University learners’ educational experience survey: a gender dimensional analysis
Intense competition among universities with its negative consequences has necessitated the investigation of students’ academic experiences as it influences students’ university choices. To bridge this gap, this study seeks to examine students’ satisfaction with their educational experience at two se...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Social Sciences |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/23311886.2024.2312654 |
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| author | Moses Kumi Asamoah Edmund Kwablah Anthony Amoah |
| author_facet | Moses Kumi Asamoah Edmund Kwablah Anthony Amoah |
| author_sort | Moses Kumi Asamoah |
| collection | DOAJ |
| description | Intense competition among universities with its negative consequences has necessitated the investigation of students’ academic experiences as it influences students’ university choices. To bridge this gap, this study seeks to examine students’ satisfaction with their educational experience at two selected universities in Ghana. Utility Maximisation Theory was deployed to guide the study. Relevant research ethics principles were duly observed. We used a cross-sectional survey of 309 students to estimate an ordered probit econometric model as well as cross-tabulation descriptive and graphical analyses. Based on the robustness of the results, we found that male students are quantitatively more satisfied with their academic performance than female students. The results also demonstrate consistent and significant associations between instructional delivery and feedback, and students’ academic satisfaction; there was a positive and statistically significant relationship between enabling conditions and the level of student satisfaction across both males and females; furthermore, the results indicate a positive and statistically significant relationship between learner support systems and the level of students’ satisfaction among both males and females; additionally, females have shown that they demonstrate a quantitatively greater appreciation for instructional delivery and feedback compared to males. Policymakers and educational institutions can better target support and intervention programmes for students with satisfaction scores that are close to the average by identifying these students. It is also suggested that universities focus on and keep improving upon the services and educational facilities they provide, as well as correcting any inefficiencies in the services so as to meet students’ satisfaction. |
| format | Article |
| id | doaj-art-b829f68ddcb349d7abdaa9ab5862e0bd |
| institution | Kabale University |
| issn | 2331-1886 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Social Sciences |
| spelling | doaj-art-b829f68ddcb349d7abdaa9ab5862e0bd2025-08-20T03:46:54ZengTaylor & Francis GroupCogent Social Sciences2331-18862024-12-0110110.1080/23311886.2024.2312654University learners’ educational experience survey: a gender dimensional analysisMoses Kumi Asamoah0Edmund Kwablah1Anthony Amoah2School of Continuing and Distance Education, University of Ghana Learning Centres, University of Ghana, Accra, GhanaDepartment of Economics, Central University, Accra, GhanaSchool of Sustainable Development, University of Environment and Sustainable Development, Somanya, GhanaIntense competition among universities with its negative consequences has necessitated the investigation of students’ academic experiences as it influences students’ university choices. To bridge this gap, this study seeks to examine students’ satisfaction with their educational experience at two selected universities in Ghana. Utility Maximisation Theory was deployed to guide the study. Relevant research ethics principles were duly observed. We used a cross-sectional survey of 309 students to estimate an ordered probit econometric model as well as cross-tabulation descriptive and graphical analyses. Based on the robustness of the results, we found that male students are quantitatively more satisfied with their academic performance than female students. The results also demonstrate consistent and significant associations between instructional delivery and feedback, and students’ academic satisfaction; there was a positive and statistically significant relationship between enabling conditions and the level of student satisfaction across both males and females; furthermore, the results indicate a positive and statistically significant relationship between learner support systems and the level of students’ satisfaction among both males and females; additionally, females have shown that they demonstrate a quantitatively greater appreciation for instructional delivery and feedback compared to males. Policymakers and educational institutions can better target support and intervention programmes for students with satisfaction scores that are close to the average by identifying these students. It is also suggested that universities focus on and keep improving upon the services and educational facilities they provide, as well as correcting any inefficiencies in the services so as to meet students’ satisfaction.https://www.tandfonline.com/doi/10.1080/23311886.2024.2312654Students’ satisfactioneducational experiencegender dimensional analysislearner support servicesenabling conditioninstructional delivery |
| spellingShingle | Moses Kumi Asamoah Edmund Kwablah Anthony Amoah University learners’ educational experience survey: a gender dimensional analysis Cogent Social Sciences Students’ satisfaction educational experience gender dimensional analysis learner support services enabling condition instructional delivery |
| title | University learners’ educational experience survey: a gender dimensional analysis |
| title_full | University learners’ educational experience survey: a gender dimensional analysis |
| title_fullStr | University learners’ educational experience survey: a gender dimensional analysis |
| title_full_unstemmed | University learners’ educational experience survey: a gender dimensional analysis |
| title_short | University learners’ educational experience survey: a gender dimensional analysis |
| title_sort | university learners educational experience survey a gender dimensional analysis |
| topic | Students’ satisfaction educational experience gender dimensional analysis learner support services enabling condition instructional delivery |
| url | https://www.tandfonline.com/doi/10.1080/23311886.2024.2312654 |
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