,

physical aspects and choice influences (Tahar, 2008).

The main factors that can affect the level of students’ satisfaction were;

students’ perception on learning and teaching, support facilities (health facilities,

refectories, student services student accommodation,), support facilities for teaching

and learning such as (computer, libraries, and lab facilities), learning environment

(rooms of lectures, social space laboratories, and university buildings), and external

naspects of being a student (such as finance, transportation). Thus, with all these

capabilities, an institution will be able to meet student expectations and compete

competitively (Ilias, Hasan, Rahman & Yasoa, 2008).

2.2 STUDENT SATISFACTION

Satisfaction stated a felt by a person who has experienced performance or an outcome

that can fulfil his or her expectation (Kotler and Clarke, 1987). Malik & Usman (2010)

as state that satisfaction is a perceived as the intentional performance which results in

one’s contentment. According to Sapri and Finch (2009), whether private or public

enterprise sectors, customers are the lifeblood of any organization. Student satisfaction

plays an important role in determining accuracy and authenticity of the system being

used because they even enter and engage in the higher education through student’s

expectation (Palacio, Meneses, & Perez, 2002).

When the service provided fits their expectations, or they will be very satisfied

when the service is beyond their expectations, or completely satisfied when they

receive more than they expect, students are likely to be satisfied in their educational

institution. When the service is less than their expectations, and when the gap between

perceived and expected service quality is high, they tend to communicate the negative

aspects and they will dissatisfied with the educational institution (Petruzzellis, Uggento,

& Romanazzi, 2006). The argument between Tian and Wang (2010) that satisfaction is

the function of the congruency between perceived performance and esteemed benefits

resulting whether consumer personal values, and the configuration of consumer values

are affected by central cultural values. They also mentioned that regarding their

perception of the services, cultural differences have a direct influence on the level of

students’ satisfaction and there is not easy to satisfy the customers with the same

cultural background as well as it will be even more difficult to satisfy the customers

with different cultural background. However, according to Navarro et al. (2005)

mentioned that students evaluate the quality of organization on the basis of tangibility

(teachers), reliability and responsiveness (methods of teaching) and management of the

institution and these factors have direct influence on the level of students’ satisfaction.

Academic reputation of the institution, quality of lecturers and the provision of facilities

are important while market orientation is found to be a crucial precedent for student

satisfaction. As a result, positive word of mouth and recommend prospective students

to the institution at which they are studied can be indicating by the student satisfaction

(Mavondo and Zaman, 2000).

2.5 RELATIONSHIP BETWEEN SERVICE QUALITY AND STUDENT SATISFACTION

Service quality is one of the basics of customer satisfaction (Parasuraman, Zeithmal,

and Berry, 1994). Oliver (1993) developed a model in addressing the relationship

between service quality and satisfaction. The model by Oliver combines the two

concepts and proposes that perceived service quality is antecedent to satisfaction. The

outcomes showed that service quality leads to satisfaction.

Parasuraman et al., (1988) compared service quality with satisfaction. Service

quality was defined by them as a form of attitude, and a long run overall evaluation

whereas satisfaction as a transaction specific measure. This means, service quality

considered is a global measure as well as the direction of causality through service

quality satisfaction (Parasuraman, 1998). According to Parasuraman, Zeithmal and

Berry (1991), they assumed that the outcome of service which is reliability was a

basically related most while tnagibles, assurance, responsiveness and empathy were

affected the service delivery’s process. The outcomes not only moderate the reliability

and accuracy of the service, however it is also ascertain others service dimensions

provided (Parasuraman, 1991). Hence, customer satisfaction can be reliant on not only

on the customer’s rule about the reliability of service provided but on customer’s

experience with the process of service delivery.

2.6 PREVIOUS STUDIES

Many past studies were conducted about service quality and student satisfaction and

towards higher education. Jalal, Abdullah and Warokkain (2011), on their paper

“Service Quality and Students’ Satisfactionat Higher Learning Institutions: The

Competing Dimensions of Malaysian Universities’ Competitiveness” to identify the

authentic determinants of service quality in higher education institution and found that

the instrument of service quality for higher education sector. They did the survey on

Malaysian universities. As a result, he found five factors reliability, responsiveness,

assurance, empathy and tangibles to be the determinants of service quality in higher

education.

Khodayar et al. (2012), in their paper “Measuring university service quality”

proposed five dimensions of quality in university or college. The survey was done

among the students of Iran about their perspective of service quality. The survey was

sent to the target population, obtaining about 102 respondents. The five dimensions of

quality they proposed are assurance, responsiveness, empathy, reliability and tangibles.

According to the survey they found the assurance, responsiveness, empathy, reliability

and tangibles to be most important dimensions from student perspectives. Cristina et.al

(2013) conducted a study on “Perceived quality in higher education”. The research

studied the key dimensions in perceived quality in higher education from student’s

standpoint. The data was collected through questionnaires. A 5 point Likert Scale was

used to record the responses with 1 (strongly disagree) to 5 (strongly agree). The SPSS

program was applied in analyzing the data. The study showed that the student of higher

education was satisfied with the quality service provided by the university. The main

dimension for the student satisfaction was the followed by responsiveness, reliability

and assurance. The study showed that tangibles and empathy to be most important for

the student satisfaction in higher education. According to the results of this analysis, it

showed positive correlation between the overall service quality and student satisfaction.

The better the service quality, the higher will be satisfaction of the students. The next

chapter talks more about the theoretical framework and conceptual framework, on the

basis of which hypotheses to be tested were developed.

2.16 SUMMARY

In summation, this chapter has tried to review all available literature from previous

researchers finding on the topic as well as the dependent and independent variables

chosen for this research. This review is used as a basis and support for the study.

CHAPTER 3: RESEARCH METHODOLOGY

RESEARCH METHODOLOGY

3.1 INTRODUCTION

In this chapter, the focus is on the methodology used in the study. It include the data

collection, data source, variables, research design, theoretical research framework,

sampling design, test consideration for data analysis, hypotheses statement and

conclusion.

3.2 DATA COLLECTION

In this research, both primary and secondary data are used to conduct the research.

Primary data will mainly obtain through a survey. Through the survey, it was

constructed by a set of questionnaire in order to collect data. Questionnaire refers to a

structured technique for data collection that consists of a series of questions, written

or verbal that a respondent answers. Besides, a questionnaire is a research instrument

consisting of a series of questions and other prompts for the purpose of gathering

information from respondents. There are seventy questionnaires were distributed in

KFCHIC, Puchong Campus. For the purpose of the study, it focused on two type of

questionnaire namely Close-ended question and Likert scale question.

While secondary data is a source to searching a like past studies, articles and

journal that accessed from various databases for instance Emerald and others in order

to obtain some reliable literature and findings thus it can be applied to have a better

understanding of service quality and satisfaction and how the service quality

dimensions can be measure.

3.3 VARIABLES

A variable is anything that can take on differing or varying values. The values can

differ at various times for the same objects or person. The variables consist of

dependent and independent.

3.3.1. Dependent Variable

Dependent variables are the outcome measure in a study which is the way the

participants react to the independent variable. The dependent variable is denoted as

variable of primary interest to the researcher as it provides a measurement of the effect

of the independent variables. In this research, student satisfaction of service quality in

KFCH International College, Puchong Campus is the dependent variable where it

indicates the outcome of the change brought about by changes in the independent

variables.

3.3.2 Independent Variables

That factor which is measured, manipulated, or selected by the experimenter to

determine its relationship to an observed variables. Independent variables are the ones

that influence the dependent variable and they explain the variance in dependent

variable. In this research, service quality dimensions (tangibles, reliability,

responsiveness, assurance, and empathy) are the independent variables that were used

to find the relationship between dependent and independent variables in order to get the

final result of this research.

3.4 RESEARCH DESIGN

Research design involves a series of rational decision making choices with issues

relating to decision regarding the purpose of the study, the types of investigation, the

extent of researcher interference, the study setting, unit of analysis and the time horizon

of the study (Veera Pandiyan & V.G.R Chandran, 2011). This study engages in the

hypotheses testing how the service quality dimensions effect student satisfaction in

KFCHIC, Puchong Campus.

3.4.1 Purpose of study

Research serves many purposes. Three of the most common and useful purposes are

exploration, description and causal/ hypothesis testing. Many studies can and often

have more than one of these purposes but each has different implications for other

aspects of research design. The purpose of this study is to analyse the cause and effect

relationship of service quality dimensions (reliability, responsiveness, assurance,

empathy and tangibility and student satisfaction.

3.4.2 Types of investigation

Basically, there are three types of investigation which are clarification, correlation and

causal. In the first type that is clarification investigation, the purpose is to obtain a

better comprehension of the concepts involved in the research problem. A correlation

relationship is where two or more concepts or variables move simultaneously. In this

research study however, the type of investigation falls under causal investigation.

Here it shows the effect of one concept or variables can cause a change or movement

in another concept or variable.

TANGIBLES

3.5 RESEARCH FRAMEWORK

A framework is simply the structure of the idea or concept and how it is put together.

A theoretical framework then, is an essay that interrelate the theories involved in the

questions.

Figure 3.1: Framework of student satisfaction of service quality in KFCH

International College, Puchong Campus.

3.6 SAMPLING DESIGN

3.6.1 Target population

For this study, the students of KFCHIC Puchong Campus were chosen to become the

respondents. KFCH International College, Puchong Campus has a population of

approximately 400 students which are taking courses of Diploma in Hotel

Management, Diploma in Business Administration and Diploma in early Childhood

Education.

RELIABILITY

RESPONSIVENESSSTUDENT SATISFACTION OF SERVICE QUALITY IN KFCH INTERNATIONAL COLLEGE,

PUCHONG CAMPUS

ASSURANCE

EMPATHY

3.6.2 Sampling Frame

The sampling frame in this study is the list of any courses from the three courses of

KFCHIC, Puchong Campus which are Diploma in Hotel Management, Diploma in

Business Administration and Diploma in Early Childhood Education.

3.6.2 Sampling Size

The samples in this study were diploma students studying at KFCHIC, Puchong

Campus. Respondents consist of Diploma in Hotel Management, Diploma in Business

Administration, and Diploma in Childhood Education. Thus, in this research the

sample size was from 70 students consists from the 400 students of the three courses.

3.6.3 Measurement and Scaling

In this research, there are used a three types of measurement and scaling in order to

measure data which are nominal scale, ordinal scale and yet an interval scale. One

type of measurement scale is called nominal scale. This scale is used to classify scale

that only represent at a label of possible questionnaire. For instance, the respondents

were asked to label their gender where Male or Female as well as label their programs

according to coursers provided by KFCHIC where, ( ) Diploma in Hotel

Management, ( ) Diploma in Business Administration, ( ) Diploma in Early

Childhood Education. This means that by using a nominal scale, at the end it can be

calculate only the frequency of the responses.

Another type of scale is an ordinal scale. It used to measure the age of the

respondents in demographic profile’s questions. The questions were developing in a

ranking scale in which numbers are assigned to objects to indicate the relative extent

to which the objects possess some characteristics. For example, the respondents were

asked to rank their age where, ( ) 18-19 years old, ( ) 20-21 years old, and ( ) others.

The third measurement and scaling use in this research is an interval scale

which is to measure a numerically equal distance that represent equal values in the

characteristics that being measure for instance to measure an attitudes, opinions, or

index numbers. As service quality is decomposed into five dimensions which are

tangibility, reliability, responsiveness, assurance and empathy. In order to measure

student satisfaction, instruments for this variable has five items with Likert scale

range from 1 for strongly disagree to 5 for strongly agree.

3.6.4 Questionnaire Design

This study uses a set of questionnaire as a medium to get and obtain the data. There

are two sections in the questionnaire consisting of Section A: Demographic factor

which is it indicates three questions covering the subjects of gender of students,

student’s age and student’s programs. Followed by Section B: Measurement of

Student Satisfaction. This section covering instrument that have adapted from

Sukwadi and yang (2012) that using in service quality (reliability, responsiveness,

assurance, empathy and tangibility) using the Likert Scale from 1 for strongly

disagree to 5 for strongly agree.

3.7 TESTS CONSIDERATION FOR DATA ANALYSIS

After collecting all the data the process of analysis begins. To summarize and

rearrange the data several interrelated procedure are performed during the data

analysis stage (Zikmund 200). Data analysis is a process of gathering, modeling, and

transforming data with the goal of highlighting useful information, suggesting

conclusions, and supporting decision making. Once the data had been collected, it

needs to be edited. For quantitative data analysis, SPSS (Statistical Program for Social

Science) are used for data input and analysis. The statistic results were presented by

graphical form with detail description. The data are via various statistical tests

namely:

3.7.1 Frequency Distribution

Frequency distribution can be defined as a mathematical distribution whose objective

is to obtain a count of the numbers of responses associated with different values of

one variable and to express these counts in percentage terms. Besides, a frequency

distribution is a tabulation of the values that one or more variables take in a sample

(Wikipedia 2008). This research used frequency distribution results to analyze the

study by using the profile of the respondents.

3.7.2 Reliability Testing

Reliability refers to whether a measurement instrument is able to yield consistent

result each time it is applied. It is the property of a measurement device that causes it

to yield similar outcome or results for similar inputs. Statistically, reliability is defined

as the percentage of the consistency in the responses to the survey that is the result of

differences in the respondents.

3.7.3 Hypothesis Testing

Hypothesis statement can be defined as logical conjecture statements of the

relationship between two or more variables expresses in the form of a testable

statement, which carry clear implications for testing the stated relations. By testing the

hypothesis, it is expected that solution could be identified to correct the problem

encountered.

Hypothesis elements are:-

i. Null Hypothesis (Ho)

It is statements that express no relationship (significant) between variables.

ii. Alternate Hypothesis (H1)

It is statements that express relationship (significant) between variables.

3.7.3.1 Correlation test

In this test the objective is to observe if there exists any linear relationship or

correlation of the dependent variable with any of the independent variable.

The indicator here is to observe the p-value of the t-statistic of the respective

pairs of dependent and independent variables. If the p-value of the t-statistic is

less than 5% significance level, the null hypothesis is to be rejected and

therefore there is correlation between the two variables.

3.7.4 Multiple Linear Regressions

A statistical technique that simultaneously develops a mathematical relationship

between two or more independent variable and an interval scale dependent variable

(Malhotra, 2007). Multiple regression is a method of data analysis that is use to

examine the significant relationship of a dependent variable to any other independent

variables factors. Before regressing the model, variables data are converted into

logarithm as it would reduce the gap of the data between the variables.

3.7.4.1 Coefficient of Determination R²

R² is a measure of overall fit, in the sense of measuring how close the points

are to the estimated regression line in the regression plot. It is a test of

goodness of fit and is used to determine how good the regression fits the data.

R² measure the proportion of total variation of dependent variable as explain

by the regression. Generally, R² equal to 1 mean the regression fit the data

perfectly and R² equal 0 mean the regression is no better than guessing the

sample mean (Richard Startz, 2007). In other words, if R² show the value of 1

it indicates strong correlation between dependent and independent variables. If

R² value is 0, it shows that the changes of variation in independent variable are

not explained by independent variable.

3.7.4.2 Adjusted R-squared

Adjusted R-squared make an adjustment to R² to take into account of the

number of right hand side variables (independent variables) in the regression.

The adjusted R-squared, subtracts a small penalty for each additional variable

added (Richard Startz, 2007). R² as mention above, measure what fraction of

the variation in the left hand side variable is explained by the regression. In the

case of adjusted R –squared when an additional right hand side variable is

added to a regression, R² always rises. The adjusted R-squared statistic can

take on any value less than or equal to 1, with the value closer to 1 indicating a

better fit. Negative value can occur when the model contain term that do not

help to predict the respond.

3.8 SUMMARY

This chapter explains the research design that will be applied in the study. The purpose

of this study is to determine the relationship between the dependent variable student’s

satisfaction and the independent variables service quality dimensions (tangibles,

reliability, responsiveness, assurance, and empathy). All the data will be subjected to

several empirical tests to investigate the relationship with student satisfactions. The

tests list Frequency distribution, Reliability Testing, Hypothesis Testing and Multiple

Linear Regression. The result of the tests will be highlighted and discussed in the next

chapter. The empirical results from the test are expected to provide insights for

answering the hypothesis statement.

CHAPTER 4: DATA ANALYSIS

4.1 INTRODUCTION

In this chapter the empirical result of all the tests conducted will be scrutinized and

analyzed. This is performing with the stated objective of finding the relationship

between the dependent and independent variables. The findings and analysis of the

study is through research using Microsoft excel and SPSS software. At the end of the

chapter, a summary of the findings and results obtained will be presented.

4.2 DESCRIPTIVE STATISTICS

Descriptive statistics are useful to describe the data or to clarify characteristics of

data. Amongst descriptive statistics are usually used to describe statistical data are:

• Frequency distribution

In this study, Section A (Demographic Profile) and Section C (Student Satisfaction)

are analyze using frequencies distribution.

4.2.1 Frequency Distribution

A frequency distribution is a tabulation of the values that one or more variables take

in a sample (Wikipedia 2008). Besides, frequency distribution can be defined as a

mathematical distribution which objective is to obtain a count of the numbers of

responses associated with different values of one variable as well as to express these

counts in percentage terms.

Table 4.2.1.1 Frequency analysis of Demographic Profile

Gender

Table 4.2.1.1 illustrate on the demographic analysis of 70 respondents of KFCH International

College, Puchong Campus. The respondents’ gender as displayed in Table 4.2.1.1indicates

that female 39 (55.7%) were slightly more than the male 31 (44.3%). This further implies that

there was a good representation of both genders in the sample.

Age

From the Table 4.2.1.1above, it shows that out of 70 respondents, the ages between 18-19

show the high percentage namely 57.1% which is 40. From 70 respondents, the ages between

20-21 years namely 23 with the percentage of 32.9% while respondents considered others this

contributed 7 with 10.0%.

Program

As referring to the Table 4.2.1.1, 41 (58.6%) of the respondents’ program was Diploma in

Hotel Management. It followed by the Diploma in Business Administration namely 18

(25.7%). There only 11 (15.7%) of respondents who had Diploma in Early Childhood

Education.

Table 4.2.2 (a) Frequency analysis of Student Satisfaction

Table 4.2.2 (b) Mean Value of Student Satisfaction

This section is analysis about the student satisfaction towards the service provided by KFCH

International College, Puchong Campus. There are five (5) questions in this section were

asked.

Statement 1

There are 18 respondents (25.7%) that strongly agree that likely to continue attending this

college next year while 12 respondents (17.1%) agree with the statement. On the other hand,

36 respondents (51.4%) somewhat agree with the statement. Regarding to the statement, a

smaller number respondents disagree with likely to continue attending this college next year.

The mean value for this statement is 3.63. It shows that, most of respondents are neither

disagree nor agree that they likely to continue attending this college next year.

Statement 2

In term of the services provided by the on-campus career center are useful, respondents’

answer not quiet divided. 22 respondents (31.4%) agree that they are satisfied with the

services provided by the on-campus career center are useful while 18 respondents (27.1%)

somewhat agree with the statement. Apart from that, only 14 respondents (20.0%) strongly

agree that they are satisfied with services provided by the on-campus career center are useful.

15 respondents (21.4%) disagree with the statement. The mean value for this statement is

3.50. It shows that, most of respondents were agree that they are satisfied with services

provided by the on-campus career center are useful.

Statement 3

Based on the table above, it found that 52.9% of respondents were somewhat agree that

service quality provided by KFCHIC Puchong Campus meets their expectation while 21.4%

of respondents are strongly agree. 13 respondents (18.6%) agree that service quality provided

by KFCHIC Puchong Campus meets their expectation and only 5 respondents (7.1%)

disagree with the statement. The mean value for this statement is 3.54. It shows that, most of

respondents were somewhat agree that service quality provided by KFCHIC Puchong

Campus meets their expectation.

Statement 4

In terms of the respondent satisfied with the service quality provide by KFCHIC Puchong

Campus was found that 25 respondents (35.7%) agree with the statement, others 16

respondents (22.9%) somewhat agree with the statement. 16 respondents (21.4%) strongly

agree with the statement while 11 respondents (15.7%) were disagreed. On the other hand,

smaller number respondents strongly disagree with service quality provide by KFCHIC

Puchong Campus. The mean value for this statement is 3.54. It shows that, most of

respondents were agree that the service quality provide by KFCHIC Puchong Campus.

Statement 5

According to the table above, it found that 23 respondents (32.9%) and 19 respondents

(27.1%) were agreed and somewhat agreed that they willing to recommend KFCHIC

Puchong Campus to others. Besides, 15 respondents (21.4%) and 13 respondents (18.6%)

were strongly agree and disagree that they willing to recommend KFCHIC Puchong Campus

to others. The mean value for this statement is 3.57 which close with 5. It shows that, most of

respondents were agreeing that they willing to recommend KFCHIC Puchong Campus to

others.

4.3 HYPOTHESIS TESTING

Table 4.3.1 COEFFICIENT OF CORRELATION - Pearson Correlation

**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.3.2 Rules of Thumb about Correlation Coefficient

Hypothesis 1:

H1: There is a significant relationship between reliability of service quality dimensions and

student satisfaction.

The above table of correlations (Table 4.3.1), shows that there is strong relationship between

reliability and student satisfaction and the p value shows that there is significant relation

between reliability and student satisfaction (r=.751, p<0.01). Thus, the hypothesis 1 is

accepted.

Hypothesis 2:

H2: There is a significant relationship between responsiveness of service quality dimensions

and student satisfaction.

According to correlations table (Table 4.3.1) shows that there is very strong relationship

between responsiveness and student satisfaction and the p value shows that there is

significant relation between responsiveness and student satisfaction (r=.825, p<0.01). Thus,

the hypothesis 2 is accepted.

Hypothesis 3:

H3: There is a significant relationship between assurances of service quality dimensions and

student satisfaction.

According to correlations table (Table 4.3.1), shows that there is very strong relationship

between assurance and student satisfaction and the p value shows that there is significant

relation between assurance and student satisfaction (r=.809, p<0.01). Thus, the hypothesis 3

is accepted.

Hypothesis 4:

H4: There is a significant relationship between empathy of service quality dimensions and

student satisfaction.

The correlations table (Table 4.3.1), shows that there is very strong relationship between

empathy and student satisfaction and the p value shows that there is significant relation

between empathy and student satisfaction (r=.849, p<0.01). Thus, the hypothesis 4 is

accepted.

Hypothesis 5:

H5: There is a significant relationship between tangibles of service quality dimensions and

satisfaction.

The correlations table (Table 4.3.1), shows that there is very strong relationship between

tangibles and student satisfaction and the p value shows that there is significant relation

between tangibles and student satisfaction (r=.828, p<0.01). Thus, the hypothesis 5 is

accepted.

Table 4.3.3 Summarizes of significant value – Pearson Correlation

Factors Pearson Correlation

Sig. (2 tailed) Significant

1. Reliability(Mean_Reliability)

.751(**) .000 Yes

2. Responsiveness(Mean_Responsiveness

.825(**) .000 Yes

3. Assurance(Mean_ Assurance)

.809(**) .000 Yes

4. Empathy(Mean_Empathy

.849(**) .000 Yes

5. Tangibles (Mean_Tangibles)

.828(**) .000 Yes

By referring to the significant value list of factors above will be considered in detail statistical

because the value of sig. (2-tailed) is less than 0.01. Therefore, it can be concludes that these

factors are being considered to be studied.

Other relationship that can determine is the correlation coefficient between each

independent variable and other independent variable. There were correlation coefficient of

reliability (Mean_Reliability) and responsiveness (Mean_Responsiveness). It shows the value

of 0.741. According to the table of correlations, the relationship between two variables has a

strong association.

Apart from that, the correlation coefficient reliability (Mean_Reliability) and

assurance (Mean_Assurance) indicates the value of 0.676 which significant at the 0.01 level.

So, the relationship between these two variables has strong association.

The correlation coefficient of reliability (Mean_Reliability) and empathy

(Mean_Empathy) show the value of 0.738. According to the table of correlations, the

relationship between reliability and empathy are strong association.

Besides, correlation coefficient of reliability (Mean_Reliability) and tangibles

(Mean_Tangibles) represent value of 0.779. It means both variables have a relationship

between each other. The correlation table shows that these two variables have strong

association.

For the correlation coefficient of responsiveness (Mean_Responsiveness) and

assurance (Mean_Assurance) indicates the value of 0.916. According to this value, that

means both variables (responsiveness and assurance) have a relationship between each other.

These two variables have very strong association.

In addition, correlation coefficient of responsiveness (Mean_Responsiveness) and

empathy (Mean_Empathy) represents the value of 0.904. It means the relationship is exists

between these variables. The relationship between these two variables has very strong

association.

4.4 MULTIPLE LINEAR REGRESSION ANALYSIS

Multiple regression analysis was used to predict the relationship between service quality

dimensions (reliability, responsiveness, assurance, empathy and tangibles), and customer

satisfaction. The result of regression used an equation that represented the best prediction of a

dependent variable from several independent variables.

Table 4.4.1 Regression Analysis Result

Model Summary (b)

a. Predictors: (Constant), Mean_ Tangibles, Mean_ Reliability, Mean_ Empathy, Mean

_Responsiveness, Mean_ Assurance

b. Dependent Variable: Mean_ Student Satisfaction

R is the multiple correlation coefficients between all of the predictor variables and the

dependent variable. In above table, the value is .882 which indicates that there is a great deal

of variance shared by the independent variables and the dependent variables. 78% of the

variance in the dependent variable is explained by the independent variables in above table (R

square).

ANOVA (b)

a. Predictors: (Constant), Mean_ Tangibles, Mean_ Reliability, Mean_ Empathy, Mean_

Responsiveness, Mean_ Assurance

b. Dependent Variable: Mean_ Student Satisfaction

F-value of 44.669 in the above table support that the relationship is highly significant – F (5,

64) = 44.669, p<0.001. In a sample of 70 respondents, it would be very unlikely to get an R

values as high as 0.882 just by chance. Thus, it concludes that R is significant.

Coefficients (a)

Model

UnstandardizedCoefficients

StandardizedCoefficients

T Sig.

CollinearityStatistics

B Std. error

Beta Tolera-nce

VIF

1 (Constant)

Mean_ Reliability

Mean_ Responsiveness

Mean_ Assurance

Mean_ Empathy

Mean_ Tangibles

.661

.152

.106

-.002

.390

.241

.305

.093

.153

.170

.159

.128

.165

.118

-.002

.401

.262

2.168

1.629

.691

-.010

2.458

1.874

034

.108

.492

.992

.017

.066

.338

.119

.105

.131

.179

2.960

8.380

9.493

7.652

5.598

a. Dependent Variable: Mean_ Student Satisfaction

Table 4.4.2 Regression results of Coefficients Correlation

The coefficients indicate the increase in the value of the dependent variable for each

unit increase in the predictor variable. The unstandardized coefficient for Mean Reliability is

0.152, which indicates to us that for each percentages rise in Mean Reliability, Mean Students

Satisfaction will increase by 15.2%. For Mean Responsiveness, it indicates that each

percentages rise in Mean Responsiveness will increase Mean Students Satisfaction by 10.6%.

Meanwhile the percentage for Mean Students Satisfaction will decrease 2% when each

percentage rises in Mean Assurance. For Mean Empathy, it indicates that each percentages

rise in Mean Empathy will increase Mean Students Satisfaction by 39% and each percentages

rise in Mean Tangibles will increase Mean Students Satisfaction by 24.1%.

All the variables namely Reliability, Responsiveness, Assurance, Empathy and

Tangibles were statistically significant for Student Satisfaction.

4.5 SUMMARY

All the empirical results from this study have been shown clearly in this chapter. In

this research testing, it has closely followed the recommended steps in treating and

analysing multiple linear regressions. Based on the results, it showed that all the

variables namely tangibles, reliability, responsiveness, assurance, and empathy was

having a relationship with the student’s satisfaction. The results obtained from this

chapter will give a clear view for the researcher to make conclusion and

recommendations which is the basis of the next chapter.

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION

This chapter concludes the whole topic discussed previously and includes some

discussion and recommendation. The conclusion and recommendation are made based

on the interpretation of the data which can be used by the organization to enhance the

quality of service in order to satisfy their student.

5.2 CONCLUSION

After presenting and analyzing the data by providing sufficient evidence, the study is

able to help KFCH International College, Puchong Campus in determining the factor

influence the service quality dimensions towards student’s satisfaction and for future

services.

The purpose of this study was to investigate the relationship between

dependent variable (student’s satisfaction) and the independent variables (reliability,

responsiveness, assurance, empathy and tangibles). This study was conducted in the

fall 2014 with 70 respondents/participants. There were five (5) hypothesis presented

in this study, and all hypothesis were found to be statistically significant. This study

used convenience sampling as the sampling technique for this research.

Apart from that, this study constructed a questionnaire to be distributed to all

of the respondents to collect all the data that are needed for this research. From the

questionnaire were used Statistical Package for Social Science (SPSS) to measure and

analyzed data that been collected.

In order to measure the reliability of variables, this study was used reliability

test. Reliability refers to whether a measurement instrument is able to yield consistent

result each time it is applied. According to the SPSS result, shows the reliability test

of the dependent variable (student satisfaction) is 0.903. According to Hair (2003), the

strength of association is excellent. For the first and second independent variable

namely reliability and responsiveness, the Cronbach Alpha value are 0.883 and 0.912

respectively which considered as very good and excellent. For assurance, the

Cronbach Alpha value of 0.804 shows that the strength of association is very good.

Next independent variable is empathy that the Cronbach Alpha value shows

the value of 0.891. According to Hair (2003), the strength of association is very good.

While tangibles show strength of association is excellent. It can be prove according to

its Cronbach Alpha value namely 0.912. As a result, the entire variables have good

strength of association and correlated with each other.

The correlation table shows that there is strong relationship between reliability

and customer satisfaction and the p value shows that there is significant relation

between reliability and student satisfaction (r=.751, p<0.01). There is very strong

relationship between responsiveness and student satisfaction and the p value shows

that there is significant relation between responsiveness and student satisfaction

(r=.825, p<0.01). For the next variable namely assurance shows that there is very

strong relationship between assurance and student satisfaction and the p value shows

that there is significant relation between assurance and student satisfaction (r=.809,

p<0.01).

The correlations table also shows that there is very strong relationship between

empathy and student satisfaction and the p value shows that there is significant

relation between empathy and student satisfaction (r=.849, p<0.01) and for tangibles,

it shows that there is very strong relationship between tangibles and student

satisfaction and the p value shows that there is significant relation between tangibles

and student satisfaction (r=.828, p<0.01). As a result, we accept all alternative

hypotheses for each independent variable.

As a conclusion, the findings were answering the objective of this study. It

means there is a relationship exists between all the independent variables (reliability,

responsiveness, assurance, empathy and tangibles) and dependent variable (student

satisfaction).

5.3 RECOMMENDATION

The findings and conclusions of this study lead to the following recommendations to

improve and enhance the quality of service deliver and to help future research on this

topic.

5.3.1 Reliability

The last feature in order to most important features was reliability. Based on the

analysis results, reliability and student satisfaction have strong relationship. For

reliability, the KFCHIC Puchong Campus’s staff should only increase their

controlling, commanding, monitoring and coordinating. In another word, efficiency is

what KFCHIC Puchong Campus requires and it can be achieved by doing things in

the right way.

Apart from that, the KFCHIC Puchong Campus needs to implement service

quality training. This needs to be started at the supported from the top level of

management down the chain of command. Employees need to be met when it comes

to the service that is provided. Furthermore, through this training manager should seek

to improve the service quality by developing a comprehensive employees-training

program in order to enhance student satisfaction towards the service delivery by

having the ability to perform the promised service dependably and accurately.

KFCHIC Puchong Campus also has to train their staff to give true and

accurate information about the services offered to the students. That means the

students can trust them in doing their tasks. Since their student confidents and trust

them, it can enhance their satisfaction.

5.3.2 Responsiveness

The value of correlation shows that there is a very strong relationship between

responsiveness in order to satisfy students. Responsiveness is third in the most

important factors of service quality towards student satisfaction. KFCHIC Puchong

Campus’s managers need to redefine goals and policies, modify the organization

structure, reengineer job and design necessary specifications, likewise training and

monitoring, rewarding and punishing employees. Apart from that, responsiveness can

be gained in short, medium and long terms plans and managers should give priority to

required actions for achieving effective and immediate outcomes. Another way to

enhance student satisfaction is the company should have a philosophy of ‘getting it

right first time’ so as to reduce the delays in delivering service and also in solving

student problems. Next recommendation is gather complete and accurate information

at the start of a contact, even if it delays initial progress. Next recommendation to this

organization is they need to design streamlined and straightforward administrative and

management systems. For instance, audit the current service quality at a business.

This audit will enable the organization to identify immediate areas that could benefit

from improvement as well as identify areas and individuals at the organization that

are currently offering excellent service quality. The last recommendation is the staff

of KFCHIC Puchong Campus must learn to listen to their student first. For instance,

they need to really listen and asked the students what they can do to help them. This is

the most important step in preventing problems and the only way the staff can solve

complaints if they come up. Furthermore, the KFCHIC Puchong Campus must look at

all complaints about the service as an opportunity to improve and aim to resolve any

complaint quickly and efficiently.

5.3.3 Assurance

KFCHIC Puchong Campus should pay attention more about assurance. Assurance is

the fourth in order to most important features; KFCHIC Puchong Campus should train

its staffs and evaluate their performance constantly. Dependable to done the correct

service, sincerity and patience in resolving student complaints or problem as well as

know exactly what to do in solving student problems can be obtained by learning and

practicing. The staffs should participate in scheduled training courses and we should

note that behavior of staff is often instrumental in bringing about a desired outcome.

Besides, learning is one of the important methods that can train the staffs.

Learning involves both the development and modification of thoughts and behaviors

and it is never-ending process for all the staffs. So by providing informative feedback

on staff’s performance using differential rewards and punishments and consistently

training, KFCHIC Puchong Campus can improve its staff’s performance and its

student satisfaction. Actually in addition to efficiency, assurance needs effectiveness.

Effectiveness is doing right things and it can be acquired by a medium term plan. The

last recommendation that the KFCHIC Puchong Campus can take is to monitors

service performance and learns lessons so it can innovate. For instance, establishes

suitable and credible performance measurement mechanisms, regularly monitors

performance and carries out effective analysis, applying lessons learned to make

service improvements.

5.3.4 Empathy

From the findings, empathy is the first in order to most important features of student

satisfaction towards the service provide by KFCHIC Puchong Campus. According to

the results of correlation, empathy has very strong relationship with student

satisfaction from the other variables. For empathy, managers should change their

mind about delivering services to their students. Warmth and supportiveness in

behaving with students can create impressive results. Furthermore, to improve

empathy in KFCHIC Puchong Campus managers should study their target market

precisely and recognize student’s attributes and their demands.

Apart from that, KFCHIC Puchong Campus must be able to communicate

easily with students. To communicate successfully with customers, KFCHIC Puchong

Campus should maintain accurate and complete student information or else

understand and manage the particular risks of communicating with students via new

technology or contact centre. Otherwise review their literature on services regularly to

ensure that it is easy to understand and obtain, as well as accurate and complete and

yet look for innovative ways of communicating with students and joining up disparate

sources of information.

5.3.5 Tangibles

The second most important factors were tangibles (physical facilities, equipment and

appearance of personnel). KFCHIC Puchong Campus needs some investments on

tangibles affairs. In some cases, facilities are available but need repairs and

maintenance. We should mention that old and worn out equipments constitute a

boring environment. In addition to this point, providing variety and choices of

equipment is the right choice.

Another recommendation that can help this organization to enhance their

services is from the aspects of appearance of personnel when the staffs need to well-

dressed and maintain professional behavior. In order to achieve that, the staffs need to

motivate and trained them.

5.4 RECOMMENDATION FOR FUTURE RESEARCH

This study mainly assessed and analyzed student satisfaction with service quality

dimensions in KFCHIC Puchong Campus. It is recommended that future research

should examine student satisfaction by using service quality dimensions with specific

service areas delivered such as up-to-date equipment that been used to make the

services more convenience and faster and customer service counter.

Apart from that, the recommendation for future research should examine

student satisfaction with their comments, problems and suggestion through KFCHIC

Puchong Campus website. Furthermore, all of the staffs at KFCHIC Puchong Campus

should more practices service quality dimension in delivering services in order to

enhance student satisfaction towards the service provided.