Assessment of Students’ Satisfaction: A Case Study of St Lideta Health Science and Business College, Addis Ababa, Ethiopia.

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Bekele Simegn Demissie This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-3627092/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background: College and University in the modern world are expected to seek and cultivate new knowledge, provide the right kind of leadership and strive to promote equality and social justice. Objective: The aim of this study was to investigate the satisfaction level of final year undergraduate students enrolled in regular and Extension program of St Lideta Health Science and Business College (SLHBC), Addis Ababa and there by understand St Lideta Health Science and Business College overall level of service quality perceived by the students. Methodology : A descriptive cross-sectional study was conducted among 102 final year undergraduate students of the college. The participants were selected using non probability, Convenience sampling technique. The data was collected through self-administered structured questionnaire. The collected data was entered and analyzed using Epi-data version 3.1 and analyzed by SPSS version 26.0 for windows. Analyzed data was presented using text narrations, frequency tables, graph and pie chart. Results : The total of 102 study participants was involved in this study, with response rate of 100%. The overall level of service satisfaction among the respondents was 63.2%. Regarding administrative services, the findings from this study revealed that 40 (40.8%), 35(35.7%) and 4 (0.1%) of students were satisfied with the colleges monitoring and evaluation system, registrar service and internet service (related services) respectively. Conclusion and recommendations : More than half of the students were satisfied with the current service status of the college, this finding is more or less comparable with previous similar studies locally and abroad in similar set ups. However, the main areas of improvement were identified to be those related with computer and internet facilities, registrar service, administrative support and related issues. Therefore, this situation invites attention of all stakeholders including the College management, government or non-government stakeholders engaged in education to enhance the quality & standards of services of St Lideta Health Science and Business College. Educational Philosophy and Theory Undergraduate Students Satisfaction Service Quality SLHBC Figures Figure 1 Figure 2 1. Introduction Service quality is commonly noted as a critical prerequisite for establishing and sustaining satisfying relationship with valued customers. In today's competitive academic environment where students have many options available to them, factors that enable educational institutions to attract and retain students should be seriously studied [ Ugboma, et al, 2007 ]. Higher education institutions, that want to gain competitive edge in the future, may need to begin developing for effective and creative ways to attract, retain and foster stronger relationships with students. As a private organization, it has to depend on the interaction and mechanism of the market. As a result, competition to pursue as many students as possible or so-called “potential customer” may become more and more intense (Jalal, et al, 2011). To make the matter harder, if a private institution, it does not have the “privilege” to receive any subsidies or financial assistances from the government [ Gerson, 1993]. Many organizations emphasize on service quality due to their strategic role in enhancing competitiveness especially in the context of attracting new customers and enhancing relationship with existing client [ Reichheld, 1996]. A perceived service quality is a forerunner to satisfaction. Thus, a proper understanding of the antecedents and determinants of client’s satisfaction can be seen as to have an extraordinarily high monetary value for service organization in a competitive environment The perception of quality is multilateral: quality means different things to different people and from the perspective of quality’s dimensions (input, process and output) and from the perspective of the stakeholders, there are many views of quality [ Mulu, 2012 ]. In order to make the institutions progressive and effective its clients’ expectations, their preferences and quality perception about the overall environment of the institution should be kept by the higher authorities of the institute (Palacio et al., 2002). An institution can achieve success only by understanding and fulfilling the needs of customers. From a total quality perspective, all strategic decisions an institution makes are “customer-driven” (Malik, et al, 2010). In other words, the institutions must show constant sensitivity to emerging customer and market requirement [Parasuraman et al. 1985, 1988]. The institutions also recognizes the fact that quality of tertiary education is especially important when it comes to health higher education since it focuses on producing lifesaving citizens for the country who are expected to ensure the health of the country's population, who shall be the engine of the countries [ Parasuraman et al., 1990, pp. 29–38]. Therefore This Study on customer satisfaction and the influence of service quality in St Lideta health Science and Business College’s part of the continuing effort to improve its services, the College is seeking information about the quality of its service through the current customer satisfaction study. Satisfaction is a well-researched topic in both academic and non-academic (workplace) settings. In academic settings, students‟ satisfaction data help colleges and universities to be more responsive to the needs of a changing marketplace. Students‟ satisfaction is an important element in determining the quality services offered by the Higher Education Institutions (HEIs). The emphasis on students‟ satisfaction is very important to gain a good image and develop positive perceptions towards the services provided. Therefore, to ensure improvement in the quality of the given services, HEIs should take into account the needs of users as the key to succeed in the educational sector. Furthermore, the factors that influence students' perceptions in determining the performance of many higher education services have implications on the staff and lecturers in higher learning institutions in general. It is the duty of HEIs to provide good services to satisfy their students who are also their customers. It must be noted that the increasing number of students and higher education institutions in Ethiopia has caused a fierce competition among HEIs in their effort to attract students to pursue studies at a higher level. It cannot be denied that students are an important asset for HEIs. Thus, these factors would cause each of the colleges in Ethiopia to compete among each other to produce more quality students. Therefore, the quality of services provided by each college or university must satisfy all students. It is believed that establishing the conditions for facilitating and enhancing the capacity for sustained and enduring learning environment is necessary. These notions become the essence in this research in order to examine the extent to which performance of services and the provision of facilities available at ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE that can ensure the quality of services, as well as security to attract more students to study in the college. 2. Methods and Materials 2.1. Study Area and Period The study was conducted at ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE from August15-20/2022. The college is one of Church based higher educational institutions in Ethiopia offering a range of health science and Business fields higher educations of various levels for a period of almost 18 years, i.e since 1997 [ Source : The Colleges’ Strategic plan document]. Contributing to the development of the country by producing competent health workforce and business field professionals. Currently the college offers Bachelor of Science Degree training and education in the field of clinical Nursing, Public Health, Pharmacy and in Bachelor of Arts Accounting and Finance and Business Management in addition the college also offers TVET/Diploma programs in Nursing, Pharmacy and laboratory services,. Currently more than 3000 students in bachelors degree and TVET/Diploma program are enrolled in the college. 2.2 Study Design A mixed cross-sectional survey study design was employed. Final year Undergraduate Students from different work divisions/departments ( Nursing, Public Health and Pharmacy ) within the College were incorporated. 2.3 Source Population All Final year undergraduate degree regular and Extension students ( Class of 2022 ) at ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE. 2.4 Study Population All selected final year undergraduate students from different departments within the College and available during data collection time. 2.5 Sampling Techniques The study respondents were sampled from 305 students enrolled in 2010/2011 academic year at ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE within the regular and extension Final year BSc program. The Study participants were selected using none probability, convenience sampling technique. 2.6 Study Variables 2.6.1 Dependent Variable Perceived level of satisfaction ( Satisfied, Not Satisfied ) 2.6.2 Independent Variables Sex, age, year of study, department, facility provision, teaching learning, practical/demonstration room, and administrative related factors, student services related. 2.7 Data Collection Method Self-administered structured questionnaire was used to collect the data on perception of students’ satisfaction. The instrument comprised of 7 questions related to demographic features (age, sex, program involved, and department) and 29 questions related to students’ satisfaction level about facility provision, teaching learning, practical/demonstration room, as well as administrative student services related. 2.8 Method of Data Analysis Prior to data feeding, questionnaires were reviewed thoroughly. Data entry and analysis was done by Epi-data version 3.1 and SPSS version-16.0 for windows respectively. Data cleaning was made mainly to check each variable for coherence and consistence including checking/comparing missing values against the paper questionnaires. Finally, the descriptive statistics was presented in the form of tables, graphs and text narrations. 3. Results and Discussion 3.1. Socio-demographic Characters of the Respondents In this study, a total of 102 study participants were involved, making a response rate of 100%. Majority of the respondents, 78(79.6%) were in the age group of 18–25 and 67 (68.3%) of respondents were female (Table 1 ). The total of 61 (62.2%) of respondents were studying an undergraduate degree pharmacy program and more than two third of the respondent, 64(65.3%), were satisfied with the decision to attend this college, whereas 86.6% of the students were happy with the school fee as compared to the service provided. (Table 1 ). Table 1 Socio demographic and other Characteristics of the Respondent (students) in St Lideta Health Science and Business College, Addis Ababa, Ethiopia, 2022, (n=102). Characteristics/Variables Options Frequency Percentage Gender Male 35 31.7 Female 67 68.3 Total 102 100 Age category 18-25 78 79.6 above 25 24 20.4 Total 102 100 Program attending Pharmacy 61 62.2 Nursing 28 28.6 Public Health 13 13.3 Total 102 100 Satisfied with my decision to attend this College Yes 64 65.3 No 38 34.7 3.2. Facility Provision In terms of facility provision, 84 (85.7%) of the student were satisfied with supply of books and more than half of the students, 77(78.5%) were satisfied with the suitability of library’s opening hours and 82(83.6%) were dissatisfied with the adequacy of computer facility to the students number and IT (internet service of the College) 98 (99.9%), were dissatisfied with the internet service of the college (Table 2 ). This finding is consistent with the study conducted in Dire Dewa University of Ethiopia [Dawit D. et.al, 2017]. This indicates that with the academic standards, there should be updated and adequate books in the library and above all the opening hour of the library and functional internet service need to be strictly suitable and should give maximum hours of service per day for students. This will intern maximize the theoretical, technical and practical skills of the students. Table 2 Student Satisfaction with Facility Provision in SLCHB, A/A, Ethiopia, 2022. Service provision Satisfied n% Dissatisfied n% Library service Computer Facilities Internet service laboratory facility Class Room 84(85.7%) 18(14.3%) 82(83.6%) 20(16.4%) 4(0.1%) 98(99.9%) 75(76.5%) 27(23.5%) 87(88.7%) 15(11.3%) 3.3. Teaching Learning Related Issues With regard to teaching and learning in the college, majority 65(66.3%) and 54 (55.1%) of the students were satisfied with teaching learning environment and variety of programs options in the college respectively (Table 3 ). This finding in line with the study conducted in Lebanon and Zambia [Malik M.E ( 2016 ), Parasuraman, A., Zeithaml, V. and Berry, L.L., ( 2018 ) ]. However, this implies that there are a number of gaps seen in the college for the better achievement of the college’s strategic objectives with regard to teaching learning related issues. Table 3 Student Satisfaction by Teaching and Learning in SLHCB, A/A, Ethiopia. Teaching learning issues Satisfied n (%) Dissatisfied n (%) Teaching learning Envt Variety of programs Quality of teaching 65(66.3%) 54 (55.1%) 93(94.9%) 37(33.7%) 48(44.9%) 9(5.1%) 3.4 Instructor student interaction Results in Table 4 below which measure satisfaction of students regarding their interaction with the instructors’ revealed that 52(53.0%) and 94(95.8%) were satisfied with subject matte knowledge of the staffs and grading system used respectively. Slightly More than half 56 (57.1%) of the students indicated that staffs are welcoming. In terms of tutorial support significant number, 92(93.8%) were not satisfied and this figure goes higher for female students. and also, 81 (82.6%) were satisfied with the evaluation system, regarding communications with the Department and efficient time lessons and Practice 73 (74.5%) and 58(59.2%) were dissatisfied (Table 4 ). The respondents were also asked about recommendation to improving problems related to instructors; the majority of the respondents recommended that one instructor offered for us so many courses within a specified semester. In addition to this majority of the respondents agreed that some of the instructors not politely entertain students when we asked them to shown us exam papers as well not submitted our grade even for months and years. This finding is similar with that of study conducted in Dire-dawa university (Dawit D. et.al, 2017) Zimbabwe (Ugboma, O. & Nadi, K., (2007). Other respondents on the issue of college administrators recommended that deans of the college should have practiced a regular monitoring and evaluation of the teaching-learning process. Additionally there is lack of supportive feedback by respective instructors in the college; this along with the low student instructor interaction will create great inconvenience and great impact on the results of students. Thus there should strong attitude change on instructors to see their role in broad in addition to class room lectures. Some respondents also raised the same issue in that “… instructors are simply give our result to the registrar office without informing us…..also when we ask them to see our result… they are not willing to show us our result details. Table 4 Student Interaction with instructors in SLHBC, A/A, Ethiopia. 2022. Variables Satisfied n% Dissatisfied n% Subject matter knowledge of Staffs Tutoring support Evaluation and grading system used Communication system of the Dep’t Welcoming staffs 94(95.8%) 10 (6.2%) 81 (82.6%) 29 (25.5%) 56 (57.1%) 8(4.2%) 92(93.8%) 21(17.4%) 73 (74.5%) 46 (42.9%) 3.5. Administrative Student Services Related Regarding administrative services, the findings from this study indicates as the results presented in Table 5, satisfaction of students with administrative service. Accordingly 40 (40.8%), 35(35.7%) and 46 (46.9%) were satisfied with the colleges monitoring and evaluation system, registrar service and toilet service (related services), This finding is similar with that of study conducted in Harar health Science college, Ethiopia(Zelalem Bekele et al: 2022) and Pakistan Malik M.E (2018). 3.5. Overall level of satisfaction of respondents with service rendered by the college Results presented in Fig. 2 below indicate the overall level of satisfaction of students with regard to the total service render by the college. Accordingly, more than half (63.2%) of study participants were found to be satisfied with colleges service. This finding is almost similar with the study conducted in Harar health Science College, Ethiopia (Zelalem Bekele et al: 2022). 4. Conclusion and Recommendations 4.1 Conclusion Based on above results, it can be concluded that majority of the students studying in ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE are satisfied with the current offerings in the college, this finding is more or less comparable with previous similar studies in Ethiopia. However, respondents pointed out areas of improvement in which they are dissatisfied with; these include- number of functional computers, internet facilities, registrar service, toilet facility, regular, safe and adequate water supply and monitoring and evaluation (Administrative) system of the college. 4.2 Recommendations Based on the current study findings, the situation invites attention of all the educational stakeholders including the College management , Boards of directors of the college, St lideta lemariam Church Administrators and all other either government or non-government stakeholder engaged on education to enhance the quality & standards of the college and other similar HEI in the country. Particularly much has to be done around improving administrative support service of the college and facility provision. It is also recommended that other researchers should conduct further analytical studies on the same topic. Limitation of the study The study used a quantitative approach to collect the data; triangulation with extensive qualitative approach may have been more useful in addressing multiple issues. The study used smaller sample size and a non-probability, convenience sampling technique thus limiting the results and the generalizability of the findings. The other principal limitation of this particular study is that it was conducted among final year under graduate students therefore; more inclusive study of the general population is needed to infer generalizability. Declarations A statement of ethics approval: Approval for the study was made by St Lideta Health Science and Business Colleges ethics committee. A statement on participant consent - All study participants were verbally informed about the purpose of the study and the right to refuse responding to the questions at any stage when they want to do so, names and identifying numbers were excluded from the questionnaire in order to assure confidentiality of an autonomous right to fulfill their response was considered. Acknowledgment First of all our heart full and limitless gratitude goes to the almighty God, Next we would like to acknowledge data collectors and study respondents who participated in this study, last but not least we would like to extend our deepest gratitude to all colleagues who gave us technical and professional support throughout the conduct of the study. Conflict of interest The Authors declare that they have no conflict of interest. Funding/Support Financial support of this study was provided by St Lideta Health Science and Business College. References Dawit D. et.al, (2017), Assessment of Students’ Satisfaction: A Case Study of Dire Dawa University, Ethiopia. Malik M.E (2016). The Impact of Service Quality on Students’ Satisfaction in Higher Education Institutes of Punjab, University of the Punjab, Pakistan; Rizwan Qaiser Danish. MoE (2009). “Education statistics annual abstract”, Addis Ababa: Education sector Development programme planning and analysis department. Mulu Nega Kahsay (2012). “Quality and quality assurance in Ethiopian higher education: critical issues and practical implications”, dissertation to obtain the degree of doctor at the university of Twente, on the authority of the rector magnificus, prof. Dr. h. Brinksma, Palacio, A. B., Meneses, G. D. and Perez, P. J. P., (2002). “The configuration of the university image and its relationship with the satisfaction of students,” Journal of Educational Administration, Vol. 40, No. 5, pp. 486-505. Parasuraman, A., Zeithaml, V. A., & Berry, L. L, (2012), “The behavioral consequences of service quality”, Journal of Marketing, 60(2), pp. 31-46. Parasuraman, A., Zeithaml, V. and Berry, L.L., (2018), “A conceptual model of service quality and its implications for future research”, Journal of Marketing, Vol. 49, autumn, pp. 41-50 Parasuraman, A., Zeithaml, V. and Berry, L.L., (2017), “SERVQUAL: a multiple-item scale for measuring consumer perceptions of service quality”, Journal of Retailing, Vol. 64, spring, pp. 12-40. Parasuraman, A., Zeithaml, V. and Berry, L.L., (2011). “Refinement and reassessment of the SERVQUAL scale”, Journal of Retailing, Reichheld, F. F., (2018). “The Loyalty Effect: The Hidden Force behind Loyalty, Boston, and Harvard Business School. Smith, G, Smith, A & Clarke, A., (2007) evaluating service quality in universities: a service department perspective. Quality Assurance in Education, 15 (3):344- 351. Solomon Lemma (2012). “Stakeholder Perceptions of Service Quality Improvement In Ethiopian Public Higher Education Institutions”. Teshome, Y.,(2007). “The Ethiopian Higher Education: Creating Space for reform”, Addis Ababa: St Ma ry’s University College Printing Press. Ugboma, C., Ogwude, I. C., Ugboma, O. & Nadi, K., (2007) “Service quality and Satisfaction Measurements in Zimbabiwe Ports: An Exploration," Maritime Policy & Management 34 (4)331-346. UNICEF (2014). Briefing Notes, Media and External Relations Section and Education Section www.unicef.org/ethiopia (Accessed on 23 rd Aug 2022). Zelalem Bekele et al. (2022): Assessment of Students’ satisfaction: A Case Study of Harar Health Science College, Eastern Ethiopia. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-3627092","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":250556744,"identity":"92221851-f965-4b0b-9aaf-b0d851aebc67","order_by":0,"name":"Bekele Simegn Demissie","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/ElEQVRIiWNgGAWjYBACAwY2BoYHDAw8YN4HIGZjJ0ZLAlQL4wyQFmYitYABM1gjIS3m7G2JDxIq6mR029uvPbb5tU2ej5mB8cPHHNxaLHuOHTZIOHOYx+zMmXLj3L7bhm3MDMySM7fhcdiN9DaJxLYDPGY3ctKkc3tuMwK1sDHz4tNy/3n7j8R/dTxm99+kSVv23LYnrOUG2zGGxAZmoC3sx6QZftxOJKjFsictWSLhGMgvOWySvQ23k9uYGZvx+sWc/Zjhhw81dfZmx48/k/jx57bt/Pbmgx8+4tGCBHgMGBjbQAzGBqLUAwH7AwaGP8QqHgWjYBSMgpEEAOWUUjWO4iIDAAAAAElFTkSuQmCC","orcid":"","institution":"St Lideta Health Science and Business College","correspondingAuthor":true,"submittingAuthor":false,"prefix":"","firstName":"Bekele","middleName":"Simegn","lastName":"Demissie","suffix":""}],"badges":[],"createdAt":"2023-11-17 18:16:02","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":true,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false,"coiExplicitlySet":false},"doi":"10.21203/rs.3.rs-3627092/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-3627092/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":46991785,"identity":"cbf970ec-0159-4af1-b35d-99c18ca7ebf3","added_by":"auto","created_at":"2023-11-23 21:46:32","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":37999,"visible":true,"origin":"","legend":"\u003cp\u003eStudent Satisfaction with administrative service in SLHBC, A/A, Ethiopia.\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-3627092/v1/a41436185ef21dbc86f872b3.png"},{"id":46991784,"identity":"45e11563-c221-4690-92b4-8a3e2366e6e3","added_by":"auto","created_at":"2023-11-23 21:46:32","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":11831,"visible":true,"origin":"","legend":"\u003cp\u003eOverall level of student satisfaction in SLHBC (n= 102), A/A, Ethiopia. 2022.\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-3627092/v1/d07b8ebe0517f0f89138877c.png"},{"id":46992109,"identity":"3b10aa61-4029-4f12-ab83-bf209564a32a","added_by":"auto","created_at":"2023-11-23 21:54:32","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":436629,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-3627092/v1/1d10d865-98d0-4570-bfda-959408794362.pdf"}],"financialInterests":"","formattedTitle":"\u003cp\u003eAssessment of Students’ Satisfaction: A Case Study of St Lideta Health Science and Business College, Addis Ababa, Ethiopia.\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eService quality is commonly noted as a critical prerequisite for establishing and sustaining satisfying relationship with valued customers. In today's competitive academic environment where students have many options available to them, factors that enable educational institutions to attract and retain students should be seriously studied [ Ugboma, et al, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2007\u003c/span\u003e]. Higher education institutions, that want to gain competitive edge in the future, may need to begin developing for effective and creative ways to attract, retain and foster stronger relationships with students. As a private organization, it has to depend on the interaction and mechanism of the market. As a result, competition to pursue as many students as possible or so-called \u0026ldquo;potential customer\u0026rdquo; may become more and more intense (Jalal, et al, 2011). To make the matter harder, if a private institution, it does not have the \u0026ldquo;privilege\u0026rdquo; to receive any subsidies or financial assistances from the government [ Gerson, 1993].\u003c/p\u003e \u003cp\u003eMany organizations emphasize on service quality due to their strategic role in enhancing competitiveness especially in the context of attracting new customers and enhancing relationship with existing client [ Reichheld, 1996]. A perceived service quality is a forerunner to satisfaction. Thus, a proper understanding of the antecedents and determinants of client\u0026rsquo;s satisfaction can be seen as to have an extraordinarily high monetary value for service organization in a competitive environment The perception of quality is multilateral: quality means different things to different people and from the perspective of quality\u0026rsquo;s dimensions (input, process and output) and from the perspective of the stakeholders, there are many views of quality [ Mulu, 2012 ].\u003c/p\u003e \u003cp\u003eIn order to make the institutions progressive and effective its clients\u0026rsquo; expectations, their preferences and quality perception about the overall environment of the institution should be kept by the higher authorities of the institute (Palacio et al., 2002). An institution can achieve success only by understanding and fulfilling the needs of customers. From a total quality perspective, all strategic decisions an institution makes are \u0026ldquo;customer-driven\u0026rdquo; (Malik, et al, 2010). In other words, the institutions must show constant sensitivity to emerging customer and market requirement [Parasuraman et al. 1985, 1988]. The institutions also recognizes the fact that quality of tertiary education is especially important when it comes to health higher education since it focuses on producing lifesaving citizens for the country who are expected to ensure the health of the country's population, who shall be the engine of the countries [ Parasuraman et al., 1990, pp. 29\u0026ndash;38]. Therefore This Study on customer satisfaction and the influence of service quality in St Lideta health Science and Business College\u0026rsquo;s part of the continuing effort to improve its services, the College is seeking information about the quality of its service through the current customer satisfaction study.\u003c/p\u003e \u003cp\u003eSatisfaction is a well-researched topic in both academic and non-academic (workplace) settings. In academic settings, students‟ satisfaction data help colleges and universities to be more responsive to the needs of a changing marketplace. Students‟ satisfaction is an important element in determining the quality services offered by the Higher Education Institutions (HEIs). The emphasis on students‟ satisfaction is very important to gain a good image and develop positive perceptions towards the services provided. Therefore, to ensure improvement in the quality of the given services, HEIs should take into account the needs of users as the key to succeed in the educational sector. Furthermore, the factors that influence students' perceptions in determining the performance of many higher education services have implications on the staff and lecturers in higher learning institutions in general. It is the duty of HEIs to provide good services to satisfy their students who are also their customers.\u003c/p\u003e \u003cp\u003eIt must be noted that the increasing number of students and higher education institutions in Ethiopia has caused a fierce competition among HEIs in their effort to attract students to pursue studies at a higher level. It cannot be denied that students are an important asset for HEIs. Thus, these factors would cause each of the colleges in Ethiopia to compete among each other to produce more quality students. Therefore, the quality of services provided by each college or university must satisfy all students. It is believed that establishing the conditions for facilitating and enhancing the capacity for sustained and enduring learning environment is necessary.\u003c/p\u003e \u003cp\u003eThese notions become the essence in this research in order to examine the extent to which performance of services and the provision of facilities available at ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE that can ensure the quality of services, as well as security to attract more students to study in the college.\u003c/p\u003e"},{"header":"2. Methods and Materials","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Study Area and Period\u003c/h2\u003e \u003cp\u003eThe study was conducted at ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE from August15-20/2022. The college is one of Church based higher educational institutions in Ethiopia offering a range of health science and Business fields higher educations of various levels for a period of almost 18 years, i.e since 1997 [\u003cem\u003eSource\u003c/em\u003e: The Colleges\u0026rsquo; Strategic plan document]. Contributing to the development of the country by producing competent health workforce and business field professionals. Currently the college offers Bachelor of Science Degree training and education in the field of clinical Nursing, Public Health, Pharmacy and in Bachelor of Arts Accounting and Finance and Business Management in addition the college also offers TVET/Diploma programs in Nursing, Pharmacy and laboratory services,. Currently more than 3000 students in bachelors degree and TVET/Diploma program are enrolled in the college.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Study Design\u003c/h2\u003e \u003cp\u003eA mixed cross-sectional survey study design was employed. Final year Undergraduate Students from different work divisions/departments (\u003cem\u003eNursing, Public Health and Pharmacy\u003c/em\u003e) within the College were incorporated.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Source Population\u003c/h2\u003e \u003cp\u003eAll Final year undergraduate degree regular and Extension students (\u003cem\u003eClass of 2022\u003c/em\u003e) at ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Study Population\u003c/h2\u003e \u003cp\u003eAll selected final year undergraduate students from different departments within the College and available during data collection time.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Sampling Techniques\u003c/h2\u003e \u003cp\u003eThe study respondents were sampled from 305 students enrolled in 2010/2011 academic year at ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE within the regular and extension Final year BSc program. The Study participants were selected using none probability, convenience sampling technique.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.6 Study Variables\u003c/h2\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003e2.6.1 Dependent Variable\u003c/h2\u003e \u003cp\u003ePerceived level of satisfaction (\u003cem\u003eSatisfied, Not Satisfied\u003c/em\u003e)\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003e2.6.2 Independent Variables\u003c/h2\u003e \u003cp\u003eSex, age, year of study, department, facility provision, teaching learning, practical/demonstration room, and administrative related factors, student services related.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e2.7 Data Collection Method\u003c/h2\u003e \u003cp\u003eSelf-administered structured questionnaire was used to collect the data on perception of students\u0026rsquo; satisfaction. The instrument comprised of 7 questions related to demographic features (age, sex, program involved, and department) and 29 questions related to students\u0026rsquo; satisfaction level about facility provision, teaching learning, practical/demonstration room, as well as administrative student services related.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e2.8 Method of Data Analysis\u003c/h2\u003e \u003cp\u003ePrior to data feeding, questionnaires were reviewed thoroughly. Data entry and analysis was done by Epi-data version 3.1 and SPSS version-16.0 for windows respectively. Data cleaning was made mainly to check each variable for coherence and consistence including checking/comparing missing values against the paper questionnaires. Finally, the descriptive statistics was presented in the form of tables, graphs and text narrations.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results and Discussion","content":"\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\n\u003ch2\u003e3.1. Socio-demographic Characters of the Respondents\u003c/h2\u003e\n\u003cp\u003eIn this study, a total of 102 study participants were involved, making a response rate of 100%. Majority of the respondents, 78(79.6%) were in the age group of 18\u0026ndash;25 and 67 (68.3%) of respondents were female (Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e). The total of 61 (62.2%) of respondents were studying an undergraduate degree pharmacy program and more than two third of the respondent, 64(65.3%), were satisfied with the decision to attend this college, whereas 86.6% of the students were happy with the school fee as compared to the service provided. (Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\u003ccaption\u003e\n\u003cp\u003eTable 1\u003c/p\u003e\n\u003cp\u003eSocio demographic and other Characteristics of the Respondent (students) in\u0026nbsp; St Lideta Health Science and Business College, Addis Ababa, Ethiopia, 2022, (n=102).\u003c/p\u003e\n\u003c/caption\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"29.34609250398724%\"\u003e\n\u003cp\u003e\u003cstrong\u003eCharacteristics/Variables\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"24.720893141945773%\"\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp; Options\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"18.50079744816587%\"\u003e\n\u003cp\u003e\u003cstrong\u003eFrequency\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"27.432216905901118%\"\u003e\n\u003cp\u003e\u003cstrong\u003ePercentage\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" valign=\"top\" width=\"29.34609250398724%\"\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGender\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"24.720893141945773%\"\u003e\n\u003cp\u003e\u0026nbsp;Male \u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"18.50079744816587%\"\u003e\n\u003cp\u003e35\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"27.432216905901118%\"\u003e\n\u003cp\u003e31.7\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"34.988713318284425%\"\u003e\n\u003cp\u003eFemale \u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"26.18510158013544%\"\u003e\n\u003cp\u003e67\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"38.82618510158014%\"\u003e\n\u003cp\u003e68.3\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"34.988713318284425%\"\u003e\n\u003cp\u003eTotal \u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"26.18510158013544%\"\u003e\n\u003cp\u003e102\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"38.82618510158014%\"\u003e\n\u003cp\u003e100\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"3\" valign=\"top\" width=\"29.34609250398724%\"\u003e\n\u003cp\u003eAge category\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"24.720893141945773%\"\u003e\n\u003cp\u003e18-25\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"18.50079744816587%\"\u003e\n\u003cp\u003e78\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"27.432216905901118%\"\u003e\n\u003cp\u003e79.6\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"34.988713318284425%\"\u003e\n\u003cp\u003e\u0026nbsp;above 25\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"26.18510158013544%\"\u003e\n\u003cp\u003e24\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"38.82618510158014%\"\u003e\n\u003cp\u003e20.4\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"34.988713318284425%\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"26.18510158013544%\"\u003e\n\u003cp\u003e\u0026nbsp;102\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"38.82618510158014%\"\u003e\n\u003cp\u003e100\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"4\" valign=\"top\" width=\"29.34609250398724%\"\u003e\n\u003cp\u003eProgram attending\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"24.720893141945773%\"\u003e\n\u003cp\u003e\u0026nbsp;Pharmacy\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"18.50079744816587%\"\u003e\n\u003cp\u003e\u0026nbsp; 61\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"27.432216905901118%\"\u003e\n\u003cp\u003e62.2\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"34.988713318284425%\"\u003e\n\u003cp\u003e\u0026nbsp;Nursing\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"26.18510158013544%\"\u003e\n\u003cp\u003e\u0026nbsp; 28\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"38.82618510158014%\"\u003e\n\u003cp\u003e28.6\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"34.988713318284425%\"\u003e\n\u003cp\u003e\u0026nbsp;Public Health\u0026nbsp;\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"26.18510158013544%\"\u003e\n\u003cp\u003e\u0026nbsp; 13\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"38.82618510158014%\"\u003e\n\u003cp\u003e13.3\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"34.988713318284425%\"\u003e\n\u003cp\u003eTotal\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"26.18510158013544%\"\u003e\n\u003cp\u003e\u0026nbsp; 102\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"38.82618510158014%\"\u003e\n\u003cp\u003e100\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"2\" valign=\"top\" width=\"29.34609250398724%\"\u003e\n\u003cp\u003eSatisfied with my decision to attend this College\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"24.720893141945773%\"\u003e\n\u003cp\u003eYes\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"18.50079744816587%\"\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp;64\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"27.432216905901118%\"\u003e\n\u003cp\u003e65.3\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd valign=\"top\" width=\"34.988713318284425%\"\u003e\n\u003cp\u003eNo\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"26.18510158013544%\"\u003e\n\u003cp\u003e\u0026nbsp; 38\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd valign=\"top\" width=\"38.82618510158014%\"\u003e\n\u003cp\u003e34.7\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\n\u003ch2\u003e3.2. Facility Provision\u003c/h2\u003e\n\u003cp\u003eIn terms of facility provision, 84 (85.7%) of the student were satisfied with supply of books and more than half of the students, 77(78.5%) were satisfied with the suitability of library\u0026rsquo;s opening hours and 82(83.6%) were dissatisfied with the adequacy of computer facility to the students number and IT (internet service of the College) 98 (99.9%), were dissatisfied with the internet service of the college (Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e). This finding is consistent with the study conducted in Dire Dewa University of Ethiopia [Dawit D. et.al, 2017]. This indicates that with the academic standards, there should be updated and adequate books in the library and above all the opening hour of the library and functional internet service need to be strictly suitable and should give maximum hours of service per day for students. This will intern maximize the theoretical, technical and practical skills of the students.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab2\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eStudent Satisfaction with Facility Provision in SLCHB, A/A, Ethiopia, 2022.\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eService provision\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eSatisfied n%\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eDissatisfied n%\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd rowspan=\"5\" align=\"left\"\u003e\n\u003cp\u003eLibrary service\u003c/p\u003e\n\u003cp\u003eComputer Facilities\u003c/p\u003e\n\u003cp\u003eInternet service\u003c/p\u003e\n\u003cp\u003elaboratory facility\u003c/p\u003e\n\u003cp\u003eClass Room\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e84(85.7%)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e18(14.3%)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e82(83.6%)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e20(16.4%)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e4(0.1%)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e98(99.9%)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e75(76.5%)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e27(23.5%)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e87(88.7%)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"char\" char=\".\"\u003e\n\u003cp\u003e15(11.3%)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\n\u003ch2\u003e3.3. Teaching Learning Related Issues\u003c/h2\u003e\n\u003cp\u003eWith regard to teaching and learning in the college, majority 65(66.3%) and 54 (55.1%) of the students were satisfied with teaching learning environment and variety of programs options in the college respectively (Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e). This finding in line with the study conducted in Lebanon and Zambia [Malik M.E (\u003cspan class=\"CitationRef\"\u003e2016\u003c/span\u003e), Parasuraman, A., Zeithaml, V. and Berry, L.L., (\u003cspan class=\"CitationRef\"\u003e2018\u003c/span\u003e) ]. However, this implies that there are a number of gaps seen in the college for the better achievement of the college\u0026rsquo;s strategic objectives with regard to teaching learning related issues.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab3\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eStudent Satisfaction by Teaching and Learning in SLHCB, A/A, Ethiopia.\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eTeaching learning issues\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eSatisfied n (%)\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eDissatisfied n (%)\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eTeaching learning Envt\u003c/p\u003e\n\u003cp\u003eVariety of programs\u003c/p\u003e\n\u003cp\u003eQuality of teaching\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e65(66.3%)\u003c/p\u003e\n\u003cp\u003e54 (55.1%)\u003c/p\u003e\n\u003cp\u003e93(94.9%)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e37(33.7%)\u003c/p\u003e\n\u003cp\u003e48(44.9%)\u003c/p\u003e\n\u003cp\u003e9(5.1%)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\n\u003ch2\u003e3.4 Instructor student interaction\u003c/h2\u003e\n\u003cp\u003eResults in Table \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e below which measure satisfaction of students regarding their interaction with the instructors\u0026rsquo; revealed that 52(53.0%) and 94(95.8%) were satisfied with subject matte knowledge of the staffs and grading system used respectively. Slightly More than half 56 (57.1%) of the students indicated that staffs are welcoming. In terms of tutorial support significant number, 92(93.8%) were not satisfied and this figure goes higher for female students. and also, 81 (82.6%) were satisfied with the evaluation system, regarding communications with the Department and efficient time lessons and Practice 73 (74.5%) and 58(59.2%) were dissatisfied (Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e). The respondents were also asked about recommendation to improving problems related to instructors; the majority of the respondents recommended that one instructor offered for us so many courses within a specified semester. In addition to this majority of the respondents agreed that some of the instructors not politely entertain students when we asked them to shown us exam papers as well not submitted our grade even for months and years. This finding is similar with that of study conducted in Dire-dawa university (Dawit D. et.al, 2017) Zimbabwe (Ugboma, O. \u0026amp; Nadi, K., (2007). Other respondents on the issue of college administrators recommended that deans of the college should have practiced a regular monitoring and evaluation of the teaching-learning process. Additionally there is lack of supportive feedback by respective instructors in the college; this along with the low student instructor interaction will create great inconvenience and great impact on the results of students. Thus there should strong attitude change on instructors to see their role in broad in addition to class room lectures. Some respondents also raised the same issue in that \u0026ldquo;\u0026hellip; instructors are simply give our result to the registrar office without informing us\u0026hellip;..also when we ask them to see our result\u0026hellip; they are not willing to show us our result details.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab4\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eStudent Interaction with instructors in SLHBC, A/A, Ethiopia. 2022.\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eVariables\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eSatisfied n%\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eDissatisfied n%\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSubject matter knowledge of Staffs\u003c/p\u003e\n\u003cp\u003eTutoring support\u003c/p\u003e\n\u003cp\u003eEvaluation and grading system used\u003c/p\u003e\n\u003cp\u003eCommunication system of the Dep\u0026rsquo;t\u003c/p\u003e\n\u003cp\u003eWelcoming staffs\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e94(95.8%)\u003c/p\u003e\n\u003cp\u003e10 (6.2%)\u003c/p\u003e\n\u003cp\u003e81 (82.6%)\u003c/p\u003e\n\u003cp\u003e29 (25.5%)\u003c/p\u003e\n\u003cp\u003e56 (57.1%)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e8(4.2%)\u003c/p\u003e\n\u003cp\u003e92(93.8%)\u003c/p\u003e\n\u003cp\u003e21(17.4%)\u003c/p\u003e\n\u003cp\u003e73 (74.5%)\u003c/p\u003e\n\u003cp\u003e46 (42.9%)\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\n\u003ch2\u003e3.5. Administrative Student Services Related\u003c/h2\u003e\n\u003cp\u003eRegarding administrative services, the findings from this study indicates as the results presented in Table\u0026nbsp;5, satisfaction of students with administrative service. Accordingly 40 (40.8%), 35(35.7%) and 46 (46.9%) were satisfied with the colleges monitoring and evaluation system, registrar service and toilet service (related services), This finding is similar with that of study conducted in Harar health Science college, Ethiopia(Zelalem Bekele et al: 2022) and Pakistan Malik M.E (2018).\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\n\u003ch2\u003e3.5. Overall level of satisfaction of respondents with service rendered by the college\u003c/h2\u003e\n\u003cp\u003eResults presented in Fig.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e below indicate the overall level of satisfaction of students with regard to the total service render by the college. Accordingly, more than half (63.2%) of study participants were found to be satisfied with colleges service. This finding is almost similar with the study conducted in Harar health Science College, Ethiopia (Zelalem Bekele et al: 2022).\u003c/p\u003e\n\u003c/div\u003e"},{"header":"4. Conclusion and Recommendations","content":"\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\n\u003ch2\u003e4.1 Conclusion\u003c/h2\u003e\n\u003cp\u003eBased on above results, it can be concluded that majority of the students studying in ST LIDETA HEALTH SCIENCE AND BUSINESS COLLEGE are satisfied with the current offerings in the college, this finding is more or less comparable with previous similar studies in Ethiopia. However, respondents pointed out areas of improvement in which they are dissatisfied with; these include- number of functional computers, internet facilities, registrar service, toilet facility, regular, safe and adequate water supply and monitoring and evaluation (Administrative) system of the college.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\n\u003ch2\u003e4.2 Recommendations\u003c/h2\u003e\n\u003cp\u003eBased on the current study findings, the situation invites attention of all the educational stakeholders including the \u003cem\u003eCollege management\u003c/em\u003e, \u003cem\u003eBoards of directors of the college, St lideta lemariam Church Administrators and all other either government or non-government stakeholder\u003c/em\u003e engaged on education to enhance the quality \u0026amp; standards of the college and other similar HEI in the country. Particularly much has to be done around improving administrative support service of the college and facility provision. It is also recommended that other researchers should conduct further analytical studies on the same topic.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"Limitation of the study ","content":"\u003cp\u003eThe study used a quantitative approach to collect the data; triangulation with extensive qualitative approach may have been more useful in addressing multiple issues. The study used smaller sample size and a non-probability, convenience sampling technique thus limiting the results and the generalizability of the findings. The other principal limitation of this particular study is that it was conducted among final year under graduate students therefore; more inclusive study of the general population is needed to infer generalizability.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eA statement of ethics approval: Approval for the study was made by St Lideta Health Science and Business Colleges ethics committee. A statement on participant consent - All study participants were verbally informed about the purpose of the study and the right to refuse responding to the questions at any stage when they want to do so, names and identifying numbers were excluded from the questionnaire in order to assure confidentiality of an autonomous right to fulfill their response was considered.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgment\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFirst of all our heart full and limitless gratitude goes to the almighty God, Next we would like to acknowledge data collectors and study respondents who participated in this study, last but not least we would like to extend our deepest gratitude to all colleagues who gave us technical and professional support throughout the conduct of the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Authors declare that they have no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding/Support\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFinancial support of this study was provided by St Lideta Health Science and Business College.\u003c/p\u003e"},{"header":"References","content":"\u003col \u003e\n\u003cli\u003eDawit D. et.al, (2017), Assessment of Students\u0026rsquo; Satisfaction: A Case Study of Dire Dawa University, Ethiopia.\u003c/li\u003e\n\u003cli\u003eMalik M.E (2016). The Impact of Service Quality on Students\u0026rsquo; Satisfaction in Higher Education Institutes of Punjab, University of the Punjab, Pakistan; Rizwan Qaiser Danish.\u003c/li\u003e\n\u003cli\u003eMoE (2009). \u0026ldquo;Education statistics annual abstract\u0026rdquo;, Addis Ababa: Education sector Development programme planning and analysis department. \u003c/li\u003e\n\u003cli\u003eMulu Nega Kahsay (2012). \u0026ldquo;Quality and quality assurance in Ethiopian higher education: critical issues and practical implications\u0026rdquo;, dissertation to obtain the degree of doctor at the university of Twente, on the authority of the rector magnificus, prof. Dr. h. Brinksma, Palacio, A. B., Meneses, G. D. and Perez, P. J. P., (2002). \u0026ldquo;The configuration of the university image and its relationship with the satisfaction of students,\u0026rdquo; Journal of Educational Administration, Vol. 40, No. 5, pp. 486-505. \u003c/li\u003e\n\u003cli\u003eParasuraman, A., Zeithaml, V. A., \u0026amp; Berry, L. L, (2012), \u0026ldquo;The behavioral consequences of service quality\u0026rdquo;, Journal of Marketing, 60(2), pp. 31-46. \u003c/li\u003e\n\u003cli\u003eParasuraman, A., Zeithaml, V. and Berry, L.L., (2018), \u0026ldquo;A conceptual model of service quality and its implications for future research\u0026rdquo;, Journal of Marketing, Vol. 49, autumn, pp. 41-50 \u003c/li\u003e\n\u003cli\u003eParasuraman, A., Zeithaml, V. and Berry, L.L., (2017), \u0026ldquo;SERVQUAL: a multiple-item scale for measuring consumer perceptions of service quality\u0026rdquo;, Journal of Retailing, Vol. 64, spring, pp. 12-40. \u003c/li\u003e\n\u003cli\u003eParasuraman, A., Zeithaml, V. and Berry, L.L., (2011). \u0026ldquo;Refinement and reassessment of the SERVQUAL scale\u0026rdquo;, Journal of Retailing,\u003c/li\u003e\n\u003cli\u003eReichheld, F. F., (2018). \u0026ldquo;The Loyalty Effect: The Hidden Force behind Loyalty, Boston, and Harvard Business School.\u003c/li\u003e\n\u003cli\u003eSmith, G, Smith, A \u0026amp; Clarke, A., (2007) evaluating service quality in universities: a service department perspective. Quality Assurance in Education, 15 (3):344- 351. \u003c/li\u003e\n\u003cli\u003eSolomon Lemma (2012). \u0026ldquo;Stakeholder Perceptions of Service Quality Improvement In Ethiopian Public Higher Education Institutions\u0026rdquo;. \u003c/li\u003e\n\u003cli\u003eTeshome, Y.,(2007). \u0026ldquo;The Ethiopian Higher Education: Creating Space for reform\u0026rdquo;, Addis Ababa: St Ma ry\u0026rsquo;s University College Printing Press. \u003c/li\u003e\n\u003cli\u003eUgboma, C., Ogwude, I. C., Ugboma, O. \u0026amp; Nadi, K., (2007) \u0026ldquo;Service quality and Satisfaction Measurements in Zimbabiwe Ports: An Exploration,\u0026quot; Maritime Policy \u0026amp; Management 34 (4)331-346. \u003c/li\u003e\n\u003cli\u003eUNICEF (2014). Briefing Notes, Media and External Relations Section and Education Section www.unicef.org/ethiopia (Accessed on 23 rd Aug 2022). \u003c/li\u003e\n\u003cli\u003eZelalem Bekele et al. (2022): Assessment of Students\u0026rsquo; satisfaction: A Case Study of Harar Health Science College, Eastern Ethiopia.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"St Lideta Health Science and Business College","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Undergraduate Students, Satisfaction, Service Quality, SLHBC","lastPublishedDoi":"10.21203/rs.3.rs-3627092/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-3627092/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground:\u003c/strong\u003e College and University in the modern world are expected to seek and cultivate new knowledge, provide the right kind of leadership and strive to promote equality and social justice.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjective:\u003c/strong\u003e The aim of this study was to investigate the satisfaction level of final year undergraduate students enrolled in regular and Extension program of St Lideta Health Science and Business College (SLHBC), Addis Ababa and there by understand St Lideta Health Science and Business College overall level of service quality perceived by the students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethodology\u003c/strong\u003e: A descriptive cross-sectional study was conducted among 102 final year undergraduate students of the college. The participants were selected using non probability, Convenience sampling technique. The data was collected through self-administered structured questionnaire. The collected data was entered and analyzed using Epi-data version 3.1 and analyzed by SPSS version 26.0 for windows. Analyzed data was presented using text narrations, frequency tables, graph and pie chart.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: The total of 102 study participants was involved in this study, with response rate of 100%. The overall level of service satisfaction among the respondents was 63.2%. Regarding administrative services, the findings from this study revealed that 40 (40.8%), 35(35.7%) and 4 (0.1%) of students were satisfied with the colleges monitoring and evaluation system, \u0026nbsp;registrar service and internet service (related services) respectively.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion and recommendations\u003c/strong\u003e: More than half of the students were satisfied with the current service status of the college, this finding is more or less comparable with previous similar studies locally and abroad in similar set ups. However, the main areas of improvement were identified to be those related with computer and internet facilities, registrar service, administrative support and related issues. Therefore, this situation invites attention of all stakeholders including the College management, government or non-government stakeholders engaged in education to enhance the quality \u0026amp; standards of services of St Lideta Health Science and Business College.\u003c/p\u003e","manuscriptTitle":"Assessment of Students’ Satisfaction: A Case Study of St Lideta Health Science and Business College, Addis Ababa, Ethiopia.","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2023-11-23 21:46:27","doi":"10.21203/rs.3.rs-3627092/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c60b9088-2ab9-43f1-8cc4-4759ecad7509","owner":[],"postedDate":"November 23rd, 2023","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":26466342,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2023-11-23T21:46:27+00:00","versionOfRecord":[],"versionCreatedAt":"2023-11-23 21:46:27","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-3627092","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-3627092","identity":"rs-3627092","version":["v1"]},"buildId":"7rjqhiLT3MXkJMwkYKINL","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}