European Journal of Social Sciences – Volume 19, Number 2 (2011)
Satisfaction of Student Services in Tertiary Level:
Perspective Bangladesh
H M Jahirul Haque
University of Liberal Arts Bangladesh, House-56, Road-4/A
Dhanmondi, Dhaka-1209, Bangladesh
E-mail: [email protected]
Tel: +88-01714161612
Debashish Das
University of Liberal Arts Bangladesh, House-56, Road-4/A
Dhanmondi, Dhaka-1209, Bangladesh
E-mail: [email protected]
Tel: +88-01714161612
Riaheen Farzana
University of Liberal Arts Bangladesh, House-56, Road-4/A
Dhanmondi, Dhaka-1209, Bangladesh
E-mail: [email protected]
Tel: +88-01714161612
Abstract
A number of factors play an important role in influencing the students’ satisfaction at
tertiary level in Bangladesh. This paper evaluates some key factors in order to scrutinize the
tertiary students’ satisfaction at tertiary level. By collecting data from a sample of 300
students of selected top level, mid level and lower level public and private universities,
researchers conducted various tests such as Multiple Regression Analysis, ANOVA and
identified a numerous key findings as to the students’ satisfaction at tertiary level. To
quantify the variables a five point ‘likert scale’ has been used in this paper. The result
shows that the variables – classrooms comfort ability for teaching and learning, students
The Homework on The Challenges Faced by First Year Students at a University
Title: The Challenges faced by first year student at the university. Introduction: Context: Low performances observed from the first year students at the University. Subject: Challenges. Limiting Subject: a). Challenges. b). Student. c). University. Issue: It is very important to recognize that first year student at the university, faces challenges. Thesis: The cause of low performance of first ...
support by the institution for co-curricular and extra-curricular activities and lab facilities
for conducting lab oriented courses —are statistically highly significant. That is, these
variables are highly associated with student facilities at tertiary education in Bangladesh.
Among other three variables, such as Campus canteen facility, Sports facility for the
students in the campus, ICT (PC and Internet) facility also show significant result. That is,
those variables are also important in ensuring quality student service.
Keywords: Student satisfaction, tertiary level, UGC (University Grant Commission), ICT,
multiple regression analysis, ANOVA, public university, private university.
1. Introduction
In general, Bangladesh has low level of Higher education attainment. Higher education in Bangladesh
is rapidly growing due to the significant growth of the private universities in recent years. Until the
mid-nineties the regular tertiary education system was supported by a massive subsidized education
through a very small number of government agencies at a very narrow range of students, selected from
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the huge competition. Over time to meet the growing demands for higher studies, many private
universities emerged. According to Bangladesh Bureau of Educational Information and Statistics
(BANBEIS, 2006), there are 27 public universities (except the National University-NU and the Open
University) and 54 private universities currently in Bangladesh and student enrolment in these
universities continue to grow over the past ten years [3]. Total students enrolment increased from
119,807 in 2001 to 277,516 in 2006 [3].
Over the past ten years, higher education institutions in Bangladesh have experienced dramatic
changes, both in their student numbers and quality of education. There is competitive pressure to
provide value and quality education. Some higher education institutions are increasingly devoting
The Essay on University Education Is Not Overrated
Education Opens Doors An University Education opens doors. These opportunities branch into the aspects of finance, employment, family and societal skills/ an enhanced lifestyle. Societal skills Firstly, a university environment exposes students to a rich cultural and social environment. This gives every student a chance to interact with people coming from varying geographical, social and financial ...
considerable time and resources to meet the expectations and needs of students. The challenge for
management in these institutions is now not only to better meet student needs, but also to monitor the
changes in student needs over time.
The issue of what determines student satisfaction in tertiary education and subsequent
recommendations to students has not been extensively researched in Bangladesh. A student perspective
is required to understand the determinants of student satisfaction. Much of the work on student
satisfaction with higher education as has been concerned with quality of courses and teaching.
However, tertiary education does not only provide academic services but also services such as career
counseling, hands-on experiences, support services, ICT services, extra-curricular and co-curricular
facilities etc. All these activities are aimed at providing a valuable learning experience and student
satisfaction.
The primary purpose of this paper is to investigate student satisfaction with the tertiary
education institution in which they study and to establish the benefits of that satisfaction to the
institution especially the willingness and likelihood of recommending the institution to prospective
students.
2. Tertiary Education in Bangladesh: An Overview
According to UGC Statistics in 2008, there are 84 universities in Bangladesh of which 31 are public, 2
are international universities and 51 are private universities. The number of students in the public
universities is around 1176969 and in the private universities is around 182641 (UGC:2008).
Thus at
the moment above 1.3 million of population receive higher education in Bangladesh of which 64
percent were male and 36 were female students in the year 2006. The percentage of female students
enrolling at the universities is on the rise (UGC:2006).
Higher education facilities of the public
universities are spreading over the entire country, so that students of different regions can receive
higher education without going very far from their familiar environment at home. Thus there is at least
The Essay on A University Education Is Not Essential for Success’
In a general point of view, university education is necessary for success and that is why parents nowadays would ask their children to finish their Bachelor degree as a minimum request. They think that university education is an essential element for success. However, I do not think that that is true at all. University education is only one of the keys for success but not the only key to achieve ...
one public university in all the administrative divisions of the country.
Figure1: Source: University Grant Commission, Bangladesh
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European Journal of Social Sciences – Volume 19, Number 2 (2011)
There are 5 types of higher education available in the country. These are: i. General Education;
ii. Science and Technology and Engineering Education; iii. Medical Education; iv. Agricultural
Education; v. Distance Education. In addition, the higher education sector also provides Vocational and
Madrasha education.
In Bangladesh higher education consists of a 3 year pass-course or a 4 year honours course for
the bachelor’s degree, followed by a two year Master’s course for pass graduates and a one-year
Master’s course for honours graduates.
The number of teachers in public universities other than NU and BOU is 6280 of whom about
17 percent are absent for different reasons. Leaving aside the absentees, the average student/teacher
ratio in the public universities is about 1:18 (UGC :2006).
The number of National University Affiliated colleges in 2001 was 1297. There were 32278
teachers and 773492 students in these colleges, which meant a 1:24 teacher student ratio. At present,
among the graduate and post-graduate students, 83% were studying in national University affiliated
colleges and the rest in the public universities (UGC :2006).
During the last two decades, use of ICT at higher educational institutions of Bangladesh has
developed rapidly, changing the traditional teaching and learning scenario and developing new skill as
well. Both public and private universities have been developing IT infrastructure as a priority basis.
Most of the universities provide ICT service to students as well as faculty members. Rest of the few
universities are considering seriously to introduce ICT service, as ICT has become inevitable part of
The Essay on Students with Special Needs in Education
In the profession of teaching, there are many popular topics of discussion with regards to creating the optimum learning environment for students. Each of these topics has a multitude of literature research to defend several different perspectives. Aside from the obvious complications, new perspectives are still being introduced which are arguably more effective than the past information which has ...
higher education all over the world. So to say, introduction of ICT service in higher educational
institution is seen as an important step for higher education in Bangladesh.
3. Literature Review
As it has been indicated earlier, our study deals with the services of the students at tertiary level such as
Quality of Teaching, Student Advising facility, Library service, Campus Infrastructure, Canteen
facility, Group Discussion facility, Sports facility, Class room facility, ICT facility, Facility of extracurricular and co-curricular activities, Lab facilities to determine overall satisfaction of the student
services. So the survey of literature has remained focused more on the findings of studies that have
relevance to our kind of investigation.
In this research, researchers have identified target customers and their needs. Stafford (1996)
argued that the importance of various quality improvement between different segments of customers
[5]. Students may be considered as customers of universities. Therefore, it is important for the
university to focus on the first of these target customers and the quality of what students expect from
their university.
Mamun and Das (1999) undertook a study and pointed towards some attracting factors such as
library facilities, laboratory facilities and internship assistance for students [6] are some of the key
factors for student satisfaction. Zahid, Chowdhury and Sogra (2000) undertook an extensive qualitative
study of performance of business education in Bangladesh and identified the course system (year-end
or semester-end examination), quality of teaching, medium of instruction, campus size and location,
accommodation for the students, campus facilities (such as auditorium, parking, canteen, indoor and
outdoor parking facilities) as the factors of satisfaction [7]. Majid, Mamun and Siddique (2000) at one
study found the similar factors mentioned above and identified teaching quality, teaching learning
methodology, teaching aids and support facilities as the basic satisfaction factors of students [8].
Ahmed, Ahmed and Anwar (2000) found that skill-based curriculum and teaching quality are major
The Term Paper on Higher Education Students University Universities
... universities, especially from the students aspect in respect to tuition fees and the quality ... Internet; it has vastly helped students in their studies by making it possible ... students out of attending. "The result would be a two-tier public service ... quality of infrastructure, the capital buildings, on the facilities, the books... that is intolerable. (On the record, Hodge, 2002) The increase in student ...
satisfactions factors for the students [9]. Thornton (2006) studied the performance of educational
institutions in Bangladesh and identified that teaching quality is the most important factor in judging
overall satisfaction [10].
Metawa and Almossawi (1998) showed that customer satisfaction is the feeling or attitude of
consumers to the product / service when it has been used [11]. In the context of services, according to
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Nasser, Jamal and Al-Khatib (1999), customer satisfaction is often related to factors such as service
quality and service facilities (eg, convenience, competition and place of service) [12]. For academic
institutions to improve their performance, satisfaction of students need can be measured by their
expectations. Students will be satisfied by some of the key factors, such as tuition fees payment
system, employment prospects, quality management, quality of teaching, the number of full-time
faculty, location, infrastructure, universities, libraries and laboratories, government approval, the study
will find the performance of universities on these factors in students’ perspective.
Higher education is a professional service with three major characteristics, namely intangibility,
inseparability, and variability (Bateson, 1989, Lovelock 1983).
The intangible nature of higher
education makes it difficult for students to effectively evaluate. The tangible elements associated with
the “education” service such as physical facilities, equipment, employees are easily evaluated and these
are referred to as “clues” (Zeithaml et al 1996).
Barry (1980) argued that a prime responsibility for the
service provider is the management of available clues so that proper signals are conveyed about the
service.
Service performance may vary from day to day, from office to office, from facility to facility,
and from one lecturer to the next. This raises problems in measuring student satisfaction. A researcher
has several choices in measuring student satisfaction. First, satisfaction can be measured as a postpurchase experience ie measured shortly after a service has been provided. Alternatively, satisfaction
The Essay on Analysis of E-Tailing Service Quality
Their study focused on the consumers’ purchase and delivery (PD) choices, as part of a broader e ort to understand consumers’ shopping behavior. The present article begins by criticizing the content validity of E-S-QUAL (Parasuraman, Zeithaml, and Malhotra 2005), the principal academic measure of e-retailer service quality, which is probably the most important construct in contemporary services ...
may be a cumulative measure over a whole period of delivery, say, a semester or a year. For the
purpose of this research, we adopted the latter (cumulative) conceptualization of student satisfaction.
This is based on our acceptance of the fact that tertiary education is a continuous service that may
involve a number of years for a typical university degree to be obtained. We assume during these years
the student engages in on-going evaluation hence it is appropriate to conceptualize cumulative
approach.
In defining the conceptual domain of market orientation, Narver and Slater (1990) concluded
that a market orientation consists of the following three behavioural components. In the context of
tertiary institutions we note that this domain definition is relevant because tertiary institutions must
deliver superior value to be able to attract and retain students (customer orientation), they need to
compete for outstanding students (competitor orientation) and finally, they need to coordinate the
utilisation of resources (inter-functional coordination) to deliver student satisfaction.
The physical evidence associated with a service can be designed to create a level of satisfaction.
Tertiary institutions can achieve physical evidence in the design and location of libraries, class rooms,
computer laboratories and other facilities. Students spend a considerable amount of their time using
these facilities hence, their potential to influence student satisfaction (Wakefield and Blodgett 1994).
4. Data and Methodology
4.1. Data
Both primary and secondary type of information has been used in conducting the study. Secondary data
have mainly been used in order to develop the conceptual framework of the study. Primary data, on the
other hand, have been used to analyze the users’ perception of quality of services at tertiary level in
Bangladesh.
4.2. Primary Sources
Data from primary sources can be considered as the blood stream of a research project. In the study,
Questionnaire Method has been used to collect primary data—
4.3. Questionnaire
A carefully designed questionnaire was distributed among a sample group consisting of 300 students.
The students were selected from 10 different universities. Among those universities, 4 were public
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universities named as Bangladesh University of Engineering and Technology (BUET), Dhaka
University, Jahangirnagar University, Jagannath University, 1 was Dhaka College under National
University and remaining 5 were private universities named as North South University, East West
University, University of Liberal Arts Bangladesh (ULAB), World University Bangladesh, University
of Development Alternative (UODA).
Senior level students from 2nd/3rd year were chosen as
respondent because they have better experience about the services provided by their own institution.
Students from various disciplines such as Engineering, Science, Arts and Business were chosen to
balance the whole process. The questionnaire was designed in such a way that perception about student
service in terms of users’ point of view can specifically be measured. In order to assess the quality of
service provided by universities, 14 variables are used. The items were applied to measure on a 5 point
‘Likert type’ scale (Likert, 1932).
In the measurement, scale 1 indicates strongly disagree and scale 5
indicates strongly agree. The respondents select the appropriate point that best indicates how they
would describe the attributes being rated.
The questionnaire was pre-tested and finally survey was conducted on 300 students from ten
different universities of Bangladesh.
4.4. Sampling
As conducting the study with the entire population is nothing but impossible, a researcher needs to
design the sample in such a way that the sample taken represents the entire population. In the study,
300 respondents were included from ten public and private universities.
Ten private and public universities were primarily selected in order to conduct the study. As the
study is interested in assessing the perception of service quality provided by those institutions from
students’ perspective, only senior students from various universities were included in the study. The
survey was conducted among 300 respondents– among them 120 are from public universities, 30 from
National University and the rest are from private universities.
Here is a list of respondents among whom questionnaires were distributed—
Table 1:
List of Respondents in the study
Type of Organization
Public University
National University
Private University
Type of Respondents
Students
Students
Students
No. of Respondents
120
30
150
The sample for this study came from students from various courses. The students were from
various degree programs in Engineering, Science, Arts and Business. Participation was voluntary and a
response rate of 60% (300 out of 500 students) was obtained. All students were in their second/third
year of study; the respondents were evenly split between male and female.
4.5. Methodology
Several statistical analytical techniques such as Multiple Regression Analysis, ANOVA have been
used to measure the level of quality of student services provided at the tertiary level in Bangladesh.
Various statistical techniques have been used in order to quantify different parameters used in
this research. A psychometric scale, namely ‘Likert Scale’, has been used in order to specify the level
of agreement of the respondents with 14 parameters. These 14 parameters have been used to evaluate
the performance of the existing systems as well as facilities available at higher educational Institutions
of Bangladesh.
Multiple steps were followed in conducting the questionnaire survey. The basic steps which
were followed in the survey have been shown in the following figures:
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Figure 2: Steps followed in the survey
Decision of area to be researched
Formulate research questions
Consider whether a survey is appropriate
Consider what kind of population will be appropriate
Consider what kind of sample will be appropriate
Explore whether there is a sampling frame that can be employed
Develop questions
Review questions and assess face validity
Pilot question
Sample from population
Revise questions
Finalize questionnaire
Administer questionnaire
Interpret findings
Transform completed questionnaire
Consider implications of findings for research questions
Analyze data
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5. Conceptual Framework
This study aims at identifying the factors that affect quality of student services at the tertiary level in
Bangladesh. In order to conduct the study successfully, fourteen independent variables related to
quality IT services have been selected. The independent factors used in the study are—
i)
Quality of teaching
ii) Teachers availability for students’ academic advising
iii) Research facility for students
iv) Library collection and service
v) Campus Infrastructure
vi) Campus canteen facility
vii) Group discussion facility for students
viii) Sports facility for the students in the campus
ix) Classrooms comfort ability for teaching and learning
x) Classrooms multimedia and internet facilities
xi) Adequate computers for students use
xii) ICT (PC and Internet) facility
xiii) Student support for co-curricular and extra-curricular activities
xiv) Lab facilities for conducting lab oriented courses
Teaching at tertiary level has to be really unique, innovative and real-time. That’s why Quality
of teaching and availability of teachers for students’ advising are very important factors in providing
quality student services. If teaching quality is not up to the mark, the students will be frustrated with
the institution and hence it will create bad reputation for the university. On the other hand, student
service quality largely depends on the students’ academic advising by teachers. Even if the studentteacher ratio is good, but performance of the teachers are not satisfactory, quality student service
cannot be ensured.
Research should be the main focus of any university. Teachers should involve students in
different research. For this, there should be adequate research facilities for students.
Books, journals etc. are the most important thing for gaining knowledge. That’s why Library
should be equipped with huge collection of books and student services by library must maintain high
quality.
Campus infrastructure good is another important thing for attracting students. Campus needs to
be carefully designed and built with adequate facilities for students. Students need to get necessary
food during their break period. So, university needs to have canteen in campus.
Study is not limited to only books now-a-days. Students need to have group discussion facility
in campus for solving assignments and prepare for exams. Students need to relax sometimes by playing
different types of game. So, university needs to provide sports facility for the student in the campus.
Class room size need to be spacious so that it will be comfortable enough for teaching and
learning. Each class room needs to have multimedia and internet facility so that teachers can teach
interactively and also practically show the lessons in the class room itself.
Students need to practice after the lecture and they need to solve different problems and
assignments during their off period. For this, university must provide adequate computers for students’
use. Each PC must be connected with internet. Overall ICT facility provided by the university need to
be latest and updated.
Students may have various talents apart from study. University needs to provide adequate
support to students for performing various extra-curricular and co-curricular activities such as debating,
adventure, cultural activities, social activities etc.
Lab oriented courses need huge practice in different types of lab. For this university needs to
provide all kind of equipments in lab and also all necessary lab support for students. It is human who
can make all the things done.
The following figure represents the model for quality of students’ service at tertiary level:
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Figure 3: Conceptual Model for quality of students’ service at tertiary level in Bangladesh
Academic
advising
Lab facility
for lab based
course
Co-curricular
and Extracurricular
support
ICT
facility
Quality of
teaching
Research
facility
Campus
infrastructure
Quality of
Students
Services
Adequate
computers
Multimedia and
internet in class
room
Library
service
Comfortable
class room
Canteen facility
in campus
Sports
facility
Group
discussion
facility
6. Empirical Results
In order to measure quality of student services at tertiary level in Bangladesh, multiple regression
analysis technique has been applied. Quality of teaching is satisfactory (Q1), Teachers are available for
students academic advising (Q2), Research facility for students is adequate (Q3), Library collection
and service is satisfactory (Q4), Campus infrastructure is good (Q5), Campus canteen facility is
satisfactory (Q6), Group discussion facility for students is satisfactory (Q7), Sports facility for the
students in the campus is satisfactory (Q8), Class rooms are comfortable for teaching and learning
(Q9), Class rooms are equipped with multimedia and internet facilities (Q10), Adequate computers are
available for students use (Q11), ICT (PC and Internet) facility is sufficient (Q12), Students are
supported by the institution for co-curricular and extra-curricular activities (Q13), and Lab facilities for
conducting lab oriented course is satisfactory (Q14) are taken as independent variables, while Overall
facilities for students service (X15) is taken as dependent variable. Regression results are shown in
the following Tables. In the table, all the variables are shown with their respective regression
coefficients (βs) and computed users’ t statistics along with their respective significance levels have
also been shown. Results of the regression analysis reveals that out of fourteen independent variables,
three variables such as classrooms comfort ability for teaching and learning, students support by the
institution for co-curricular and extra-curricular activities and lab facilities for conducting lab
oriented courses have statistically significant effects on the effective and efficient student service of
the concerned institution the student study. Similarly, other three variables, such as Campus canteen
facility, Sports facility for the students in the campus, ICT (PC and Internet) facility also show
significant result.
X15 = Dependent variable
R2 = 0.533
Adjusted R2 = 0.505
F= 18.843 which is significant at .000 level
n= 300
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Variables Entered/Removed(b)
Model
1
Variables Entered
VAR00014,
VAR00005,
VAR00001,
VAR00006,
VAR00013,
VAR00008,
VAR00009,
VAR00011,
VAR00004, ,
VAR00002
VAR00007,
VAR00010,
VAR00003,
VAR00012(a)
Variables Removed
Method
Enter
a All requested variables entered.
b Dependent Variable: VAR00015
Model Summary
Model
1
R
.730(a)
R Square
.533
Adjusted R Square
.505
Std. Error of the Estimate
.76225
a Predictors: (Constant), VAR00014, VAR00005, VAR00001, VAR00006, VAR00013, VAR00008, VAR00009,
VAR00011, VAR00004, VAR00002, VAR00007, VAR00010, VAR00003, VAR00012
ANOVA(b)
Model
1
Sum of Squares
153.279
134.217
287.496
Regression
Residual
Total
df
14
231
245
Mean Square
10.948
.581
F
18.843
Sig.
.000(a)
a Predictors: (Constant), VAR00014, VAR00005, VAR00001, VAR00006, VAR00013, VAR00008, VAR00009,
VAR00011, VAR00004, VAR00002, VAR00007, VAR00010, VAR00003, VAR00012
b Dependent Variable: VAR00015
Coefficients(a)
Model
1
(Constant)
VAR00001
VAR00002
VAR00003
VAR00004
VAR00005
VAR00006
VAR00007
VAR00008
VAR00009
VAR00010
VAR00011
VAR00012
VAR00013
VAR00014
Unstandardized Coefficients
B
Std. Error
.023
.261
.129
.066
.086
.064
-.068
.059
.029
.057
.032
.052
.165
.049
-.057
.053
-.153
.051
.268
.059
-.028
.054
.145
.061
-.205
.071
.194
.054
.391
.059
Standardized Coefficients
Beta
.120
.081
-.079
.032
.034
.197
-.069
-.187
.275
-.035
.180
-.241
.217
.447
t
.089
1.967
1.329
-1.149
.513
.617
3.383
-1.074
-3.005
4.519
-.526
2.379
-2.879
3.594
6.613
Sig.
.929
.050
.185
.252
.608
.538
.001
.284
.003
.000
.600
.018
.004
.000
.000
a Dependent Variable: VAR00015
The result shows that all three variables– classrooms comfort ability for teaching and learning,
students support by the institution for co-curricular and extra-curricular activities and lab facilities for
conducting lab oriented courses — are the most important components and these variables ensure
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Quality Student services at tertiary level in Bangladesh. Similarly, among other three variables, such as
Campus canteen facility, Sports facility for the students in the campus, ICT (PC and Internet) facility
show significant result. That is, those variables are also important in ensuring Quality student service.
The result in ANOVA indicates that 53.3 per cent of the variation in the dependent variable can
be explained by variations in the independent variables i.e. 46.7 per cent is due to ’something-else’.
And those are not included in the model. The significance of F value indicates that there has been a
zero per cent chance that the Adjusted R2 value is zero.
7. Conclusion and Recommendations
This study provides very useful information for both the public and private academic community who
are either involved or keen to get involved into higher education in Bangladesh.
Our findings show that drivers of students satisfaction have complex relations among
themselves. This suggests that the most likely way to get a holistic approach is to use path analysis,
which allows to estimate the direct and indirect regression coefficients. Results indicate that student
satisfaction occupies a central place in the recommendations entrant through its mediation effects. Our
results suggest that the provision of student facilities have a direct positive relationships with overall
facilities for students service at tertiary level. Taken together, these results show that all the factors
(variables) are positively associated with the quality services to students. Results show that all these
aspects of higher education are essential to attract and retain students and to motivate them to
recommend the institution for future students.
Quality services at tertiary level are the most important factor to motivate students. In this new
millennium, one can hardly imagine a successful educational institution without quality services to the
students. So, quality of student services in higher educational institutions needs to be ensured. This
study deals with the perception of student service quality from students’ point of view. The findings of
the study may be specific to higher educational institutions in Bangladesh, but their implications are
significant to other sectors as well. The study suggests that classrooms comfort ability for teaching and
learning, students support by the institution for co-curricular and extra-curricular activities, lab
facilities for conducting lab oriented courses are the most important factors in ensuring quality student
service. Other variables are also playing roles at different level.
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