UNIVERSITY STUDENT SATISFACTION: AN EVALUATION OF EDUCATIONAL QUALITY AMONG UNDERGRADUATE STUDENTS

Abstract

This study explored educational quality in a public university in Mexico through an examination of four dimensions of student satisfaction: teaching and learning, student respect, infrastructure and self-realization. Through a descriptive quantitative design, data were collected using a Likert-scale questionnaire which was administered to 365 students enrolled in ten undergraduate programs across three academic departments. Cronbach analyses revealed a .84 reliability coefficient for the questionnaire data. Kruskal-Wallis analyses were run to identify significant main effects for educational programs and departments. Post-hoc pair-wise comparisons were then conducted using Mann-Whitney analyses, with Bonferroni adjustments, for the identification of significant between-group differences.The overall analyses of the central tendency measures reveal positive student satisfaction for respect and self-realization, but, less satisfaction for teaching-learning and infrastructure. The non-parametric analyses revealed significant differences in student satisfaction between academic departments, and between educational programs.