Mediation Starring role of Student’s Satisfaction in Open Distance Learning in Sri Lanka

Abstract

In the education environment Students’ Perceived Service Quality (SQ), Satisfaction (SAT) and students’ favourable or unfavourable behaviour can be considered as significant factors of students’ retention and accomplishment of registered programmes with in their stipulated time. The Open Distance Learning (ODL) is widely spread and established flexible pedagogy system with the fast-growing technological enhancement. Year by Year the student population has been drastically increased but completion rate has uncovered a very challenging situation. The service quality concepts which were limited only for customer-based criteria have originated various service quality significant factors and models in education field also. The purpose of this paper is to find out the significant service quality factors by using the modified SERVQUAL dimensions and the relationship between PSQ, SAT and Behavioural Intention (BI). For this study independent variables are Assurance, Empathy, Reliability, Responsiveness, and Website Content and dependent variables are Students’ PSQ, SAT and BI. The population was undergraduate students who have registered for academic year 2013/2014. The valid sample consisted with 744 students. Data collection were done by using a self-administered questionnaire and survey method. The significant relationships revealed; PSQ with Reliability, Responsiveness and Website Content. Further Students’ PSQ with SAT, PSQ with BI and SAT with BI. It is concluded that there is a strong relationship between PSQ and SAT in the ODL environment and a mediated relationship. The variance extracted from the PSQ and SAT were 26% and BI was 43%. It is recommended to select more SQ variables and should increase the sample size for more accuracy in future study as longitudinal. The implications will contribute theoretically and managerially to formulate practical guidelines and necessary strategies to improve the students’ favorable behaviour mediated by the Students’ SAT and PSQ.

Service Quality Dimension during Open and Distance Learning (ODL) in UiTM

“…The original Servqual model comprised ten dimensions; these were later reduced to five: Tangibles, Assurance, Empathy, Dependability, and Responsiveness (Parasuraman et al, 1988). This study will add up pedagogical dimension (Pereira, 2005), unusual situation management (Sultan & Tarafder, 2007)), delivery (Mpine Makoe & Asteria Nsamba, 2019), accomplishment (Sembiring, & Rahayu, 2019), cost & time (Perera, Abeysekera, Sudasinghe & Dharmaratne, 2017), Behavioral Intention (Perera & Abeysekera, 2019) and quality academic service (Šereš et al, 2019). Consequently, this study will examine the service quality provided by UiTM for Open and distance learning.…”

“…The study will assist ODL strategists in determining the areas with the greatest number of ODL learners so that resources can be allocated more efficiently to areas that have a greater impact on service quality. This study will add up pedagogical dimension (Pereira, 2005), and unusual situation management (Sultan & Tarafder, 2007), delivery (Mpine & Asteria, 2019), accomplishment (Sembiring & Rahayu, 2019), cost & time (Perera, Abeysekera, Sudasinghe, Dharmaratne, 2017), behavioral intention (Perera & Abeysekera, 2019) and quality academic service (Šereš, Lukić, & Lukić, 2019).…”

Value generation from academic activities in a public higher education: A lean perspective

“…Another preponderant aspect is the course organization, as defined by Perera and Abeysekera (2019), defined as the continuous support given to the student from the day of entry in the institution to its final moment, through information, support and guidance schemes and resources. Pastore et al (2022) exemplify the course organization as the basic aspects of the course itself such as class schedule, accurate explanations about the syllabus, academic flow of the course and the teacher availability.…”

“…Another preponderant aspect is the course organization, as defined by Perera and Abeysekera (2019), defined as the continuous support given to the student from the day of entry in the institution to its final moment, through information, support and guidance schemes and resources. Pastore et al.…”