Education satisfaction analysis for Manabi’s technical university (UTM) students: SEM model
Keywords:
education, HEI, IES, satisfaction, SEMAbstract
In the realm of education, the assessment of service quality is intricately tied to institutional management and its alignment with student expectations. This study delves into the Ecuadorian educational landscape emphasizing the persistent challenges faced by the country, such as infrastructure deficiencies, inadequate teacher preparation, and a centralized system. To address these concerns and enhance educational quality, a substantial policy shift has been initiated, necessitating comprehensive evaluations and restructuring within educational institutions. This paper draws on a study conducted by Maluk (2022), which validates an instrument measuring university quality perception from students’ viewpoints. Notably, student satisfaction emerges as a crucial factor, impacting overall educational quality. The research aims to develop a Structural Equation System Model (SEM) to systematically explore student satisfaction’s multifaceted components. By evaluating academic experiences and aligning them with student expectations, this study provides valuable insights for policymakers and university rectors. The findings reveal that, for UTM students, academic course quality significantly influences satisfaction, followed by the impact of course activities, evaluations, and proactive elements. Surprisingly, teacher deficiencies show a minor negative impact, opening avenues for further research on teacher preparation and its implications for student satisfaction.
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