SECTION ONE

INTRODUCTION
This chapter presents the introduction information about students satisfaction. It presents
student satisfaction, university student satisfaction, statement of the problem, objectives of the
study and significance of the study.
1.1 Student satisfaction
Satisfaction is a personal feeling of pleasure that results from comparing products perceived
performance to their expectation (ONeill, 2003). Due to an increasingly competitive and
dynamic educational environment, as well as numerous challenges, universities are becoming
more aware of the importance of the student satisfaction (Usman, 2010).
1.2 University student satisfaction
University student satisfaction is the assessment of the services provided by universities (Wiersjenssen, et al, 2002). The study involved ten drivers which were used to measure the level of
satisfaction, University student satisfaction drivers found at this study were teaching,
administrative support, hostels, computer laboratory, laboratory, library, transport, medical
facilities, sport facilities, classroom facilities. Those drivers used to measure the level of
satisfaction of the students at UDOM. Petruzzellis et al, (2006) have seen customer satisfaction
as a result of students assessment of a service based on comparison of the perception of
service delivery with their prior expectations.
1.3 Statement of the problem
The government of Tanzania has shown effort to make sure that universities provide good
services to the students. The government has established new public colleges and universities
to meet demands of Tanzania population especially in provision of education. Moreover,
private institutions establish and run private universities.
Despite the efforts made by the government still students have been complaining about poor
services they get from universities. This has led to strikes and boycotts of classes. Complaints by
students indicate weakness in services provided in universities.
In Tanzania UDOM is the one among universities that experienced complains from students,
strikes and boycotts of classes. Due to that, this study conducted in UDOM to focus directly on
issues of quality development in order to insure that, educational standards are high by
focusing on areas that needs improvements within UDOM. Also there is no such study that has
been conducted within UDOM.
1.4 Objectives of the study
1.4.1 Main objective
The fundamental objective of this study was to measure the level of students satisfaction at
the University of Dodoma.
1.4.2 Specific objectives
Specifically the study intended,
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1.
2.
3.
4.
5.

To measure students satisfaction on the University of Dodoma administration.

To measure the level of academic satisfaction of students at University of Dodoma.
To measure the level of satisfaction obtained from entertainments within the
University.
To measure students satisfaction on services provided within the University.
To measure students satisfaction on students representative council (UDOSO)

1.5 Significance of the study

The study has been helpful in identifying factors affecting satisfaction at the UDOM, Also the
study has been the basis for improvement and the findings of the study are important for
UDOM and other educational institutional, so as to make changes over time and to facilitate
improvement on students satisfaction.

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SECTION TWO
RESEARCH METHODOLOGY
Introduction
This chapter describes how the study was conducted. It presents a study area, population, data
source, sampling procedures, sample size, data collection methods, data analysis and
processing, conclusion, study limitations and recommendations.
2.1 Study area
The study was conducted at the University of Dodoma within six colleges (education,
humanities and social science, informatics and virtual education, natural and mathematical
science, health science and earth science).The research was conducted at all six colleges of
UDOM in order to obtain the real representative sample of the population of the whole
university.
2.2 Population
The population of UDOM was finite comprises of 13442 students at the year 2012/2013.
2.3 Data source
The study involved the use of primary data since data was collected directly from the
respondents at UDOM.
2.4 Sample size
The study considered the number of students selected to each college and their response, this
was among the variables to explain all about students satisfaction of the selected colleges. The
study used the sample size of 640 students out of all students registered in academic year
2012/2013.The selected sample size considered the time and cost of conducting research.
2.5 Sampling procedure
The study adopted stratified sampling technique since the population was divided into six
colleges and it was having non homogenous population and in each stratum simple random
sampling technique was used to collect the data. Sample size in each college was selected as in
the table below presented.

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Table 1: Table showing sample size selected in each college. (Data extracted from the university
of Dodoma administration offices).
College

Total No. of students

Selected sample

Earth science

375

18

Health science

814

39

Natural and mathematical science

874

42

Informatics and virtual education

1378

65

Education

4140

197

Humanities and social science

5861

279

Total

13442

640

2.6 Data collection methods

The study used structured questionnaire as a tool for primary data collection since it enabled to
collect more information, also the study adopted simple random sampling on collecting data. A
researcher collected the total of 40 questionnaires from the respondent at the school of
educational studies college of education at UDOM.
2.6.1 Questionnaire
The questionnaire was provided to the respondents who read and answered the questions
asked. Most of the questions were the closed ended questions and only one question was an
open ended question.
2.7 Data analysis and processing
Data was analyzed and processed by using computer software known as statistical package for
social science (SPSS).This was because of its availability as compared to other software which
were relative expensive. The method used to present data was descriptive since the study
involved presentation of graphs and tables.

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SECTION THREE
DATA RESULTS AND PRESENTATION
This chapter presents and discusses the findings of the study. The chapter contains five parts
which are characteristics of the respondent, administration satisfaction, library services
satisfaction, teaching satisfaction, and overall satisfaction.
3.1 Characteristics of respondents
The sample of 40 students from the University of Dodoma, College of education, and school of
educational studies were selected. The entire sample consists of 50 percent male and 50
percent female. Both male and female participated full during the study thus the data appear to
be equal in sex of respondent. And an average age was 24 years old that means most of the
student at UDOM are of 24 years.
Figure 3.1: sex of respondent

20

15
Frequency

10

Male

Female

Sex of respondent

Figure 3.2: age of respondent

12
10
Frequen 8
cy
6
4
2
0

20

21

22

23

24

Age

25

26

27

29

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Data collected from first year students to third year students. 37.5 percent was second year and
third year while 25 percent came from first year. A researcher considered many Second year
students and third year students since they were having an experience with the university
compared to first year students. Table 3.1 illustrated year of study percent
Table 3.1: Year of study
Frequency

Percent

Valid Percent

Cumulative
Percent

Year I

10

25.0

25.0

25.0

Year II

15

37.5

37.5

62.5

Year III

15

37.5

37.5

100.0

Total

40

100.0

100.0

Data collected from all degree programmes found at the school of educational studies in the
college of education. BED in arts found to be many since they were willing to be involved in the
study than other degree programmes and they found to be many at the school of educational
studies. The table 4.3 below has been illustrated the percent of degree programme selected.
Figure 4.3: Degree programme
7.5%

5%
BED in adult education and
community development
BED in arts
BED in early childhood
education
BED in guidance and
counseling
BED in management and
administration
BED in policy planning
management
BED in psychology
BED in special needs

5%

15%

30%

15%

7.5%
15%
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Students satisfaction survey

3.2 Administration satisfaction

As illustrated in table 3.2, 4.03 percent of respondents were very dissatisfied with
administration, 12.74 percent of the students were somewhat satisfied with administration,
24.94 percent of the students were neither satisfied nor dissatisfied with administration 43.46
percent of the students were somewhat satisfied with administration and 14.81 percent of the
students were very satisfied with administration. And most of the respondents are somewhat
satisfied.
Table 3.2: Administrative support
Very
dissatis
fied
Behavior
of
central
administrator
Behavior
of
college
administrators
Behavior of secretarial staff
Administrative support
central administrators
Administrative support
college administrators
Administrative support
secretarial staff
Banking facilities
average

response
%
response
%
response
%
of response
%
of response
%
of response
%
response
%
Response
%

1
2.5
1
2.5
2
5
2
5
1
2.5
2
5
3
7.5
1.71
4.03

Somewha
t
dissatisfie
d
5
12.5
6
15
6
15
2
5
5
12.5
6
15
8
20
5.4
12.74

Neither
Somew
satisfied nor hat
dissatisfied
satisfied

Very
satisf
ied

7
17.5
6
15
13
32.5
8
20
5
12.5
10
25
7
17.5
10.57
24.94

5
12.5
8
20
4
10
9
22.5
7
17.5
5
12.5
6
15
6.28
14.81

22
55
19
47
14
35
19
47.5
22
55
17
42.5
16
40
18.42
43.46

58 percent of the students at UDOM are satisfied with administration services provided.
In a similar study conducted at the SIAST in Canada, Student satisfaction survey report
2009/2010 indicated that 92 percent of respondent who used registration services in
2009/2010 satisfied with the services provided. This is different from UDOM since the percent
of satisfied at UDOM is less compared to SIAST.
If there is poor administration services means students will not be satisfied at all at the
university since administration is the most important service to students. The result shows that
there is need to improve administration services, also respondents were not satisfied much on
banking facilities that mean needs to be improved, also other respondents were commented on
the bad answers they were given when they went to the central administrators or college
administrators to get services or help, Other respondents commented that there is need to
increase the number of staffs, administration of UDOM should be improved so as students to
be satisfied at all.
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3.3 Library service satisfaction

As shown on the table 3.3 respondents who used UDOM libraries were 12.5 percent very
dissatisfied, 22.15 percent somewhat dissatisfied, 15.73 percent neither satisfied nor
dissatisfied, 38.23 percent somewhat satisfied, 11.43 percent very satisfied. Most of the
respondents were somewhat satisfied.
Table 3.3: Library satisfaction

Availability of text books

response
%
Availability
of response
supporting books
%
Availability of research response
journals
%
Availability
of response
newspaper/magazine
%
Library timings
response
%
Facilities at library
response
%
Behavior of library staff
response
%
Average
response
%

Very
dissatisfi
ed
9
22.5
6
15
5
12.5
6
15
3
7.5
2
5
4
10
5
12.5

Somewhat
dissatisfied
8
20
15
37.5
8
20
8
20
6
15
11
27.5
6
15
8.86
22.15

Neither
satisfied nor
dissatisfied
6
15
6
15
10
25
8
20
6
15
5
12.5
3
7.5
6.29
15.73

Somewh
at
satisfied
15
37.5
12
30
13
32.5
13
32.5
19
47.5
18
45
17
42.5
15.29
38.23

Very
satisfied
2
5
1
2.5
4
10
5
12.5
6
15
4
10
10
25
4.57
11.43

The results show that 50 percent of the students are satisfied with the library services at
UDOM.
In a study conducted at the Convenant University in Nigeria A use of academic library, found
that 95.2 percent of the students were satisfied with the library services.
50 percent of the respondent satisfied with teaching at UDOM which is inconsistency with the
findings from Covenant University in Nigeria was 95.2 percent satisfied with the library services.
Academic of the student is improved by sufficient provided library services. If there are poor
library services provided means academic performance of the students will be low. The results
shows that respondents were in need of sufficient library services mostly on providing updated
text books, increase library timings and availability of magazine should be improved.
3.4 Teaching satisfaction
As illustrated in table 3.4, 4.78 percent of students were very dissatisfied with teaching staff,
14.13 percent of students were somewhat dissatisfied, 17.37 percent students were neither
satisfied nor dissatisfied, 44.56 percent students were somewhat satisfied and 18.04 percent
students were very satisfied with teaching. Most of the student were somewhat satisfied.
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Table 3.4: Teaching

Teachers communication
Lecturer delivery
Research activities
Nature of assignment or class
tasks
Examination grades
Examination procedures
Teachers attitude towards class
Teachers respect for the students
Teachers
provide
extra
consultation
Teachers
provide
additional
material for reading
Teacher provide feedback on
assignment
Permanent senior teacher
Permanent junior teachers
Permanent male teachers
Permanent female teachers
Part time teachers
The amount of homework set is
appropriate for my year level
friendliness of teaching staff
Approachability of teaching staff
Respect of your feelings, concerns
and opinions
Concern shown when you have a
problem
Availability of staff
Competence of staff
Average

Some
what
dissati
sfied
15
10
15
12.5

Neither
Some
satisfied nor what
dissatisfied
satisfi
ed
5
55
22.5
45
35
30
15
37.5

Very
satisf
ied

Response in %
Response in %
Response in %
Response in %

Very
dissa
tisfie
d
2.5
2.5
15
5

Response in %
Response in %
Response in %
Response in %
Response in %

5
5
2.5
2.5

10
12.5
17.5
10
12.5

10
7.5
10
12.5
15

52.5
50
52.5
55
55

20
25
20
20
12.5

Response in %

2.5

20

30

25

22.5

Response in %

10

7.5

50

32.5

Response in %
Response in %
Response in %
Response in %
Response in %
Response in %

10
5
7.5
15
2.5

15
10
7.5
17.5
22.5
12.5

20
15
17.5
27.5
22.5
10

42.5
55
50
40
20
45

12.5
15
25
7.5
20
30

Response in %
Response in %
Response in %

5
5
5

12.5
12.5
25

27.5
17.5
17

37.5
52.5
40

17.5
12.5
12.5

Response in %

7.5

20

25

35

12.5

Response in %
Response in %
In %

5
4.78

10
10
14.13

10
20
17.37

47.5
52.5
44.56

25
17.5
18.04

22.5
20
5
30

In the similar study conducted at SIAST in Canada, student satisfaction survey report
2009/2010, 87 percent of the respondent who used the learning services were satisfied with
the services received.
The results of UDOM showed that 63 percent of the students are satisfied with teaching. This is
inconsistency from findings from SIAST (87 percent of the respondent satisfied with the
learning services).
If teaching services are poor provided to students means students will not be satisfied with
teaching within the university. The result show that UDOM needs to employ more permanent
teachers, also the university should have a competence based curriculum. Respondents were in
need of UDOM to increase availability of learning materials. Also other respondents were
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commenting on number of students compared to the lecture halls, were by number of students
is high compared to class facilities such as chairs and multimedia. Time table also must be
delivered on approach time. This concludes that UDOM needs to improve its teaching services
to the students so as to increase satisfaction to its students.
3.5 overall satisfactions
Table 3.5: overall satisfaction index
importance mean
0.903
0.883
0.691
0.844
0.917
0.79
0.776
0.897
0.914
0.831
0.886
0.881
0.9
0.804
0.893
0.784
0.869
0.917
0.697
0.922
0.95
0.958
0.94
0.88
0.899
0.816
0.873
0.789
0.878
0.856
0.834
0.821
0.858
0.955
0.849
0.911
0.933
0.952
0.92
0.951
0.929
0.886
0.754

weighted factor(%)
1.644179822
1.607763879
1.258170827
1.53675279
1.669670982
1.438429745
1.412938585
1.633255039
1.664208591
1.513082427
1.61322627
1.604122285
1.63871743
1.463920905
1.62597185
1.427504962
1.582272719
1.669670982
1.26909561
1.678774968
1.729757288
1.744323665
1.711549316
1.602301488
1.636896633
1.48577047
1.589555908
1.436608947
1.598659893
1.558602356
1.518544819
1.494874456
1.56224395
1.738861273
1.545856776
1.658746199
1.698803736
1.733398882
1.675133373
1.731578085
1.691520548
1.61322627
1.372881047

satisfaction mean
0.899
0.74
0.888
0.875
0.81
0.927
0.836
0.791
0.748
0.887
0.762
0.864
0.885
0.858
0.831
0.877
0.864
0.891
0.864
0.844
0.884
0.876
0.929
0.863
0.836
0.67
0.805
0.857
0.867
0.898
0.831
0.866
0.769
0.921
0.889
0.792
0.915
0.905
0.877
0.891
0.834
0.852
0.816

weighted score(%)
1.47811766
1.18974527
1.117255695
1.344658692
1.352433495
1.333424373
1.181216657
1.291904736
1.244828026
1.342104113
1.229278418
1.385961654
1.450264926
1.256044136
1.351182608
1.251921851
1.367083629
1.487676845
1.096498607
1.416886073
1.529105442
1.52802753
1.590029315
1.382786184
1.368445585
0.995466215
1.279592506
1.231173868
1.386038127
1.399624916
1.261910745
1.294561279
1.201365598
1.601491233
1.374266674
1.31372699
1.554405419
1.568725988
1.469091968
1.542836074
1.410728137
1.374468782
1.120270935

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0.881
0.919
0.899
0.933
0.832
0.789
0.85
0.891
0.935
0.881
0.861
0.806
0.915
0.855
0.912
0.917
0.804
0.874
0.89
0.886

1.604122285
1.673312576
1.636896633
1.698803736
1.514903225
1.436608947
1.547677573
1.622330256
1.702445331
1.604122285
1.567706342
1.467562499
1.666029388
1.556781559
1.660566996
1.669670982
1.463920905
1.591376705
1.620509459
1.61322627

0.838
0.825
0.881
0.874
0.831
0.885
0.83
0.83
0.879
0.825
0.858
0.867
0.751
0.851
0.843
0.796
0.948
0.902
0.811
0.829

Total=54.921

1.344254475
1.380482875
1.442105934
1.484754466
1.25888458
1.271398918
1.284572386
1.346534113
1.496449446
1.323400885
1.345092041
1.272376687
1.25118807
1.324821107
1.399857978
1.329058102
1.387797018
1.435421788
1.314233171
1.337364578
total=84.98

An overall students satisfaction at UDOM was 84.94 percent. Majority of Respondents feels
that UDOM provided services at a satisfactory level (table 3.5). The level of satisfaction was
measured by considering the importance of drivers and its satisfaction to the students.
3.6 Conclusion
It is found that the majority of UDOM students are somehow satisfied with the services
provided by the university. Although in some drivers students seems not to be satisfied at all.
It is found that library services are not satisfied much compared to other drivers (teaching and
administrative services).
Also on the Teaching and administration services, percent of the students satisfied are low
compared to other high learning institutions.
3.7 Study limitations
The language used in questionnaire was too difficult in which other respondent failed to answer
some of the questions, also time limit for this study was short.
3.8 Recommendations
The government should cooperate with the university so as to improve more services at UDOM.
University should employ more permanent teachers than part time teacher so as to provide
sufficient learning to the students also the employed teachers should be competent.
The university administration should formulate policies and regulations which will help on
improving all of the services found at the university
Administration should register an appropriate number of first year students so as to avoid the
uncontrollable number of students at the university.
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Reference
Felicia Y. And Iwu J., (2010), Use Of Academic Library:A Case Study Of Covenant University,
Nigeria,Chinese Librarianship:An International Electronic Journal.
ONeill, M. (2003), The Influence Of Time On Student Perception Of Service Quality:The Need
For Longitudinal Measures, Journal Of Educational Administration.
Pervin, L. A., (1967), Satisfaction And Perceived Self-Environment Similarity: A Semantic
Differential Study Of Student-College Interaction. Journal Of Personality, 35, 623-624.
Petruzzellis, L; DUggento, A And Romanazze, S. (2006), Student Satisfaction And Quality And
Its Implications For Future Research, Journal Of Marketing.
Saskatchewan Institute Of Applied Science And Technology, (2011), Student Satisfaction Survey
Report Of 2009/10, Http://www.siast.sk.ca/about/reports statistics/ institutional reports.shtml.
Usman, A. (2010), The Impact Of Service Quality On Students Satisfaction In Higher Education
Institute Of Punjab, Journal Of Management Research, Vol. 2. No 2.
Wiers-Jenssen,J., Stensaker,B. And Grogaard, J. B., (2002), Student Satisfaction: Towards On
Empirical Deconstruction Of The Concept, Quality In Higher Education, volume 8.

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