Students Satisfaction

The purpose of the study was to determine the relationship between canteen service quality and student satisfaction at Mintal Comprehensive High School, Mintal, Tugbok, Davao City, Philippines. The research used a non-experimental descriptive correlational research with a total of 200 Grade 11 respondents who were randomly selected. The statistical tools used were the mean, Pearson Product-Moment Correlation (Pearson r) and regression analysis. The indicators of canteen service quality were tangibility, assurance, reliability, responsiveness, and empathy. Student satisfaction was based on the canteen ambiance, cleanliness, facilities, features, and prices. The findings revealed that canteen service quality as perceived by the students is moderately satisfactory and the student satisfaction was moderate. Further, canteen service quality is associated with student satisfaction wherein tangibility, reliability, responsiveness, and empathy showed strong positive correlation. Besides, tangibility, responsiveness, and empathy were the domains of canteen service quality that contribute significantly to student satisfaction. Hence, the school canteen managers are encouraged to improve their service quality provided to students based on the three predictors of student satisfaction.

This study entitled " students' satisfaction in the implementation of student centered learning (a survey study at senior high school 1 sampang). The aimed of this study was to know whether the student satisfied or not toward the implementation of student centered learning. Then, type of this thesis is the type of survey research. The population of the study was eleventh students at SMA Negeri 1 Sampang. There were 66 students as the sample in this study. The writer used questionnaire as an instrument to gather the data. Based on the data analysis, it was found that the students a little bit satisfy toward the implementation of student centered learning in which the students who chose individual satisfaction was 59% and 55% of students who chose group satisfaction.

Education has played an essential part in the overall development of an individual. The education industry in India is growing at a swift pace. The satisfaction of the students is very important in this context since high levels of satisfaction are positively correlated with the profitability of an organization. This paper attempts to identify various drivers of student satisfaction and also examines the impact of these drivers on overall student satisfaction. The findings of the study reveal that effective designing of curriculum, physical facilities, instructor support, support services, teaching quality and management of the institute are very vital in order to achieve the overall student satisfaction. The study also brings out an important fact from the literature that the majority of students is found to be satisfied with their academic programs, but are less satisfied with support services such as academic advising and career counselling. Inadequate support services at the educational institutions have influenced the student satisfaction score. The study also highlights that the continuous and effective dialogue between the instructor and students is also very important in order to achieve the expected satisfaction level of the student. The management role is very vital in this regard and it must regularly invest in training and development of instructors in order to ensure a high quality of teaching skills.

The purpose of this project is that due to the globalization and the liberalization of higher education, universities and colleges face new challenges. Given this competition, universities and colleges have no choice but to improve the quality of their programs and compete locally and globally and attract more domestic and international students. Higher education is operating in a service industry, placing greater emphasis on satisfying the expectations and needs of its customers, the students. That's why there is a need of enhancing educational quality so as gain image and to encourage and attract more students' enrollment both domestic and international.

Eğitim kurumları öğrencilerine kaliteli eğitim sunarak öğrencilerinin eğitimle hedeflenen kazanımları elde etmelerini amaçlamaktadırlar. Verilen eğitimlerin etkilerinin ve kalitesinin ölçülmesi amacıyla eğitim değerlendirmelerinin yapılması hayati önem
taşımaktadır. Bu değerlendirmeleri yapabilmek için de eğitimin
doğrudan muhatabı olan öğrencilerin görüşlerine başvurulması
yaygın bir yöntemdir. Bu araştırma ile Polis Akademisi Güvenlik
Bilimleri Enstitüsünde verilen yüksek lisans ve doktora eğitimlerinin öğrenci görüşleri alınarak değerlendirilmesi hedeflenmiştir. Bu araştırma, Likert tipi 21 soruyu içeren anket kullanılarak 2009 Güz dönemi sonunda yapılmıştır. Ankete katılan 70 öğrenci 270 değerlendirme yaparak 41 ayrı dersi, bu derslerin öğretim elemanlarını ve bu derslerle ilgili olarak kendi performanslarını değerlendirmişlerdir. Araştırma bulguları öğrencilerin hem derslerden hem de öğretim elemanlarından yüksek oranda memnun olduğunu göstermiştir. Ayrıca, öğrencilerin kendilerini değerlendirmeleri ile ders ve
öğretim elemanlarını değerlendirmeleri arasında güçlü ve pozitif bir ilişki tespit edilmiştir. Son olarak, değerlendirme sonuçlarına göre 14 alanda öğretim elemanları arasında anlamlı farklılık olduğu bulunmuştur.

Universities 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. The quality of education is an important factor considered for attracting and retaining students as it a substantial investment made by their parents. Hence delivering quality service has become an important goal for most higher education institutions (HEIs) and for distinguishing the institutions among other competitors. The general objective of the study is to investigate the satisfaction level of student enrolled in undergraduate, graduate and post graduate programs from the Women University Multan. The level of service quality with respect to administrative service, support facilities, physical environmental quality, and transformative quality and overall level of students satisfaction in all university service.
The study design was conducted on students of the women university selected using a random sampling technique. Data was collected from 300 Questionnaire and analyzed through SPSS. By using analysis, Anova, T test and Pearson correlation of coefficient was used. Major findings of study revealed that there was a significant relationship between students’ satisfaction and quality of education.

This study aims to determine the level of ESP students’ satisfaction with online ESP learning courses at three faculties of Taras Shevchenko National University of Kyiv. The current study examines students’ answers to identify their satisfaction in ESP online courses. The study’s research questions were divided into four categories: the effectiveness of online ESP learning, the availability of learning material used by ESP instructors, the evaluation of ESP teachers’ results, the effectiveness of online testing, and students’ difficulties with ESP distance learning. A descriptive statistical method was used to validate the study. The statistics package JASP was used for data analysis. The authors chose observation, literature analysis, a questionnaire provision, and descriptive data analysis as the research tools. The study results show that students are primarily pleased with ESP courses taught online, students fulfil the expected progress in ESP learning performance.  It is revealed that the main problems that influence and impact online ESP learning during COVID-19 are related to technical, academic, and communication challenges. Student satisfaction surveys may lead to changes in ESP online learning activities that may, in turn, boost students’ outcomes. The results provide valuable insight into students’ satisfaction with online learning and pose practical questions for its implementation. As a result, this study is just a preliminary attempt at offering considerate analysis to Ukraine’s policymakers.

The diversity nature hospitality service business is always related to service quality and cus-tomer satisfaction. These two concepts are the most important key marketing strategies for sustaining compet-itive advantage in the industry. Due to the competition in the service business, measuring customer satisfac-tion has become a common practice in university foodservice, including campus coffeehouse. The purpose of this study is to examine the relationship between service quality dimensions (i.e., employee skills, ambience, menu design, and food quality) towards student satisfaction in Caffé Giunto. A sample of 170 students who had dined at Caffé Giuntois surveyed in order to test the hypothesis. The data were analyzed using multiple regression analysis. The result of the study indicated that there is a significant relationship between service quality and student satisfaction in Caffé Giunto. The outcome of this research provides a direction towards improving the service quality at Caffé Giunto in the future as well as other university foodservice outlets

Halkla ilişkiler mesleği gerek kuramsal gerekse uygulamalar çerçevesinde büyük
ölçüde iletişim alanıyla bağlantılıdır. Bu nedenle halkla ilişkiler eğitiminin
çoğunlukla üniversitelerin İletişim Fakültelerinde bir bölüm olarak yer alması
doğaldır. Türkiye’de halkla ilişkiler eğitimini iletişim alanı dışında veren üç
üniversite bulunmaktadır. Bu üç üniversiteden biri İşletme Fakültesi’nde Halkla
İlişkiler ve Tanıtım Bölümü’nün bulunduğu Karabük Üniversitesi’dir. Bu çalışmanın
amacı, Karabük Üniversitesi’nde Halkla İlişkiler ve Tanıtım Bölümü’ndeki lisans
öğrencilerinin, eğitimlerini mesleki yeterlik açısından nasıl değerlendirdiklerini
anlamak ve aldıkları eğitimdeki memnuiyetlerini değerlendirmektir. Bu çerçevede,
Halkla İlişkiler ve Tanıtım Bölümü son sınıf öğrencileri ile Eylül-Kasım 2018 tarihleri
arasında, açık uçlu soruların hazırlandığı yazılı görüşmeler ve yüz yüze görüşmeler
yapılmıştır. Böylelikle öğrencilerin, aldıkları eğitimle mesleki beklentilerinin ne
derece örtüştüğü ve mezun olduklarında meslek hayatına atılmaya kendilerini ne
derece hazır hissettikleri ortaya çıkmıştır.
Anahtar Kelimeler: Halkla İlişkiler Eğitimi, Halkla İlişkiler Öğrencileri, Öğrenci
Memnuniyeti, Halkla İlişkiler ve Tanıtım, İşletme Fakülteleri
Abstract
Public relations (PR), as a profession is widely related to communication field in
terms of both theoretical and practical aspects. Therefore, it seems natural that public
relations are generally located as a department in the Faculty of Communication. On
the other hand, three universities including Karabük University locate this
department outside that faculty. This study aims to understand how undergraduate
students of Public Relations and Publicity Department at Karabük University
evaluate the education which they are receiving within the context of professional
competence. Thus, the satisfaction of students with the education will also be
analyzed from the perspective of different curricula. In this context, written
interviews with open ended questions will be conducted with senior students of
Public Relations and Publicity Department. Therefore, it was ascertained that to
which extent the undergraduate program meets the professional expectations of the
students and how much they are ready to enter the business world.
Keywords: Public Relations Education, Public Relations Students, Student
Satisfaction, Public Relations and Publicity, Faculty of Business.

Many academics often apply knowledge creation for enriching the efficiency and quality of learning achievements. However, can knowledge creation also be used in low-technology situations such as school-based supervision of students? This paper describes the development and application of the learning module Educational Policy and Strategic Plan Development of Students (ED341306) at Northeastern University, Khon Kean, during the academic year 2020. The results were: 1) The efficiency of the action process in the learning module was 84.76, while the efficiency of knowledge was 83.26, which is higher than the specified criterion of 80/80; 2) the quality of the learning module, in relation to propriety, congruence, feasibility, and utility aspects was at "The Highest" level. 3) the effectiveness index of students was 0.7679; 4) the post-test learning achievement was significantly higher than the pretest at .01; 5) significant differences occurred between the post-test and the pre-test, indicating that learning retention had been achieved; 6) students' satisfaction with the learning module was at "The Highest" mean level at.4.92.

The Open University of Sri Lanka (OUSL) is highly concerned about the student satisfaction. One major reason for the concern is that dissatisfaction leads to dropping out of students. Undoubtedly, high rates of dropouts mean high wastage of resources. Therefore, these institutions are concerned about student satisfaction and a common approach to ensure satisfaction is to provide Student Support Services (SSS). The expectation of the institutions is to increase student satisfaction so that success rates would increase. A strategy adopted by the OUSL similar to many other Open Universities is to operate a network of centers in order to facilitate the provision of SSS. At the same time, the centers themselves face problems in the provision of SSS and these in turn can affect student satisfaction. The main aim of this study is to compare the problems faced by the OUSL network of centres in the provision of SSS in 2007 and 2017. The study also aimed to identify the SSS currently provided by the OUSL network of centres, the current problems faced by them in the provision of SSS and to make suggestions to minimize the problems. In 2007, there existed only 4 regional centres and 17 study centres in the centre network while now the number of regional centres has gone up to 8 and the number of study centres has increased up to 27. The instruments used to collect data were a questionnaire and an interview schedule. The analysis of data was done qualitatively. The findings revealed that although some of the problems that existed 10 years ago were solved some still existed may be to a lesser degree. Additionally a few fresh problems currently faced by the centres of the OUSL centre network were also identified. Suggestions were given to minimize the problems.

Universities 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. The quality of education is an important factor considered for attracting and retaining students as it a substantial investment made by their parents. Hence delivering quality service has become an important goal for most higher education institutions (HEIs) and for distinguishing the institutions among other competitors. The general objective of the study is to investigate the satisfaction level of student enrolled in undergraduate, graduate and post graduate programs from the Women University Multan. The level of service quality with respect to administrative service, support facilities, physical environmental quality, and transformative quality and overall level of students satisfaction in all university service.
The study design was conducted on students of the women university selected using a random sampling technique. Data was collected from 300 Questionnaire and analyzed through SPSS. By using analysis, Anova, T test and Pearson correlation of coefficient was used. Major findings of study revealed that there was a significant relationship between students’ satisfaction and quality of education.

This study investigates the effect of Social Networking Sites on Lifestyles, Acculturation and Self-Esteem of University Students Ondo State, Nigeria. The instrument used for data collection was a structured questionnaire. A sample of 250 students was randomly selected from all the 5 faculties of Adekunle Ajasin University, Akungba-Akoko, Ondo State. The result and discussion of the study indicated that students ’ social lives are being affected by the usage of Social Networking Sites because online social networking has deeply penetrated university campuses, influencing multiple aspects of student life including their lifestyles, acculturation and self-esteem. The study further revealed that the utilization of Social Networking Sites by students both have positive and negative effects on them. Based on the result of the findings, it was recommended that students should use their knowledge about their environment’s attributes to nurture and maintain their integrity and commitment to...

Many academics often apply knowledge creation for enriching the efficiency and quality of learning achievements. However, can knowledge creation also be used in low-technology situations such as school-based supervision of students? This paper describes the development and application of the learning module Educational Policy and Strategic Plan Development of Students (ED341306) at Northeastern University, Khon Kean, during the academic year 2020. The results were: 1) The efficiency of the action process in the learning module was 84.76, while the efficiency of knowledge was 83.26, which is higher than the specified criterion of 80/80; 2) the quality of the learning module, in relation to propriety, congruence, feasibility, and utility aspects was at "The Highest" level. 3) the effectiveness index of students was 0.7679; 4) the post-test learning achievement was significantly higher than the pretest at .01; 5) no significant differences occurred between the post-test and the pre-test, indicating that learning retention had been achieved; 6) students' satisfaction with the learning module was at "The Highest" level.

All deserving youth should get equal quality of higher education. For highly populated and developing countries like India, it would be difficult for government alone to provide higher education for the entire youth population. Furthermore, the absence of any significant
expansion in different sectors of higher education by the State has created a space for the growth of private providers (Pal, 2009). The participation of the private sector may be taken as a positive solution towards providing higher education for all youth. However, it is the responsibility of the government to ensure quality in these privately sponsored higher educational institutions while monitoring their functioning regularly. As “…after obtaining university status, to give “guaranteed” degrees at any level, including PhD, for a price. This has dealt a serious blow to the credibility of the Indian university degree (Pal, 2008)”. Although UGC and other statutory bodies of all higher education streams have taken various safety measures to ensure quality, it appears the provisions are fulfilled by institutions as only a mechanical exercise. Indeed, institutions are more concerned about conforming to set provisions for ensuring quality rather than understanding localized constraints in maintaining quality. Deemed to be Universities’ faculty members have more experience than their counterparts from Private Universities whereas in terms of qualifications (Ph.D. as highest qualification) and the number of publications, the faculty of Private Universities score over those from the Deemed to be Universities. The proportion of teachers with Ph.D. as the highest qualification is indicative of the quality of teaching staff and has a bearing on the research potential of the University (Qamar, 2008). Thus, the Private University has more potential for research unlike the Deemed to be University, which is supposed to have higher
potential for research and innovation (the reason for being conferred deemed status and
deriving more cumulative investment). While both types of universities have basic physical infrastructure, the perception of faculty members in the Deemed to be Universities was better than those in the Private
Universities with regard to sufficiency of overall infrastructure. Deemed to be Universities have larger number of titles of books and subscribe more
journals (national and international) whereas Private Universities have higher number of volumes of same titles and CDs/DVDs in the library. The number of books and journals in the library is indicative of the cumulative investment in learning resources available with the university (Qamar, 2008). Deemed to be Universities, as such, make more cumulative
investment on library. Faculty members and students at Deemed to be universities were more positive
regarding library facilities compared to their private universities’ counterparts. Structure of curriculum and time duration in both types of universities are the same. Both types of universities offer similar courses, integrated courses and dual specialization courses, with same time duration for the courses. Students of both types of universities can change their branches/minors/electives only at the end of the first semester. The two types of universities have a provision for admission through national-level entrance examinations like AIEEE, GATE, CAT and MAT followed by their own entrance tests for left-over seats.
However, despite this two-tiered admission process through national level examinations, followed by their own university-level entrance tests, it appears from admission-related advertisements in print and electronic media throughout the year that seats remain vacant in these universities. For management courses incidentally, entrance test is followed by group discussion. A committee, with both internal and external members, is constituted in both types of
universities for curriculum development. However, while neither type of university has any fixed duration for revision of syllabi, NKC (2009) has recommended that there should be revision or restructuring of curricula at least once in three year and that these revisions be subjected to outside peer review before implementation. Both types of universities have curriculum that has scope for using ICT during teaching learning process. ICT is used by their faculty members. Both types of university have similar
curriculum as per the opinion of their respective students. Most usable teaching methods in both types of the university were Lecture and Discussion method. Case Study, Role Play and Seminar method were among the least used teaching methods. The Finding that Lecture method was among the most used teaching method at higher level is endorsed by Jaffer (2007). The ratio of internal and external assessment was 30:70. “Assessment cannot and should not be based on examinations alone as examination often stifles the teaching-learning process because it rewards selective and uncritical learning. Weight of Internal should be raised to 50 percent, as recommended by NKC, 2009”. Assessment at both types of university was continuous and comprehensive as it was done with the use of a number of methods/
strategies. For the internal assessment, faculty of both types of university use Observation, Presentation (Project and Summer Training), Assignment, Attendance and practical test. Summer Training is an integral part of courses and has weightage in internal assessment. There is no significant difference in Leadership effectiveness of heads of the departments.
Heads of departments of both types of universities were moderately effective leaders. There is no significant difference in Student’s Satisfaction. Students in both types of university have moderate level of student’s satisfaction. While student’s satisfaction should be one of the major aims of the universities, neither of the two types of universities have highly satisfied students as both types of universities were not really fulfilling the expectations of the students. Overall, the Deemed to be Universities were better than Private Universities. This edge is
only because as institutions, Deemed to be universities are older than Private Universities. Both types of university need to develop a mechanism which can transform their leaders as highly effective leader and fulfil needs and expectations of the students in order to have highly satisfied students.

The objective of the Survey has been to assess student satisfaction regarding their undergraduate academic experience, including their perception on academic value, workload, faculty satisfaction, degree curriculum and academic well-being among many others. Perceptions of a total 460 respondents were reflected from 5 Private Universities and 2 Public Universities in this report.

Egypt is one of the major countries in the region, especially with its high population. The large number of students per class and the shrinking budgets has highlighted the role of private sector universities; as it can serve a great number of students while maintaining the low number of students per class due. Although literature is rich with studies regarding higher education (HE) universities, key criteria to students'satisfaction in the Egyptian context; especially in private HEstill need to be investigated in order to assess their impact on students' overall satisfaction. Accordingly, the research inquires on the main criteria that affect students' overall satisfaction with regards to the staff value, educational e-services and knowledge at a college in a private university in Egypt; as it offers a variety of e-educational services, which makes it a suitable vehicle for the study at hand. The surveyed college, has 1701 enrolled students, where 200 structured questionnaires were randomly distributed over students, with 103 questionnaires returned and considered valid. Data was statistically analysed and hypotheses were tested using chi-square, correlation, and regression tests. Finally, the research findings confirm a positive relation between staff, educational e-services, and knowledge values together with students' satisfaction. Hen conclusions were drawn and, recommendations were made to decision makers highlighting the importance of these criteria in particular, and the need to be given more attention.

Student satisfaction has always been of prime concern to the management of the colleges essentially from the ethical point of view and with a secondary objective of pinpointing the strengths and to identify the weak areas for improvement. Student experiences can be used to improve the quality of student learning, as well as for benchmarking and funding decisions. Student satisfaction not only enables higher authority to reorganise accordingly but also gives an opportunity to develop a system for continuous monitoring in meeting or exceeding the students' needs effectively. In the light of this background, a thorough review of literature was made to understand the contribution of different factors which are responsible for the student satisfaction. This paper deals with finding the most critical factors for students' satisfaction and finally formulating the student(s) satisfaction index to measure student(s) satisfaction, especially in the private engineering colleges in Mysore region under VTU. Statistical t-test was conducted to analyze the collected data and finally the student satisfaction index was formulated on a scale of 100.

Student satisfaction has always been of prime concern to the management of the colleges essentially from the ethical point of view and with a secondary objective of pinpointing the strengths and to identify the weak areas for improvement. Student experiences can be used to improve the quality of student learning, as well as for benchmarking and funding decisions. Student satisfaction not only enables higher authority to reorganise accordingly but also gives an opportunity to develop a system for continuous monitoring in meeting or exceeding the students' needs effectively.

Most of the quality definitions are consumer centered. Now, education is being considered as a consumer good. Student is one of the consumer of education. So, their satisfaction is utmost important. The paper was an attempt to study the satisfaction of North-East students, studying in Delhi National Capital Region (NCR) from the facilities and the services of their respective institution. The sample of the study comprised 80 students (40 boys and 40 girls) selected through purposive sampling technique. For the data collection Students Institution Satisfaction Scale [SISS-ASJS] (2013) by Prof. Sohrab Ali and Dr. Sanjeev Kumar Jha was used. Analysis and interpretation, statistical techniques like mean, standard deviation, and t-test were employed. The paper concluded that North-East students have moderate level of satisfaction from the facilities and the services of their institution. The analysis further showed that type of institution i.e. public or private, gender i.e. boy or girl, and stream of study i.e. academic or professional has no  with students satisfaction.

Reference:
4. Jha, S. K. & Tiakala. (2016). Satisfaction of North-East students in Higher Educational Institutions of Delhi National Capital Region (G.S. Reddy, Ed.). Edutracks, 16 (1), 21-25. Neelkamal Publications: Hyderabad. (ISBN 0972-9844)

Communication in and out the classroom is an essential component for education. As the technology emerges, there is a need to adopt to the new technologies to enhance students' learning experience. Social media technologies provide informal communication methods that promote student engagement and satisfaction by removing communication barriers. In this paper, we report our experience in using different social media technologies to enhance students' learning experience and satisfaction with the course. We perform our experiment in software project management course and conduct a survey to assess the students' perspective towards using these different social media technologies in enhancing their learning and satisfaction. Results show that students are satisfied and feel that their learning experience has improved when using social media for class communication.

At the forefront of providing quality academic learning improvement to institutions of higher learning particularly the traditional colleges and universities are the improved services towards quality standards of academic programs services. This could be realized when the teaching-learning environment and support academic services are highly optimized and are complementary to each other. This academic state necessitates the attainment of satisfaction among its stakeholders particularly the students. Students’ satisfaction, in the case of these traditional colleges and universities, impinges to be the top most priority of school administrators as their state, as well as their financial capabilities, depend much on their enrolment. Besides, academic institutions are mandated to provide quality academic services. Aptly, quality services lead to students’ satisfaction and loyalty.   
Articulated among the literature of today’s academic mandate are the standpoints of quality education through quality teaching-learning environment and academic support services which exude efficiency, accountability and transparency. Purportedly, higher education institutions are compelled to provide quality education despite their academic state and classifications: to educate students to be become competent in their own disciplines as a way to prepare them as world class graduates who are able to participate in turning every wheel of globalization or internationalization. Such factors include faculty performance, classroom teaching-learning environment, learning facilities, academic support services, school safety and sanitation, among others. Aptly, the higher education sector has been undergoing profound transformation during the last decade as the new paradigm shift was implemented. Alongside with this mandate is the Cagayan Valley Computer and Information Technology College, Inc. (CVCITC) mission to provide quality education responsive to the needs of the 21st century: world class graduates who can participate in the global field of work and works.
In this study, the teachers’ manipulative techniques in facilitating teaching-learning and the complementing academic support services were investigated. Indicators include the teaching climate, teachers’ attitude towards students, assessment of student learning, teachers’ teaching modalities, provision for internationalization, educational guidance and student counseling, library services, comfort and security, school’s housekeeping services and canteen services. 
The Descriptive Research design was used in this study as it tried to gather data on the level of students’ satisfaction on the teaching-learning environment, as well as on the academic support services, offered in CVCITC. The comparative design was also used as it also tried to ascertain the comparative analysis on the respondents’ satisfaction on the parameters set forth in the study. The respondents of this study were the graduating students of Cagayan Valley Computer and Information Technology College, Inc., Santiago City, Philippines. A questionnaire was adopted from the study of KIMEP in 2011.  The questionnaire offered an array of questions on the students’ satisfaction particularly on the prevalence of the teaching-learning environment and the academic support services. Data were tallied, treated and analyzed to give shed on the formulated research problems. The mean, t-test and ANOVA were used in the study. Data were treated using SPSS.
Findings of the study revealed that (1) there is a good state of the respondents’ satisfaction on the teaching-learning environment and academic support services offered in CVCITC; (2) there is no significant difference on the students’ satisfaction on the teaching-learning environment and academic support services at CVCITC when the respondents are grouped according to gender; and (3) a comparable state of satisfaction in terms of educational guidance/student counseling, provision for internationalization, assessment of student learning, teachers’ attitude towards students, comfort and security, cleaning services, library services, teaching and learning climate, but an incomparable state on the Teachers’ Teaching Modalities and Competencies, Cleaning services, Canteen services, teaching and learning climate when grouped according to their courses of studies.

The Hybrid-Flexible (HyFlex) design model is a course design model that combines Hybrid learning in a Flexible way, such that students can either attend face-to-face class sessions, participate online or do both (i.e. alternate between face-to-face mode and online mode), according to their needs and availability, without learning deficits. Student satisfaction and learning outcomes (i.e. academic performance) should be the same regardless of the mode they choose. The aim of this study is to address these issues. A total of 376 students enrolled in a HyFlex information systems course responded to an online questionnaire. One-way ANOVA tests results revealed that no significant differences were found between students who chose different delivery modes on satisfaction, multiple choice test, and written exam scores. However, significant differences were observed on continuous assessment scores. The discussion relates to the importance of conducting other studies on this particular design model.

The Hybrid-Flexible (HyFlex) design model is a course design model that combines Hybrid learning in a Flexible way, such that students can either attend face-to-face class sessions, participate online or do both (i.e. alternate between face-to-face mode and online mode), according to their needs and availability, without learning deficits. Student satisfaction and learning outcomes (i.e. academic performance) should be the same regardless of the mode they choose. The aim of this study is to address these issues. A total of 376 students enrolled in a HyFlex information systems course responded to an online questionnaire. One-way ANOVA tests results revealed that no significant differences were found between students who chose different delivery modes on satisfaction, multiple choice test, and written exam scores. However, significant differences were observed on continuous assessment scores. The discussion relates to the importance of conducting other studies on this particular design model.

Education is considered a means for the development and empowerment of the social, economical and political growth of a country. Every educational institution needs to understand its internal strength and weakness, and external opportunities and threats. Student satisfaction was driven by evaluating the quality of coursework and other curriculum activities and other factors related to the university. Student satisfaction plays a crucial role for the success of a university. Student survey results aid in strategic planning and institutional goal setting, providing important direction for operational objectives and program planning. Today's rapid expansion of colleges and universities forces them to think differently about the role of student satisfaction for their continued existence. Student experiences can be used to improve the quality of student learning, as well as for benchmarking and funding decisions. In the light of this background, a thorough review of literature was made to understand the contribution of different factors which are responsible for the student satisfaction. This paper deals with finding the most critical factors for students' satisfaction and how different authors formulated the student satisfaction index model to measure student satisfaction.