SERVICE TANGIBILITY, TEACHING AND LEARNING, AND STUDENTS' SATISFACTION AT THE UNIVERSITY OF NAIROBI, KENYA

Abstract

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.

 Key words: Tangibility dimension, Student satisfaction, Quality Service, Teaching, Learning