STUDENTS SATISFACTION OF UTMSPACE SERVICES

 
 
SHAF 4023 
CUSTOMER RELATIONSHIP MANAGEMENT

 
 
GROUP ASSIGNMENT: 

TOPIC:
STUDENTS SATISFACTION OF UTMSPACE SERVICES

 
 

LECTURER:
DR. MAZILAH BINTI ABDULLAH

PREPARED BY: MATRIX NUM
SX160902HAFS04
NAME
HILDA AYUZEE BINTI RAZI SX160285HAFS04

 

NUR HIKMAH BINTI BAHARIM

ZARITH NOOR ASYIKIN BINTI SUHAIMI SX161969HAFF04
SX190905BSFS04
MUHAMMAD ARIFF DANIAL BIN
KHAIRUL AZLAN

ACKNOWLEDGEMENT

We would like to take this opportunity to express the deepest appreciation to the following
parties who have been instrumental in the completion of this research project. This research
project would not be conducted successfully without the support and assistance from these
people.

Great deals appreciated go to the contribution of our University Teknologi Malaysia
(UTMSPACE). We would like to thank Dr.Mazilah Bt. Abdullah for her support, advices,
guidance, valuable comments, suggestions and constant supervision of our research. Without
her guidance, we could not have conducted our research project smoothly and successfully.

In this very special occasion, we would like to thank our beloved parents for their love,
encouragement and support both financially and mentally that made us possible to complete
this study on “Students Satisfaction of UTMSPACE services in Kuala Lumpur and Johor
Bharu”.

Last but not least, we would like to thank for the 100 students from Kuala Lumpur and
Johor Bharu area for providing us valuable data for this research paper. We would like to thank
our friends especially for the wise idea and their constant support and guidance throughout the
study.

DECLARATION

We hereby declare that this project report is based on our original work except for citations
and questions which have been duly acknowledge. We also declare that it has not been
previously and concurrently submitted for any other degree or award at universities or other
institutions.

1. Signature :

Name : HILDA AYUZEE BINTI RAZI

Registration Number : SX160902HAFS04

Date :

2. Signature :

Name : NUR HIKMAH BINTI BAHARIM

Registration Number : SX160285HAFS04

Date :

3. Signature :

Name : MUHAMMAD ARIFF DANIAL BIN KHAIRUL AZLAN

Registration Number : SX190905BSFS04

Date :

4. Signature :

Name : ZARITH NOOR ASYIKIN BINTI SUHAIMI

Registration Number : SX161969HAFF04

Date :

CHAPTER TABLE OF CONTENT PAGES
TITLE

Title page
Acknowledgement
Declaration
Table of Content
Diagram list
Table list
Appendix list

1.0 INTRODUCTION

1.1 Introduction
1.2 Problem statement
1.3 Research objectives
1.4 Research question
1.5 Research hypothesis
1.6 Research framework
1.7 Summary

2.0 LITERATURE REVIEW

2.1 Introduction
2.2 Literature review

2.2.1 Satisfaction UTMSPACE service
2.2.2 Teaching & learning
2.2.3 Facilities
2.2.4 Fees & programmed offered
2.2.5 Comfortability
2.3 Summary

3.0 METHODOLOGY

3.1 Introduction
3.2 Research Design
3.3 Population and sample
3.4 Research instrument
3.5 Method of data collection
3.6 Method of data analysis

3.6.1 Descriptive analysis
3.7 Summary

4.0 FINDINGS
4.1 Introduction
4.2 Respondent profile
4.3 Descriptive analysis
4.3.1 Satisfaction Students
4.3.2 Teaching & learning
4.3.3 Facilities
4.3.4 Fees and programmed offered

4.3.5 Comfortability
4.4 Reliability analysis
4.5 Summary

5.0 DISCUSSION, IMPLICATION AND SUGGESTION

5.1 Introduction
5.2 Discussion

5.2.1 Students Satisfaction using UTMSPACE
services
5.2.2 Teaching & learning
5.2.3 Facilities
5.2.4 Fees & programmed offered
5.2.5 Comfortability
5.3 Limitation & Recommendation
5.4 Policy Implication
5.5 Summary
Appendix

6.0 REFERENCE

CHAPTER I
INTRODUCTION

1.1 INTRODUCTION

On 15 October 1992, the Ministry of Education Malaysia endorsed
recommendation from Universiti Teknologi Malaysia (UTM) to establish a School
for Professional and Further Education. This School acts as a specialised centre for
the implementation of lifelong learning programmes at the university level. This
School was launched on July 1993, and known as the School of Professional and
Continuing Education (SPACE).

In the early days of SPACE establishment, this centre offered part-time academic
programmes in collaboration with UTM faculties, and organised seminars,
conferences, workshops, and other development programmes for working
professionals.

SPACE was rebranded as SPACE UTM in 2006. The term “UTM” was added to
the SPACE UTM name in order to increase public trust on the functions and
operations of the centre as a legitimate UTM entity.
Starting in 2000, SPACE UTM underwent rapid development due to the growing
public interest on part-time programmes, as well as professional development
programmes with various corporate companies. The centre also became a reference
point to other institutions of higher learning for lifelong learning initiatives.

SPACE UTM was rebranded as UTM SPACE in 2009. In this rebranding exercise,
the term “UTM” was shifted to the front in order to emphasise the status of UTM
as the parent entity. This rebranding exercise was also aligned with the branding
exercise that was implemented at UTM.

UTM was upgraded to a research university in June 2010. UTM restructured a few
centres and faculties at the UTM Kuala Lumpur campus as a result of the new status.
SPACE was also involved in this restructuring exercise, where it was merged with

the Centre for Diploma Studies (Pusat Pengajian Diploma) UTM, as well as the
Joint Programme Management Unit (Unit Pengurusan Program Kerjasama) UTM,
which offered UTM academic programmes through collaboration with private
colleges.

VISION:
To be an international centre of excellent in Lifelong Learning

MISSION:
To provide quality Lifelong Learning programmes that are widely accessible,
customized and flexible that meet customer needs and expectations

MOTTO
 Spearheading Lifelong Learning

CORE VALUES:
 Customer Focused
 Quality Driven
 High Performance
 Team Work
 Cost Conscious
 Global Outlook

Brief History (2016-2018)

2018

 UTMSPACE celebrates 25th anniversary
 UTMSPACE introduces UTM Foundation Programme, Bachelor of General Studies,

and Bachelor of Business Administration
 UTMSPACE starts TNE collaboration with Qaiwan University (Kurdistan), NIBM

(Sri Lanka), AVID College (Maldives), Malaysian Consortium for Education
Mauritius (Mauritius)

2017

 UTMSPACE Johor Bahru & Kuala Lumpur offices has moved to T05, UTM Skudai
and Residensi UTM, Jalan Yahya Petra, Kuala Lumpur

 Began to offer UTM International Degree Programme (UTMIDP) on full- time basis

2016

 PUPW Programme has been agreed by JPU of UTM.
UTMSPACE set up its own learning centres in Kuching, Sarawak.

1.2 PROBLEM STATEMENT

Now days, part-time study has become increasingly popular over the past few years.
It’s often a choice made by people who want or need to work while they study, and
more students need to fund themselves through education. Heading to college or
university is an expensive affair. With the increasing costs of tuition fees,
accommodation and other living expenses, there is a long list of things that
Malaysian students must consider when considering their college or university
finances. In fact, many Malaysian students these days must consider getting a part-
time study to continue their education while work. And there are some who are keen
to study part-time, there are others including parents who are cautious that academic
performance will be affected. By conducting this market research, we can review
the problem statement from the students point of view.

UTMSPACE envisaged that the way to gain real-world experience is by improving
individual education with on-the-job experience. Through the variety of program
offered by UTMSPACE, working adults are able to achieve their career goals,
upgrade their knowledge and skills, and obtain credible qualifications.

UTMSPACE tend to provide the best service to their customers(students) in order
to satisfy their customers. Part-time programme also can help UTMSPACE to
achieve their mission. Students can continue study easily and the most important is
it can save time because can learn and work at the same time. Without part-time
study programme, we need to choose either work or continue study. Now students
can complete their study without need to stop working.

1.3 RESEARCH OBJECTIVES

 To study the impact of teaching and learning toward student satisfaction level.
 To understand the impact of facilities in UTMSPACE toward student

satisfaction level
 To examine the impact of fees and programmed offered toward student

satisfaction level
 To assess the impact of comfortability toward student satisfaction level.

1.4 RESEARCH QUESTION
 Does teaching and learning significantly affect student satisfaction level?

 Does facilities in the UTMSPACE significantly affect student satisfaction
level?

 Does the fees and programmed offered significantly affect student satisfaction
level?

 Does comfortability significantly affect student satisfaction?

1.5 RESEARCH HYPOTHESIS

 H1: There is significant relationship between teaching and learning and student
satisfaction in the UTMSPACE services.

 H2: There is significant relationship between the facilities in UTMSPACE and
satisfaction in the UTMSPACE services.

 H3: There is significant relationship between the fees and programmed offered and
student satisfaction in the UTMSPACE services.

 H4: There is significant relationship between comfortability and student
satisfaction in the UTMSPACE services

1.6 RESEARCH FRAMEWORK

Teaching & Student
Learning Satisfaction

Facilities

Fees and
programmed

offered

Comfortability

Research Framework: -
• Teaching and learning: The degree to which the site is
students gain knowledge and learning process.

• Facilities: The ease and speed of accessing and using the
site.

• Fees & programmed offered: The degree of student ability
to continue study. Which the site compensates students for
problems.

• Comfortability: The degree of student’s confidence and
trust on UTMSPACE.

Based on the above model and its dimensions, a framework was developed for the
present study, to develop the relationship between the level of Students
Satisfaction in UTMSPACE Services.

CHAPTER II
LITERATURE REVIEW

2.1 INTRODUCTION
A part-time student is a non-traditional student who pursues higher education, typically
after reaching physical maturity, while living off-campus, and possessing
responsibilities related to family and/or employment. Part-time student status is based
on taking fewer course credits in a semester than full-time studentsEssentially, part-
time study involves spreading a full-time postgraduate course over a longer period of
time. It’s usually tailored for those who want to continue working while studying, and
usually involves committing an afternoon or an evening each week to attend classes or
lectures.

Some universities have taken it a step further and are offering some postgraduate
courses through distance learning and e-learning, where the student rarely has to attend
the university; receiving tuition, teaching and learning resources via the internet instead.
As a result, yearlong or shorter courses, such as master’s degrees, are extended over
two or three years. While, do part-time PhDs, which might take up to six years to
complete, which tend to take around four or five years.

Students doing part-time PhDs might juggle their research with a teaching fellowship.
Alternatively, you might take a professional doctorate, which is for people pursuing
professional rather than academic careers. The majority of students on a professional
doctoral course will be studying part-time, as they’ll already be well on their way in
their career.

The concept of domestic students engaged in part-time and sometimes full-time
employment whilst studying is increasingly commonplace in countries such as
Australia and the UK. Indeed Barron (2006) found that almost nine out of ten domestic
students studying hospitality and tourism management at an Australian university either
worked part time or were actively looking for employment.

In the UK, Watts and Pickering (2000) found that working part-time whilst studying
full-time was an increasingly common phenomenon among students and while there
were a variety of positive outcomes of working part-time, respondents generally viewed
part-time employment as a necessity to survive in the contemporary higher education
sphere. Manthei and Gilmore (2005) found that an overwhelming majority of students
they surveyed were involved in part-time employment, with 8 out of 10 students
holding at least one job during term time, for an average of 14 hours per week. The
necessity for part-time employment whilst studying was emphasised in this study,
which also found that money earned was typically spent on essential living expenses.

2.2 LITERATURE REVIEW

2.2.1 SATISFACTION CONTINUE STUDY
Satisfaction is a post-activity measuring index that measures the interior state
of the customer’s feelings about past purchases or services and experiences of
shopping or using the services. Measuring the degree of satisfaction of
customers is rather critical since satisfaction with the distribution service
influences the customer’s decision whether to continue using the channel.
The satisfaction of customers is an extremely popular subject in the extant
management literature. Oliver (1997) defined satisfaction as the consumer's
fulfillment response. It is a judgment that a product or service feature, or the
product or service itself, provided (or is providing) a pleasurable level of
consumption-related fulfillment, including levels of under- or over fulfillment.
Some researchers (Mano and Oliver, 1993, Fornell, 1992, Westbrook and
Oliver, 1991) defined customer satisfaction as an overall post-purchase
evaluation.
Customer satisfaction results can help to present the current standing of
customer satisfaction. This utilization often goes beyond reporting statistical
data such as mean, range, and standard deviation. These descriptive data can
assist in identifying specific strengths and weaknesses in satisfaction
dimensions, the specific items under each, as well as information about overall
scores.

Customer satisfaction results can help to determine the effectiveness of
respondent perspectives. Data gathered from customer satisfaction studies can
provide valuable and accurate information that can assist in evaluation of survey
respondent. Survey can be altered to become more effective, and respondent can
be altered to meet the standards of excellence within a certain questionnaire.

Customer satisfaction results can help to monitor customer satisfaction
results. Quite simply, the same information gathered at different points in time
can assist in identification of trends and patterns that develop as an organization
evolves and changes. Furthermore, this can be helpful in questionnaire made
and right feedback of respondents result levels of effectiveness.

According to Shanker et al. (2003), customer satisfaction is of two types;
service encounter satisfaction and overall customer satisfaction. Service
encounter satisfaction is transaction specific whereas overall customer
satisfaction is the cumulative effect of time (Bitner and Hubbert, 1994; Oliver,
1997). The latter was further explained as non-economic satisfaction (Severt,
2002; Geyskens et al., 1999). This concept considers more psychological factor
such as a partner fulfilling promises or the ease of relationships with the
aforementioned partner (Bhattacherjee, 2001). Indeed, this psychological
perspective fits this research context since the focal construct is the relationships
between customers and banks over the Internet. In this line, satisfaction is
understood as an attitude that evolves over time (Casaló et al., 2008; Eshghi et
al., 2007) resulting from the interactions produced by the customer and the bank
in the relationship. Thus, customer satisfaction is not the result of a specific
transaction, but that of a global evaluation of the relationship history between
the partner entities.

2.2.2 TEACHING & LEARNING

Teaching is the process of attending to people’s needs, experiences and feelings,
and intervening so that they learn particular things, and go beyond the given. In
teacher education programmers and in continuing professional development a lot of
time is devoted to the ‘what’ of teaching what areas we should we cover, what
resources do we need and so on. The ‘how’ of teaching also gets a great deal of
space – how to structure a lesson, manage classes, assess for learning for learning
and so on. Sometimes, as Parker J. Palmer (1998: 4) comments, we may even ask
the “why” question, ‘for what purposes and to what ends do we teach? ‘But seldom,
if ever’, he continues: ‘do we ask the “who” question who is the self that teaches?’
The thing about this is that the who, what, why and how of teaching cannot be
answered seriously without exploring the nature of teaching itself.

But according to Paul Hirst (1975) concluded, ‘being clear about what teaching is
matters vitally because how teachers understand teaching very much affects what
they actually do in the classroom’.While, Hirst (1975) makes two very important
points. For him teaching should involve:

 Setting out with the intention of someone learning something.
 Considering people’s feelings, experiences and needs. Teaching is only teaching if

people can take on what is taught.

At the centre of teaching lies enthusiasm and a commitment to, and expertise in, the
process of engaging people in learning. This is how John Hattie (2009: location
2939) put it is teachers using particular teaching methods, teachers with high
expectations for all students, and teachers who have created positive student-teacher
relationships that are more likely to have the above average effects on student
achievement.

2.2.3 FACILITIES

A facility is a formal financial assistance program offered by a lending
institution and something that is built, installed or established to serve a purpose,
which, in general, is every tangible asset that supports an organization.
Examples are real estate property, buildings, technical infrastructure, lighting,
transportation, IT-services, furniture, custodial, grounds maintenance and other
user-specific equipment and appliances.

A large and growing body of evidence demonstrates that school facilities have
a direct impact on student learning, student and stay health, and school finances.
But too many students attend school facilities that fall short of providing 21st
century learning environments because essential maintenance and capital
improvements are underfunded.

The importance of facilities to health and performance is well established. For
example, researchers at Lawrence Berkeley Labs noted an increase of 50
percent to 370 percent in the incidence of respiratory illness in spaces with low
ventilation rates, as are commonly found in schools, compared to spaces
meeting industry-accepted standards. Breathing fresh air is not only critical for
keeping students healthy but also for keeping them alert. Several studies have
linked recirculating air and low ventilation rates in classrooms with lower
average daily attendance and slower speed in completing tasks. Studies also
have found that poor facilities are strongly associated with student truancy and
higher rates of suspensions.

Additional research shows that adequate lighting and good acoustics also help
students remain alert and ready to learn. Research has examined the connection
between daylight and students’ ability to focus, retain information, and maintain
alertness. These studies found that students without access to daylight had
disruptions in their production of hormones essential to learning. At least six
major studies have concluded that students’ ability to hear their teacher clearly
has a substantial impact on their short-term memory and academic performance.

2.2.4 FEES & PROGRAMMED OFFERED

A course fee is a charge applied at the course level for consumable expenses
directly related to the student’s participation in a course. A course fee should be
based on plausible estimates of the anticipated costs or previous records of
actual costs and should be kept as low as possible.The department is expected
to bear the general costs related to the development, instruction and assessment
of offering a course are expected to be borne by the department and college,
including materials related to the mechanics of teaching the course, such as
course outlines, syllabus, exams, and similar handouts, and the purchase,
maintenance, and replacement costs of instructional and other capital
equipment.

The department is also expected to bear the costs of staffing courses, including
personnel employed to aid in the course such as teaching assistants and guest
speakers. While, the students are expected to pay directly for the cost of
supplemental written materials, such as supplemental readings, if they are to
have ownership of the materials. The costs of supplemental written materials
will not be assessed through the course fee system. In the face of increasing
costs, rising demand for higher education, and limited growth in funding, public
universities must become more productive.

An educational programme is defined as a collection of educational activities
which are organised to accomplish a pre-determined objective or the completion
of a specified set of educational tasks. The term educational activities have a
broader meaning than for instance the terms “course” or “class”. Educational
activities can be courses (e.g. the study of individual subjects) organised into
programmes as well as free-standing courses.

They can also include a variety of components not normally characterised as
courses, for example interludes of work experience in enterprises, research
projects, and preparation of dissertations. Objectives can, for instance, be the
preparation for more advanced study, the achievement of a qualification,
preparation for an occupation or range of occupations, or simply for an increase
in knowledge and understanding. So, an educational programme could simply
be the study of a single subject leading to a recognised qualification or it can be
the study of a collection of subjects, along with perhaps a period of work
experience, all of which contribute towards the same qualification aim.

2.2.5 COMFORTABILITY

A goal of higher education is to advance learning. This study examined the role
“comfortability” plays in that process. Defined as the level of comfort students
experience with their classmates, instructor, and course material, comfortability
addresses how secure a student feels in the classroom. Comfortability was
assessed multiple times during one semester with undergraduate students and
found student comfortability significantly increased across the course of the
semester and significantly predicted affective learning. These findings suggest
the importance of the classroom environment in the learning process and
support the need for faculty to consider “non-academic” factors in addition to
course content.

Teachers have the goal of establishing a classroom environment that is
favourable for helping all students work cooperatively in order to learn. The
classroom environment can either improve or impede a student's ability to learn
and feel safe and comfortable as a member of the class. Classrooms that
encourage emotional well-being create an atmosphere for both learning and
emotional development. Educational research supports creating an atmosphere
of mutual respect, where students feel relaxed in asking questions and
expressing their thoughts and feelings (Stronge, 2002). A warm classroom
environment can lead to increased academic achievement and a sense of pride
and belonging in the university.

2.3 SUMMARY
This chapter focuses on the researches successfully carried out by previous
researchers. These findings provided generate a better insight regarding online
banking. The hypotheses were developed from the theories and literature review.
The methodologies used in this study are discussed in the following chapter.

CHAPTER III
METHODOLOGY

3.1 INTRODUCTION
This section will help the reader to understand the methodology used in the

study of student satisfaction of UTMSPACE services in Kuala Lumpur and Johor
Bharu. In this chapter discuss and elaborate in detailed on research design,
population and sample, research instrument, method of data collection and data
analysis.

3.2 RESEARCH DESIGN
In this research, researcher used Quantitative research collected data that able

to define the impart between dependent variable (Teaching & learning, facilities,
fees & programmed offered and comfortability) and independent variable (Student
Satisfaction).

Quantitative research can be quantified and subjected to statistical treatment in
order to support or refute the information of relationship (Creswell, 2003).

Furthermore, Quantitative research also able to:

- Design issues: Inference sampling in different type of design
- Measurement issues: Measure reliability and validity
- Analysis issues: Analysis techniques that used quantify the relationship between

dependent variable and independent variable.

3.3 POPULATION AND SAMPLE

The populations are selected by the researchers which are the part time student
from Kuala Lumpur and Johor Bharu area. This is an important factor to obtain
cooperation of all parties that will be involved in the process of data collection.
Sample size refers to the number of observations in this research. The number of
respondents in sample is determined by using Krejcie and Morgan (1970). There
will be 100 respondents will be involved in this study (see table 3.4). According
to Rescoe (1975), sample size from 30 to 500 which is suitable for the most of
students. Therefore, a sufficient number of respondents for field work enable
researchers to perform statistical procedures of the study.

Table 3.1 Table of Krejcie and Morgan (1970)

Total N S
population 10 10
and sample 15 14
20 19
N- Population size 25 24
S- Sample size 30 28
35 32
40 36
45 40
50 44
55 48
60 52
65 56
70 59
75 63
80 66
85 70
90 73
95 76
100 80
110 86
120 92
130 97
140 103
150 108
160 113

3.4 RESEARCH INSTRUMENT
Questionnaire is used to collect information in this research which is in the

form of self-administrated questionnaire from few journals. The study adapts the
questionnaires from various past studies related to this topic and mainly uses
Likert Scale measurement for all the variables constructed in the proposed
theoretical framework

Table 3.2 Summarization on questionnaire according to section

Section Category

Section 1 Demographic profile

Section 2 Teaching & learning

Section 3 Facilities

Section 4 Fees and programmed offered

Section 5 Comfortability

The questionnaire that research is the combination of multiple sources to measure
all independent variables that contained in the research framework. It is due to the
literature review that has been done found that there was no existing instrument that
can measure all independent variables under study. The construction of the
questionnaire is considering a few aspects such as:

i. Does not contain two distinct elements to avoid confusion respondents gave
answer;

ii. Easy to understand through the use of sample terms and short sentences

iii. Not prejudicial to avoid insulting reactions, suspect or sensitive; and

iv. Can be answered in a short period of time to avoid boredom respondents.

3.5 METHOD OF DATA COLLECTION
There are two sources can be used for the research study such as primary data

and secondary data. In this study, primary data was used to conduct the research to
ensure the research project has enough information and data to support. The
definition of the primary data is that the source of data is directly collected or
gathered by the researchers which are not previously published. In other words, it
is the data which is new derived and is the original research study by the researchers.
There are several methods to conduct for the primary data such as questionnaires,
focus group, interviews and observation (Leeuw, 2005).

In this study, questionnaire is adopted as the main sources as the data collection
method. The primary data can have the strong control to the research design,
procedures, planning for the design and observing the effect of the independent
variables to the dependent variable. Thus, the primary data can be used to meet the
specific need of the researchers. In addition, it can provide the up-to-date
information to the researchers which are more accurate for the research.

For this research, the researchers are using the questionnaire surveys as the main
sources of the data collection method. The questionnaires were distributed among
the student at Kuala Lumpur area. It consists of 100 respondents. The data from
questionnaires will be transfer to Statistical Package for Social Sciences Version
21.0 (SPSS) descriptive analysis

3.6 METHOD OF DATA ANALYSIS
The aim of carried out the data analysis is to conduct the process of evaluating

the data that collected by the researchers. This process is to analyse the collected
data which gather from many sources such as online survey, interview, past research
and so on. According to researcher, the purpose of test being adopted is to examine
the variables of the data with provide all the logical, analytical reasons, problem
face by the real and so on (Hoaglin, 2003). In this study, the program named
Statistical Package for Science Social (SPSS) will be adopted to analyse the
collected data. This program is able to generate the result on descriptive and
inferential analyses. 100questionnaire were distributed for student in Kuala Lumpur
to test the hypothesis by using the SPSS.

3.6.1 REALIABILITY TEST
According to the researchers, reliability test is used to analysis the degree of

the consistency for the result for each time it is employed to evaluate the
procedures (Bruton, Conway, & Holgate, 2000). For the reliability test, the
Cronbach‟s alpha test will be employed to determine the consistency of the
result for repeated research to be carried on (Iacobucci & Duhachek, 2003). In
addition, the Cronbach‟s alpha will be in the range of 0 to 1. The value which
is close to 1 is high consistency for the result and vice versa. According to
previous research, cicchetti‟s standards will used for reliability test (Riggs,
Verdi, & Arlin, 2009). The cicchetti standards forthe Cronbach‟s alpha is that
the result which is below 0.40 is poor, 0.40 to 059 is fair, 0.60 to 0.74 is good,
and 0.75 and above is excellent.

3.7 SUMMARY

In the conclusion of Chapter 3, this specific how the research is carried out in term
of research design, data collection methods, sampling design, research instrument
used, constructs measurement, data processing and data analysis of student’s
satisfaction of UTMSPACE services in Kuala Lumpur and Johor Bharu. This
information indicates that researchers how and what should do in the sampling,
collect and data analysis.

CHAPTER IV
FINDINGS

4.1 INTRODUCTION
This research aimed to establish the questionnaire validity by checking content
validity, also known as face validity, which refers to the extent that the measure
apparently reflects the content of concept in question (Bryman & Bell, 2007, p.
165). The objective of checking content validity is to ensure that the selection of
scale items extends past just empirical issues to also include theoretical and
practical considerations (Hair et al., 2010, p. 125). Content validity is usually
established by asking other people whether or not the measure captures the concept
that is the focus of attention, and is pre-tested with multiple subpopulations
(Bryman & Bell, 2007; Hair et al., 2010)

Measurement models are commonly used to assess the construct validity (Churchill,
1979). Construct validity involves the evaluation of the degree to which a measure
correctly measures what it is supposed to measure (Cavana et al., 2008; Chen &
Paulraj, 2004; Hair et al., 2010; Malhotra, 2007). To achieve construct validity,
some conditions must be satisfied including: content/face validity,
unidimensionality, reliability, convergent validity, and discriminant validity
(O'Leary-Kelly & Vokurka, 1998).

4.2 RESPONDENT PROFILE

Gender

Frequency Percent Valid Percent Cumulative
44 Percent
Valid Male 56 44.0 44.0 44.0
Female 100.0
Total 100 56.0 56.0

100.0 100.0

Status

Frequency Percent Valid Percent Cumulative
Percent

Valid Single 57 57.0 57.0 57.0
Married
Divorce 40 40.0 40.0 97.0
Total
3 3.0 3.0 100.0

100 100.0 100.0

Race

Frequency Percent Valid Percent Cumulative
Percent

Valid Malay 61 61.0 61.0 61.0
Chinese
Indian 20 20.0 20.0 81.0
other
Total 16 16.0 16.0 97.0

3 3.0 3.0 100.0

100 100.0 100.0

Age

Frequency Percent Valid Percent Cumulative
10 Percent
Valid Under 20 years 59 10.0 10.2 10.2
21-30 years 23 70.4
Missing 31-40 years 5 59.0 60.2 93.9
Total 41-50 years 1 99.0
Above 51 years 98 23.0 23.5 100.0
Total 2
System 5.0 5.1
100
1.0 1.0

98.0 100.0
2.0

100.0

Branch

Frequency Percent Valid Percent Cumulative
84 Percent
Valid Kuala Lumpur 16 84.0 84.0 84.0
Johor Bharu 100.0
Total 100 16.0 16.0

100.0 100.0

Statistics

Gender Status Race Age Branch
100 98 100
N Valid 100 100 0 2 0
Missing
0 0 1.142 .843 1.883
Skewness -.245 .694 .241 .244 .241
Std. Error of Skewness .241 .241 .124 1.453
Kurtosis -1.980 -.569 .478 .483 1.578
Std. Error of Kurtosis .478 .478 .478

4.3 DESCRIPTIVE ANALYSIS

4.3.1 SATISFACTION CUSTOMER

S1

Frequency Percent Valid Percent Cumulative
31 Percent
Valid For the sake of degree 35 31.0 31.0 31.0
Time offered 33 66.0
Pursuing your interest 1 35.0 35.0 99.0
other 100.0
Total 100 33.0 33.0

1.0 1.0

100.0 100.0

4.3.2 TEACHING & LEARNING

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Skewness Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Std. Error

R1 100 1 5 3.55 .999 -.668 .241 -.130 .478
R2 100 1 5 3.47 .881 -.901 .241 .902 .478
R3 100 2 5 3.62 .814 -.340 .241 -.301 .478
L1 100 2 5 3.76 .818 -.658 .241 .149 .478
L2 100 1 5 3.69 .873 -1.395 .241 2.702 .478
L3 100 1 5 3.79 .769 -.705 .241 1.231 .478
L4 100 2 5 3.76 .793 -.658 .241 .264 .478
L5 100 1 5 3.83 .817 -1.262 .241 2.973 .478
L6 100 1 5 3.73 .941 -1.063 .241 1.327 .478
L7 100 1 5 3.84 .801 -1.269 .241 3.278 .478
L8 100 1 5 3.75 .833 -.888 .241 .889 .478
L9 100 2 5 3.77 .633 -.746 .241 1.123 .478
L10 100 2 5 3.75 .757 -.828 .241 .645 .478
Valid N
(listwise) 100

Based on the output :

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Skewness Kurtosis
Statistic Statistic Statistic Statistic Std. Error
Statistic Statistic Statistic Std. Error
100 1 4 .034 .241
S1 2.04 .828 -1.286 .478
Valid N
(listwise) 100

A) The p-value of each item for skewness test is between-2 and +2
B) The p-value of each item for kurtosis test is between -7 and + 7

For checking the normality of the data set, the skewness and kurtosis values are used.
According to Tabachnick and Fidell (2007), skewness refers to the symmetry of a distribution,
that is, a variable whose mean is not in the centre of the distribution is regarded as a skewed
variable, whereas kurtosis relates to the peakedness of a distribution. A distribution is said to
be normal when the values of skewness and kurtosis are equal to zero (Tabachnick & Fidell,
2007). The recommended range of skewness values is –1 to +1 (Hair et al., 2010) and for
Kurtosis the range is -2.0 to +2.0 (Coakes & Steed, 2003).

4.3.3 FACILITIES

Statistics

F1 F2 F3 F4 F5 F6
100 100 100 100
N Valid 0 100 100 0 0 0
Missing
-.608 0 0 -1.103 -.614 -.857
Skewness .241 -.804 -.822 .241 .241 .241
Std. Error of Skewness -.706 .241 .241 .986 -.360 .164
Kurtosis .478 -.265 .684 .478 .478 .478
Std. Error of Kurtosis .478 .478

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Skewness Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Std. Error

F1 100 1 5 3.37 1.169 -.608 .241 -.706 .478
5 3.52 1.049 -.804 .241 -.265 .478
F2 100 1 5 3.58 -.822 .241 .684 .478
F3 100 1 5 3.63 .945 -1.103 .241 .986 .478
F4 100 1 5 3.60 .906 -.614 .241 -.360 .478
F5 100 1 5 3.52 .953 -.857 .241 .164 .478
1.049
F6 100 1

Valid N 100
(listwise)
Based on the output:

A) The p-value of each item for skewness test is between-2 and +2

B) The p-value of each item for kurtosis test is between -7 and + 7

4.3.4 FEES & PROGRAMMED OFFERED

Statistics

FEE1 FEE2 FEE3 FEE4 FEE5
100 100 100
N Valid 100 100 0 0 0
Missing
0 0 -.868 -.766 -.810
Skewness -.831 -.883 .241 .241 .241
Std. Error of Skewness .241 .241 .574 .640 .704
Kurtosis -.195 .344 .478 .478 .478
Std. Error of Kurtosis .478 .478

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Skewness Kurtosis
Statistic Statistic Statistic
Statistic Statistic Statistic Std. Error Statistic Std. Error
100 1 5
FEE1 100 1 5 3.39 1.205 -.831 .241 -.195 .478
FEE2 100 1 5 3.63 .971 -.883 .241 .344 .478
FEE3 100 1 5 3.63 .825 -.868 .241 .574 .478
FEE4 100 1 5 3.51 .959 -.766 .241 .640 .478
FEE5 3.61 .790 -.810 .241 .704 .478
Valid N
(listwise) 100

Based on the output :
A) The p-value of each item for skewness test is between-2 and +2
B) The p-value of each item for kurtosis test is between -7 and + 7

4.3.5 COMFORTABILITY

N Valid Statistics C2 C3
Missing C1 100 100
100 0 0
Skewness 0
Std. Error of Skewness -.834 -1.044 -.540
Kurtosis .241 .241 .241
Std. Error of Kurtosis .646 .420
.478 1.396 .478
.478

Descriptive Statistics

Std.

N Minimum Maximum Mean Deviation Skewness Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Std.
100 15 3.69 .837 Error
100 15 3.63 .861
C1 100 15 3.68 .827 -.834 .241 .646 .478
C2 -1.044 .241 1.396 .478
C3 .241 .478
Valid N -.540 .420
(listwise)
100

Based on the output :
A) The p-value of each item for skewness test is between-2 and +2
B) The p-value of each item for kurtosis test is between -7 and + 7

4.4 RELIABILITY ANALYSIS

 Reliability refers to the extent to which measures are free from error, thus, being

able to create consistency between measurements of a variable (Hair et al., 2010,
p.125; O'Leary-Kelly & Vokurka, 1998; Pallant, 2005). To achieve a good
reliability, the reliability coefficient or Cronbach’s alpha should be .7 or higher
(Hair et al., 2010, p. 125). By using CFA, the construct reliability (CR) is used,
which is also known as composite reliability. Composite reliability refers to the
internal consistency of indicators measuring the underlying factors (Fornell &
Larcker, 1981).The rule of thumb of CR is that 0.7 or higher impliesgood
reliability(Hair et al., 2010, p. 710). The construct reliability is given in smart
PLS software output.

SUMMARY

 This chapter presents a detailed discussion of the chosen research design,
methodology and the data collection and analysis methods used to conduct the
research study. These issues are addressed in light of the research objectives
identified by used a quantitative approach, namely, the survey. The following
chapters provide the study's results, discuss implications of the findings and suggest
directions for further research

CHAPTER V
DATA

5.1 INTRODUCTION
The purpose of this chapter is to discuss the overall significance of the research
results. Discussion of the research result which presented in the chapter 2 and the
summaries of the research findings will be include. The implications and suggestion
will be discussed in chapter 5.3. There is a summary of our research in the last part
of this chapter. In this research, we had done a survey to a sample size of 100
customers who is using UTMSPACE services in Kuala Lumpur and Johor Bharu.

5.2 DISCUSSION
This study shows some specific result of finding and literature review.

5.2.1 STUDENTS SATISFACTION USING UTMSPACE SERVICES
The result of the study shows that in this study responded by 100 students.

5.2.2 TEACHING & LEARNING
From the result of previous findings, to make sure learning process easy with

completes notes are given by lecturer, tips and tricks especially during lecture session
in the class room.

5.2.3 FACILITIES
According to previous findings, it shows that UTM Space facilities need to

improvise to make all lecturers and students sitting in the class comfortably. This
improvement will increase the percentage of student satisfaction from 60% to 80% or
above.

5.2.4 FEES & PROGRAMMED OFFERED
The result from the previous findings, it shown not all student afford to fulfil

the payments because the cost is too high. Commitment and life expenses nowadays
is too expensive. Even though the fees are reasonable, but due to certain factors some
students feel that the fees are expensive and burdening to them. Especially when the
due date to pay the fee is in the middle of the month.

5.2.5 COMFORTABILITY
In this case, findings show that student and lecturer need to comfort place as

well. During class session comfortability are important to make sure student and
lecturer sitting in good place.

5.3 LIMITATION & RECOMMENDATION
There are few limitations can be identified in the research. Future research will have
to develop a better modal and expand their population in order to represent the
Student context. Future researchers are highly recommended to select respondents
from various state background. Besides that, should include more factor variables
in determining student’s satisfaction on UTMSPACE services.

5.4 SUMMARY
In this research is to bring a better understanding of student satisfaction towards
UTMSPACE services. This study is to give a better understanding about the factors
influencing on student’s satisfaction towards UTMSPACE services among various
background part time students in Kuala Lumpur. From the research, UTMSPACE
can formulate effective and affordable fees and programmed offered in system in
order to retain and attract students.
From the study, we had done all the requirements to carry out the research and
we have a better understanding of the objective in this study and the literature
reviews by previous researchers. The first two chapters in this research bring about

the understanding of the reasons of our study and proven of how relevant the study
which done by the previous researchers. Besides, Chapter 3 is explained of the
research methodology and the way to carry out the research while Chapter 4 is
presented the data analysis from the data obtained and the tested that carried out
from the questionnaire. Finally, Chapter 5 explained the discussion, some
implications and suggestion for future researchers.

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