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TVET research

STUDY ON EFFECTIVENESS OF TRAINING LEARNING

PRACTICES IN VOCATIONAL TRAINING CENTERS IN

SRI LANKA

(WITH SPECIAL REFERENCE TO THE NORTH WESTERN

PROVINCE)

Group No .08 (VTA & DTET)

(1) Mr. H.M.S. Jayathilake (Team Leader), Training Officer, VTA – Kurunegala,

(2) S.W.M.P.N. Wanninayake(Team Member), Training Officer, VTA - Maravila

(3) L.H.M.S. Bandara(Team Member), Instructor (English), Technical College - Anamaduwa

1

ABSTRACT

This study scopes at the effectiveness of training learning practices in vocational training

centers in VTASL. A questionnaire was the major research tool of this study. It was based on

the perception of students’ satisfaction on teaching learning practices of VTASL . A student

sample of 250 and a teachers’ sample of 50 were used for this study. The mirror questions were

asked from both students and the teachers. The answers were on a Likert scale which varies

from 0 to 4. The date interpretation was on both mean value and the standard deviation. To

calibrate data interpretation, frank ideas of five teachers and five students taken by an interview

were mentioned at the data analysis part. Questionnaires were based on 5 customer quality

dimensions developed by Valary A Seithmal; reliability, responsiveness, tangibility, empathy

and assurance.25 questions were asked in the questionnaire as 5 questions per each dimension.

According to the results of data analysis, it was obvious that the mean value of responses of

both the students and the teachers are highly satisfied or very highly satisfied for the indicators

that were considered to prepare the questionnaire. The standard deviation is also less than one

in almost all occasions apart from few instances. This result implies that the teaching learning

practices of VTASL are highly effective. But, with observations and individual discussions

with teachers and students , it was evident that there is a lack of materials , equipment and

improper classroom conditions. So, this research suggests to proceed the ongoing training

learning practices of VTASL fulfilling physical facilities including training materials,

equipment and maintaining proper classrooms environments.

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CONTENTS

CHAPTER ONE......................................................................................................................................8

INTRODUCTION....................................................................................................................................8

1.1 INTRODUCTION TO RESEARCH........................................................................................8

1.2 RESEARCH PROBLEM..........................................................................................................8

1.3 RESEARCH QUESTION.......................................................................................................9

1.4 RESEARCH OBJECTIVES......................................................................................................9

1.5 RESEARCH HYPOTHESIS.....................................................................................................9

1.6 SIGNIFICANCE OF THE PRESENT RESEARCH...............................................................10

1.8 LIMITATIONS AND DELIMITATIONS..............................................................................10

1.9 METHODS OF DATA COLLECTION..................................................................................10

1.10 SCOPE AND THE COVERAGE............................................................................................10

1.11 POPULATION AND SAMPLE FRAME...............................................................................11

CHAPTER TWO..................................................................................................................................12

LITERATURE REVIEW....................................................................................................................12

2.1 INTRODUCTION..................................................................................................................12

2.2 THEORETICAL BACKGROUND...............................................................................................12

2.2.1 SERVICES.............................................................................................................................13

2.2.2 SERVICE QUALITY.............................................................................................................15

2.2.3 CUSTOMER...................................................................................................................16

2.2.4 CUSTOMER EXPECTATION.......................................................................................17

2.2.5 CUSTOMER PERCEPTION.........................................................................................19

2.2.6 CUSTOMER SATISFACTION...................................................................................21

2.2.7 CUSTOMER LOYALTY.......................................................................................................22

2.2.8 SERVICE QUALITY AND CUSTOMER SATISFACTION........................................22

2.2.9. STUDENTS AS CUSTOMERS..............................................................................................24

2.3 THEORETICAL FRAMEWORK...........................................................................................24

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2.3.1 SERVICE QUALITY. 25

2.3.2 SERVICE QUALITY MODEL................................................................................................27

2.3.3 CUSTOMER SATISFACTION..............................................................................................34

2.3.4 SERVICE QUALITY VS CUSTOMER SATISFACTION........................................36

2.3.5 CUSTOMER LOYALTY................................................................................................38

2.4 CONCEPTUAL BACKGROUND..........................................................................................39

2.4.1 FIVE DIMENSIONS OF SERVICE QUALITY.............................................................40

2.5 CONCEPTUAL FRAMEWORK............................................................................................45

2.5.1 Reliability........................................................................................................................45

2.5.2 Responsiveness................................................................................................................46

2.5.3 Assurance........................................................................................................................46

2.5.4 Empathy.........................................................................................................................47

2.5.5 Tangibility.......................................................................................................................47

CHAPTER 3...........................................................................................................................................48

RESULTS (ANALYSIS).......................................................................................................................48

3.1 INTRODUCTION...................................................................................................................48

CHAPTER 4...........................................................................................................................................71

CONCLUSION AND RECOMMENDATIONS....................................................................................71

BIBLIOGRAPHY..................................................................................................................................73

ANNEXURE - 01..............................................................................................................................77

(QUESTIONNAIRE - FOR THE STUDENTS).................................................................................77

ANNEXURE – 2.................................................................................................................................86

(QUESTIONNAIRE FOR THE TEACHERS)...................................................................................86

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CHAPTER ONE

INTRODUCTION

1.1 INTRODUCTION TO RESEARCH

This study scopes into the effectiveness of training learning practices in vocational training

centers in VTASL. To carry out this research, all the VTA centers in the North Western

province were selected. Out of all there centers, 250 students and 50 teachers were randomly

selected as the sample. The main research tool was a structured questionnaire which carries 25

questions. The questionnaire was based on five quality dimensions; reliability responsiveness,

assurance, empathy and tangibility and their satisfaction was assessed by the questions. The

answers of the students and teachers were scaled on the likert scale which carries five scales

from 0 to 4 (0, 1, 2, 3, 4) ; " not satisfied", " Satisfied up to some extent ", "Satisfied", "Highly

Satisfied", " Very Highly satisfied ". The data interpretation was done on mean value and the

standard deviation. As a calibration to the conclusions, two students and two teachers were

personally interviewed and their genuine ideas were also considered.

1.2 RESEARCH PROBLEM

The VTA is a leading institute in Sri Lanka in providing vocational training ,and it is honored

to be the biggest institute to provide the biggest number of NVQ certificates in Sri Lanka.

There are 254 VTA centers which cater the demand of vocational training of the youth aged

18 ; 24 island wide. Almost all the VTA centers are in the problem of lack of students for some

courses and there are complains that the students are not having higher jobs in private and

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public sector. Moreover, at the on the job training and job placements, there are complains that

although students perform practical well, they are lack of theoretical knowledge. At the same

time, job providers complain that students have the problems of knowledge, attitudes,

interpersonal skills, communication skills, punctuality and time management etc. So, this study

will scope at how teaching learning process of VTA affect above mentioned problems which

are caused by the problems of the effectiveness.

1.3 RESEARCH QUESTION

Does the VTA Sri Lanka provide an effective teaching learning practice? .

1.4 RESEARCH OBJECTIVES

i. To study the effectiveness of training learning process of in Vocational Training

Centers in VTASL

ii. To analyze the problems caused by the effectiveness of Vocational Training

Centers in VTASL

iii. To suggest recommendations for the problems caused by the effectiveness of

Vocational Training Centers in VTASL

1.5 RESEARCH HYPOTHESIS

H 0 ; The VTA produces competent and confidence technicians regardless the

effectiveness of teaching learning process.

H 1; There is a co relation between the effectiveness of teaching learning practices in

VTA and producing competent and confidence technicians.

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1.6 SIGNIFICANCE OF THE PRESENT RESEARCH

The findings of this research will directlybe useful for the Vocational Training Authority

(VTA) and the Ministry of skills development and vocational Training to make policies

regarding the development of VTASL.

1.8 LIMITATIONS AND DELIMITATIONS

Limitations- This research is based only on selected 25 questions under students satisfaction.

Delimitations- This method is applicable for numerous other problems that were not mentioned

in this study.

1.9 METHODS OF DATA COLLECTION

Primary data sources .

Primary data will be collected in questionnaires, interviews and observations.

Secondary data source

Secondary data will be collected from books on organizational management and data in the

VTA centers and web sited.

1.10 SCOPE AND THE COVERAGE

Scope of the present research is customer satisfaction i.e. Students’ satisfaction, in which it was

defined as satisfaction is customer's fulfillment response. It is a judgment that a product or

service feature, the product or service itself provides a pleasurable level of consumption –

related fulfillment.Coverage of the present research was confined to the factors relating to the

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service quality.Service Quality Dimension refers to the five factor areas namely, Service

reliability, service responsiveness, assurance, empathy and tangibility.

1.11 POPULATION AND SAMPLE FRAME

The total students population for this study is 1055 which comprises of 710 students in the

Kurunegala district and 345 students in the Puttalamdistrict whereas86 total teachers

population which comprises of 52 teachers in the Kurunegala district and 34 teachers in the

Puttalama district. To carry out this research, nine VTA centers in the North Western province

were selected. These nine centres comprises of five VTA centres in the Kurunegala district and

four VTA centres in the Puttalama district. In the Kurunegala district , Saragama DVTA,

Mawathagama VTA, Dagama VTA, Udagama VTA , Hiripitiya VTA were taken into this

study whereas Polgahawea VTA, Bingiruya VTA, Hettipola VTA, centers were not taken in to

this research because of lack of accessibility due to time constrain.

In the Puttalam district,Marawilladvta,Anamaduwa VTA, NagawilluwavtaPuttalamavtc were

considered for this study whereas Dankotuwa VTA, Marawala VTA, Muhudukatuwa VTA

were not taken into this research because of difficulty in accessibility due to time constrain. The

questionnaire was distributed among randomly selected five students in each class and almost

all the teachers present in almost all the VTA centers in the North western Province. Out of all

there centers, 250 students and 50 teachers were randomly selected as a convenient sample.

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CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

This chapterelaborates the literature review of the present research. It comprises of four

sections; Theoretical background, Theoretical framework, Conceptual background, Conceptual

framework.

This literature review presents an overview of the service quality dimension towards customer

satisfaction ie. students’ satisfaction. All five dimensions of service quality, reliability,

responsiveness, assurance, and empathy and tangibility will be discussed. In addition, it also

discusses service quality conceptual models and issues around those models. The study has

elaborated the impact of the quality dimensions of services towards quality of study programs

offered by technical colleges in Sri Lanka.

Literature which is related to this study has been surveyed and reviewed to describe the

dependent variable and impact of independent variables towards the dependent variable.

Researcher attempts to find literature through larger volume of text books, journals, magazines,

different academic points of views and some other sources like internet etc.

2.2 THEORETICAL BACKGROUND

This section describes the scope of the study. Scope of the study means it describes the

dependent variable. An extensive range of literature over the last years has examined the

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concept of customer satisfaction in order to fulfill the customer perceptions about service

quality.

2.2.1 SERVICES

Service is very complex and about economic activities which is giving benefits to both

customer and the company. Service is also described as the performance of service providers.

When customers expect some value from this purchase besides the exchanging the ownership

there comes many value related elements such as time, price and delivery process. (Lovelock,

2007)

Services are deeds, processes, and performances provided by one entity or person for another

entity or person (Zeithaml, 2013). A service is an any activity or a benefit that one party can

offer to another which is essentially intangible and does not result in the ownership of anything

(Kotler, 2013).

A set of characteristics that meet the client’s needs, strengthen the links between the

organization and them, and enhance the clients’ value as well. (Walfried, et. al, 2000)

One of the most basic concepts in service marketing is the marketing mix, defined as the

elements an organization controls that can be used to satisfy or communicate with customers.

(Zeithaml, 2013).Traditionally, marketing mix consists of four components; commonly called

four P's. They are Product, Place, Promotion and Price. Because services are usually produced

and consumed simultaneously, customers are often present in the firm's factory, interact directly

with the firm's personnel and are actually part of the service production process. Therefore,

traditional marketing mix can be expanded for services as 7 P's with People, Physical evidences

and Process (Johns, 1999).

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Product

The product in service marketing mix is intangible in nature. Like physical product such as a

soap or detergent service product cannot be measured.

Place

Place in case of determine where is the service product going to be located.

Promotion

Promotions have become a critical factor in the service marketing mix. It means activities that

communicate the merits of the products and persuade target customers to buy it.

Price

Pricing in case of services more difficult than in case of products.Gennerally service pricing

involves taking into consideration labour, material cost and overhead cost. By adding a profit

mark-up you get your final service pricing. It is the amount of money customers must pay to

obtain the product.

People

People are one of the elements of service marketing mix. All human actors who play a part in

service delivery and thus influence the buyer's perception: namely, the firm’s personnel, the

customer, and other customer, and other customers in the service environment.

Physical evidence

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As said before services are intangible in nature. However to create better customer experience

tangible elements are also delivered with the service to enhance the better customer service.

Process

Service process is the way in which the service is delivered to the end customer. The

procedures, mechanisms and flow of activities by which the service is delivered - service

delivery and operating system.

(Source: www.marketing91.com)

(Valarie A Zeithaml, 2013) (Philip kotler, 2013)

2.2.2 SERVICE QUALITY

Service quality is such an important issue that it is considered a really significant concept in

today’s business world. It is regarded as a strategic organizational weapon. Service quality has

been increasingly recognized as a critical factor in the success of any business firm

(Parasuraman al, 1988).

The manner of treating with the customers at the time of delivering service referred as service

quality. (Jaina)

Service quality is considered as the combination of different experiences through the interaction

among customer employees and organizational environment. (Jamesb, 2011)

An assessment of how well a delivered service conforms to the client’s expectations. Service

businesses operators often assess the service quality provided to their customers in order to

12

improve their service, to quickly identify problems and better assess client’s satisfaction.

(www.businessdictionary.com)

Fogli (2006) defined, service quality as global judgment or attitude relating to particular

service, the customers overall impression of the relative inferiority or superiority of the

organization and its services. Valarie Zaithml,ParsuParasuraman, and leonard have identified

five dimension of service quality through their research. They defined the five dimensions as

stated below.

Reliability : Ability to perform the promised service dependably and

accurately.

Responsiveness : Willingness to help customers and provide prompt

service.

Assurance : Employee knowledge courtesy and their ability to

inspire trust and confidence.

Empathy : Caring, individualized attention given to customers

Tangibility : Appearance of physical facilities, equipment, personnel

and communication materials

2.2.3 CUSTOMERCustomers are the most important actors in the company’s microenvironment. A customer

(sometimes known as a client, buyer or purchaser) is the recipient of a good, service, product or

idea, obtained from a seller, vendor or service provider for a monitory or other valuable

consideration. (www.wikipedia.com)

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A party that receives or consumes goods or services has the ability to choose between different

products and suppliers. (www.businessdictionary.com)

2.2.4 CUSTOMER EXPECTATION

Customer Expectation can be defined as the customers’ wish to get the standard service from

the service providers. (RoedigerVossa , 2007)

Customer Expectations are beliefs about service delivery that serve as standards or reference

points against which performance is judged. (Zeithaml, 2013).

Customer expectation plays a vital role in customer evaluation process of services. There are

mainly two types of customer expectations. They are,

Desired Service

The level of service the customer hopes to receive from service provider. It is a blend of what

the customer believes "can be" and "should be". The following 3 factors are influenced to

desired service,

o Personal Needs

o Personal Service Philosophy

o Derived Service Expectations

Adequate Service

Adequate service is the minimum level of service the customer will accept. Following factors

are influence to the adequate service.

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o Perceived Service Alternatives

o Situational Factors

Predicted Service

This type of services expectation can be viewed as predictions made by customers who is about

what is likely to happen during an impending transaction or exchange. In this case, level of

adequate service decreases and zones of tolerance widen.

Zone of tolerance

The extent to which customers recognize and are willing to accept the variations of

expectations is called the zone of tolerance.

If the service performance is above the zone of tolerance at the top end, where performance

exceeds desired service, customer will be very pleased and probably quite surprised as well.

If service drops below adequate service, the minimum level considered acceptable, customers

will be frustrated and most likely dissatisfied with the service.

Customers do not particularly notice the service performance in the zone of tolerance range.

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Adequate Service

Desired Service

Zone of tolerance

Figure 1: Zone of tolerance

Source :(ZeithmalParasuramanet al, 2013)

Factors influential to customer expectations

Figure 2: Illustration of factors that influences that predicted services

Source :(ZeithmalParasuramanet al, 2013)

2.2.5 CUSTOMER PERCEPTION

Customer perceptions are subjective assessment of actual service experience. Perceptions are

always considered relative to expectations because expectations are dynamic evaluations may

also shift over time, from person to person and from culture to culture.

Customers’ Expectations compared to Perceptions

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Reliability

Responsiveness

Empathy

Assurance

Tangibility

Past Experiences

Word - of -Mouth

Implicit Service Promises

Explicit Service Promises

Predicted ServiceAdequate Service

Desired Service

Zone of tolerance

Parasuraman and Zeithmal ( 1985) have proposed that customer’s perception of service quality

is based on the comparison of their expectations (what they feel service providers should offer)

with their perceptions of the performance of the service provider.

They point out that expectation is viewed differently in both satisfaction literature and service

quality literature. In satisfaction literature, expectations are considered as ‘predictions’ by

customers about what is likely to happen during a particular transaction while in service quality

literature, they are viewed as desires or wants of consumers, that is, what they feel a service

provider ‘should’ offer rather than ‘would’ offer. It is important to understand and measure

customer’s expectations in order to identify any gaps in delivering services with quality that

could ensure satisfaction (Negi, 2009). Perceptions of customers are based solely on what they

receive from the service encounter (Douglas and Corner 2003)

Parasuraman (1985) identified 10 determinants used in evaluating service quality; reliability,

responsiveness, competence, access, courtesy, communication, credibility, security,

understanding the customer, and tangibles. Most of these determinants of service quality

require the customer to have had some experience in order to evaluate their level of service

quality ranging from ideal quality to completely unacceptable quality.

He further linked service quality to satisfaction by pointing out that when expected service is

greater than perceived service, perceived quality is less than satisfactory and will tend towards

totally unacceptable quality; when expected service equals perceived service, perceived quality

is satisfactory; when expected service is less than perceived service, perceived quality is more

than satisfactory and will tend towards ideal quality

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2.2.6 CUSTOMER SATISFACTION

Concept of customer satisfaction has a central position in marketing as it is a major outcome of

marketing activity. Customer satisfaction has numerous definitions. Business dictionary defines

customer satisfaction as: The degree of satisfaction provided by the goods or services of a firm

as measured by the number of repeat customers. (Zeithmal, 2013). Believed that customer

satisfaction is customer evaluation on whether a product or service meets their requirements

and expectations. If the product or service fails to customer requirements and expectations, they

will feel unsatisfied. Kotler and Armstrong (1999) defined the customer satisfaction as the

customer’s perception that compares their pre-purchase expectations with post purchase

perception. In 2013 Kotler again stated as customer satisfaction depends on the products

perceived performance relative to a buyer’s expectations.

Oliver (1997) defines satisfaction as a “the consumer’s fulfillment response”, a post

consumption judgment by the consumer that a service providers a pleasing level of

consumption-related fulfillment including under over-fulfillment.

Anton [4] stated that customer satisfaction is a mental state achieved when a product or service

meets or exceeds the requirements and expectations of customers. This mental state leads to

customer repurchase and loyalty to a product or service. In today’s business world the key to

sustainable competitive advantage depends on delivering a high quality service, and ultimately

it will turn result in satisfied customers.

Customer satisfaction is the Degree of satisfaction provided by the goods or services of a

company as measured by the number of repeat customers. (www.businessdictionary.com)

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“customer satisfaction is identified by a response (cognitive or affective) that pertains to a

particular focus (i.e. a purchase experience and/or the associated product) and occurs at a

certain time (i.e. Post-purchase, post-consumption)”. From this definition, it is clear that the

consumer’s satisfaction is determined for his/her experience of service and this is supported by

who believe customers’ level of satisfaction is determined by their cumulative experiences at all

of their points of contact with a supplier organization.(Cronin & Taylor, 1992)

According to Edvardsson (1988), if the service experience provides qualities that are valued by

the customer then satisfaction is likely to result.

.

2.2.7 CUSTOMER LOYALTY

Customer loyalty is the outcome of the customer satisfaction.Kotler defined customer loyalty asa

buyer’s satisfaction is a function of the product’s perceived performance and the buyer’s

expectations. Recognizing that high satisfaction leads to high customer loyalty, companies must

ensure that they meet and exceed customer expectations

The business dictionary defined customer loyalty as likelihood of previous customers to

continue to buy from a specific organization. Great attention is given to marketing and

customer service to retain current customers by increasing their customer loyalty.

2.2.8 SERVICE QUALITY AND CUSTOMER SATISFACTION

Satisfaction is the post-purchase evaluation of products or services taking into consideration the

expectations. Researchers are divided over the antecedents of service quality and satisfaction.

Whilst some believe service quality leads to satisfaction, others think otherwise. Service quality

19

leads to customer satisfaction. To achieve a high level of customer satisfaction, most

researchers suggest that a high level of service quality should be delivered by the service

provider as service quality is normally considered an antecedent of customer satisfaction. As

service quality improves, the probability of customer satisfaction increases. Quality was only

one of many dimensions on which satisfaction was based; satisfaction was also one

potential influence on future quality perceptions. Service quality is an important tool to

measure customer satisfaction. Empirical studies show that the quality of service offered is

related to overall satisfaction of the customer. (Jiang , Klein and Crampton,. 2000) Reliability,

tangibility and empathy positively related with customer satisfaction (Zeithaml, Berry and

Parasuraman,. 1993).

Customer satisfaction is the customer's evaluation of services after purchases as opposed their

expectation (Oliver, 1997; Zeithaml and Bitner ,2000). Baker and Crompton (2000) defended

satisfaction as a personal experience and mentality related the nitration between personal

expectation and actual receive.Customer satisfaction is the overall evaluation to services. It is

the reflection customers make to their previous purchase. It is always exceeds their

expectation , their loyality increases. Customer stisfaction should be highly valued in business

(Ostrom and Iacobuci , 1995; Hou & yao , 1995;McAlexander et al., 2003).

Later it was found that reliability, tangibility, responsiveness and assurance have significant and

positive relationship with customer satisfaction. Meanwhile empathy was found to have a

significant and negative effect on customer satisfaction . Moreover, the result of indicates

responsiveness is the only significant dimension of service quality that affects the satisfaction

of customers positively.

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Similarly to satisfaction, perceived service quality is often conceptualized as the comparison of

service expectations with actual performance perceptions. Research in service quality has been

conducted within the framework of the gap model. The central idea in this model is that service

quality is primarily a function of the difference scores or gaps between expectations and

perceptions (Zeithmal, 2008).

2.2.9. STUDENTS AS CUSTOMERS

Rinchart (1993) offers two distant views of students as customers .for instance , those who

regard students as primary customers associate them being involved in the input and output as

the learning process. However, those who regard students as potential employers argue that it is

important to consider the economic reality of the situation where lesson content should be

failure to employers’ needs. Students in contexts have been regarded as internal customers with

the second group regarding future employers as external customers (Jaraiedi and Ritz ,1994).

They further argue that students have no conception of what they need to learn as such,

education is preparing them for the long term benefits of the future. It is with these long term

views that potential employers are regarded as primary customers while students, secondary

customers.

2.3 THEORETICAL FRAMEWORK

Theoretical framework is the theories related to the research questions and research objectives

of the study.

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2.3.1 SERVICE QUALITY

Service quality is a critical element of customer perception and in the case of pure

services; service quality will be the dominant element in customer's evaluations.

This refers to the service as an integral part of the firm itself. Service leaders see the quality

of service as the foundation for competing. Service leaders also understand that service

quality is never ending, requires continued improvement and regular adaption. (Zeithamlet

al., 1990).

Other researchers view service quality as "the function of what customers expect and how well

the service firms perform in providing the service" (Lewis and Mitchell, 1990; Dotchin and

Oakland, 1994; Asubontenget al., 1996; Wisniewski and Donnelly, 1996). Parasuramanet al.,

(1985) define service quality as "the degree and direction of discrepancy between customers'

service expectation and perception". They explain that "if customer expectations are greater

than performance, then perceived service quality is less than satisfactory and vice versa”. It is

anticipated that by doing so service firms are able to meet or exceed customer's service quality

expectations by delivering consistently higher service quality

than competitors (Kotler, 1994).

According to Gronroos (2007), service quality is based on two different dimensions;

o technical quality

o functional quality

Gronroos describes the service experience on the basis of technical and functional elements.

Technical elements refer to what the customer receives from the service. The functional

elements refer to how the service is delivered. This model emphasizes that firms need to be

22

careful of their promises to customers, in that their marketing activities used to promote service

must be realistic.

Zeithmal (2008) has explained that the physical surroundings where the service is delivered

also an important factor in addition to above two dimensions.

Edvardsson (1988) expanded further above two dimensions as follows:

1. Technical Quality: Skills of the personnel and design of the service system

2. Integrative Quality: How different parts of the system work together

3. Functional Quality: the manner in which the service is delivered

4. Outcome Quality : whether actual service meets the promised service and the customer's

needs and expectations.

Parasuraman (1985), who addressed the issue as to how the customer makes an assessment of

service quality came up with ten determinants that can be used to measure service.

Access ( approachability and ease of contact)

Communication ( informing and listening to customers)

Competence ( Possession of required skills and knowledge to perform the service)

Courtesy ( attitude of contact personnel)

Credibility (trustworthiness and honesty)

Reliability ( consistency of performance and dependability)

Responsiveness (timelines of service and willingness of employees)

Security ( freedom from danger , risk or doubt)

Tangibles (physical evidence of service)

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Understanding / knowing the customer ( making an effort to understand the customer's

needs)

Parasuraman , Valarie Zeithmal and Lenord Berry subsequently reduce these 10 determinants

to five, the following first 3 being the original ones and the seven original ones categorized into

(4) and (5): They are;

Reliability : ability to perform the promised service dependable and

accurately

Responsiveness : willingness to help customers and provide prompt service

Assurance : employee's knowledge and courtesy & their ability to inspire

confidence

Empathy : caring, individualized attention given to customers

Tangibles : appearance of physical facilities, equipment, personnel &

Communication

2.3.2 SERVICE QUALITY MODEL

Today the concept of quality has been changed due to the voice of the customer and customer

awareness. Therefore service providers are required to evaluate the quality level from customer

requirement & satisfaction benchmark point of view. Several quality models are introduced to

reduce the gap between customer & service providers. With the help of these quality models,

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the service provider can understand customer requirements from quality perception in a better

way. Some of the models which are taken in to consideration during this study are:-

• Service quality model (Gronroos)

• SERVQUAL model

• Five Gaps model

• The Service-Profit Chain model

• Kano Model

SERVQUAL model

Starting from the first model suggested by Gronroos (1984), he made a distinction between

echnical and functional quality and based his measures on subjective consumers` perception

(Gronroos, 1984, in Garcia, Caro, 2010, p.93).

Parasuramanet al. (1986) suggested the SERVQUAL model based on disconfirmation of

expectations. He outlined five service quality dimensions applicable across industries and

service settings - tangibles, reliability, responsiveness, assurance and empathy (Parasuramanet

al., 1986). Later on building upon criticism of SERVQUAL, Cronin and Taylor (1992)

suggested another model called SERVPERF.

Examining differences or gaps between the desired level of services and that actually delivered

reveals where improvements in the service mix are required. In the original paper

Parasuramanet al. (1985) identify the 10 core components of service quality as,

Reliability

Involves consistency of performance and dependability.

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The firm performs the service right the first time;

It also means that the firms keep promises.

Responsiveness

Concerns the willingness or readiness of employees to provide service.

Also involves timeliness of service.

Competence

Possession of the required skills and knowledge to perform the service.

Knowledge and skill of the contact personnel;

Knowledge and skill of operational support personnel;

Research capability of the firm.

Tangibles

Includes the physical evidence of the service.

The physical service facilities

Appearance of service personnel

Tools or equipment used to provide the service

Physical representations of the service

Other customers in the service facility

Access

Involves approachability and ease of contact

The service is easily accessible by telephone

Waiting time to receive service is not extensive

Convenient hours of operation for the service

Convenient location of the service facility

Courtesy

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Involves politeness, respect, consideration and friendliness of contact personnel.

Showing consideration for the customer's property

Clean and neat appearance of public contact personnel

Communication

Means keeping customers informed in a language they can understand and listening to

them. It may mean that the firm has to adjust its language or sophistication for different

customers.

Explaining the service itself

Explaining how much the service will cost

Explaining the trade-offs between service and cost

Assuring the customer that a problem will be handled

Credibility

Involves trustworthiness, believability and honesty. It involves having the customer's best

interests at heart

Firm name and reputation contributes to credibility

Personal characteristics of the contact personnel

The degree of hard-sell involved in interactions with the customer

Security

Is the freedom from danger, risk, or doubt and involves:

Physical safety

Financial security

Confidentiality

Understanding and knowing the customer

27

Involves making the effort to understand the customer's needs.

Learning the customer's specific requirement

Providing individualized attention;

Recognizing the regular customer

Source: Adapted from (Parasuramanet al., 1985)

Five Gaps Model

Figure 2: Gap models of service quality

Source :(Parasuramanet al, Zeithmal, 2013)

Gap 1 - The Listening Gap (Customer Expectation – Management Perception)

Gap 2 - The Service Design & Standards Gap (Management’s Perception – Service

Quality Specification)

28

Gap 3 - Performance Gap (Service Quality Specification – Service Delivery)

Gap 4 – Communication Gap (Service Delivery – External Communication)

(Zeithmal, 2013)

These four gaps were found to be the major contributors to the gap(s) between customer

expectation and customer perception, which the SERVQUAL customer perception tool was

designed to measure. In this analysis, the gap between customer expectation and customer

perception was labeled Gap.(Zeithaml, Berry and Parasuraman, 1993)

Gap 1: Between consumer expectation and management perception

This gap arises when the management does not correctly perceive what the customers want. For

instance, hospital administrators may think patients want better food, but patients may be more

concerned with the responsiveness of the nurse. Key factors leading to this gap are:

Insufficient marketing research

Poorly interpreted information about the audience's expectations

Research not focused on demand quality

Too many layers between the front line personnel and the top level management

Gap 2: Between management perception and service quality specification

Although the management might correctly perceive what the customer wants, they may not set

an appropriate performance standard. An example would be when hospital administrators

instruct nurses to respond to a request ‘fast’, but may not specify ‘how fast’. Gap 2 may occur

due to the following reasons:

29

Insufficient planning procedures

Lack of management commitment

Unclear or ambiguous service design

Unsystematic new service development process

Gap 3: Between service quality specification and service delivery

This gap may arise through service personnel being poorly trained, incapable or unwilling to

meet the set service standard. The possible major reasons for this gap are:

Deficiencies in human resource policies such as ineffective recruitment, role ambiguity,

role conflict, improper evaluation and compensation system

Ineffective internal marketing

Failure to match demand and supply

Lack of proper customer education and training

Gap 4: Between service delivery and external communication

Consumer expectations are highly influenced by statements made by company representatives

and advertisements. The gap arises when these assumed expectations are not fulfilled at the

time of delivery of the service. For example, the hospital printed on the brochure may have

clean and furnished rooms, but in reality it may be poorly maintained, in which case the

patients' expectations are not met. The discrepancy between actual service and the promised

one may occur due to the following reasons:

Over-promising in external communication campaign

30

Failure to manage customer expectations

Failure to perform according to specifications

Gap 5: Between expected service and experienced service

This gap arises when the consumer misinterprets the service quality. For example, a physician

may keep visiting the patient to show and ensure care, but the patient may interpret this as an

indication that something is really wrong.

2.3.3 CUSTOMER SATISFACTION

Customer satisfaction is conceptualized has been transaction-specific meaning it is based on the

customer’s experience on a particular service encounter, (Cronin. and Taylor, 1992) and also

some think customer satisfaction is cumulative based on the overall evaluation of service

experience (Johnson, 1996). These highlight the fact that customer satisfaction is based on

experience with service provider and also the outcome of service. Customer satisfaction is

considered an attitude (Yi, 1990).

Matzler, (2002), went a step forward to classify factors that affect customers’ satisfaction into

three factor structures;

1. Basic factors

These are the minimum requirements that are required in a product to prevent the customer

from being dissatisfied. They do not necessarily cause satisfaction but lead to dissatisfaction if

31

absent. These are those factors that lead to the fulfillment of the basic requirement for which the

product is produced. These constitute the basic attributes of the product or service. They thus

have a low impact on satisfaction even though they are a prerequisite for satisfaction. That is in

a nutshell competence and accessibility.

2. Performance factors

These are the factors that lead to satisfaction if fulfilled and can lead to dissatisfaction if not

fulfilled. These include reliability and friendliness.

3. Excitement factors

These are factors that increase customers’ satisfaction if fulfilled but does not cause

dissatisfaction if not fulfilled which include project management.

32

2.3.4 SERVICE QUALITY VS CUSTOMER SATISFACTION

Satisfaction is the post-purchase evaluation of products or services taking into consideration the

expectations. Researchers are divided over the antecedents of service quality and satisfaction.

Whilst some believe service quality leads to satisfaction, others think otherwise. Service quality

leads to customer satisfaction. To achieve a high level of customer satisfaction, most

researchers suggest that a high level of service quality should be delivered by the service

provider as service quality is normally considered an antecedent of customer satisfaction. As

service quality improves, the probability of customer satisfaction increases. Quality was only

one of many dimensions on which satisfaction was based; satisfaction was also one

potential influence on future quality perceptions. Service quality is an important tool to

measure customer satisfaction. Empirical studies show that the quality of service offered is

related to overall satisfaction of the customer(Jiang, Klein and Crampton, 2000). Reliability,

tangibility and empathy positively related with customer satisfaction (Zeithaml, Berry and

Parasuraman, 1993)

Later it was found that reliability, tangibility, responsiveness and assurance have significant and

positive relationship with customer satisfaction. Meanwhile empathy was found to have a

significant and negative effect on customer satisfaction .Moreover, the result of indicates

responsiveness is the only significant dimension of service quality that affects the satisfaction

of customers positively.

Similarly to satisfaction, perceived service quality is often conceptualized as the comparison of

service expectations with actual performance perceptions. Research in service quality has been

conducted within the framework of the gap model. The central idea in this model is that service

33

quality is primarily a function of the difference scores or gaps between expectations and

perceptions (Zeithmal, 2008).

3.2.4.1 REASONS FOR MEASURING CUSTOMER SATISFACTION:

Customer satisfaction is considered to be one of the most important outcomes of all marketing

activities in a market-oriented firm. The obvious need for satisfying the firm’s customer is to

expand the business, to gain a higher market share, and to acquire repeat and referral business,

all of which lead to improved profitability (Barsky, 1992).In order to achieve this one thing to

be considered and addressed by the company is knowing of customers’ requirements which is

essential and it provides a better understanding of the way customers define the quality of the

service and the product. If the company understands customers’ requirements it is easier for

service providers to satisfy them. Knowing of customers’ satisfaction level and their

requirements will also help in finding out the best direction in which the company needs to go

on. (Hayes, 2008).Consumers becoming more sophisticated in their requirements and

increasingly demanding higher standards of services. To them service means customer

satisfaction, customer delight, customer relationship etc.

Therefore knowing customer satisfaction level for service provider is essential. It is widely

accepted that it is easier to sell to an existing customer than to find a new one; that is why

customer satisfaction level is a very important issue. Accordingly customers with problems

usually don't react and only 4% of them complain; normally a person with problem tells 9 other

people about it; while satisfied customers tell 5 other people about their good experiment;

keeping a current customer costs about 1/7 of the cost of acquiring a new customer. Therefore,

organizations need to understand that to what extent their customers would be satisfy

34

2.3.5 CUSTOMER LOYALTY

Figure 3: Relationship between service quality, satisfaction and customer loyalty

Source: (Zeithmal, 2013)

Both the service management and the marketing literatures suggest that there is a strong

theoretical foundation for an empirical exploration of the linkages between customer

satisfaction and customer loyalty. According to these literatures, customer satisfaction with the

service experience will lead to higher level of customer loyalty. Edvardsson (1988), states that

there is a strong and positive relationship between customer satisfaction and loyalty. A satisfied

customer is six times more likely to repurchase a product and share his experience with five or

six other people(Gronroos, 1984); further unsatisfied customer can banish more business from

the organization than ten highly satisfied customers do with higher customer satisfaction the

level of loyalty increases. It was found a significant positive relationship between customer

satisfaction and customer loyalty. Other several studies have indeed found satisfaction to be a

leading factor in determining loyalty. These studies have concluded that there is a significant

35

relationship between customer satisfaction and loyalty. They assert that high level of customer

satisfaction will result in increased loyalty for the firm and is positively associated with

repurchase intentions, positive words of mouth and profitability (Johnson, 1996).

On the basis of the above empirical literatures, customer satisfaction is indicated as a foremost

determinant of customer loyalty. There are disappointments of customers over the service

offered and the available services don’t match with the expectation of the customer. This study

addresses all these issues and tries to identify the dimension of quality which achieved least

together with its implication on customer satisfaction and loyalty.

2.4 CONCEPTUAL BACKGROUND

Specific dimensions of service quality have been identified through the pioneering research

ofZeithaml, Berry, and Parasuraman, 1993. Their research identified five specific dimensions

of service quality that apply across variety of service contexts.

36

Tangibility

Reliability

Responsiveness

Assurance

Empathy

Service Quality

On an operational level, service quality research has been dominated by the SERVQUAL

instrument, which commonly groups quality determinants into 5 basic clusters as illustrated in

Figure 4 (Parasuraman, 1985). Various scholars however pointed out that SERVQUAL is not a

generic measure that could be applied to any service and that it needs to be customized to the

specific service under consideration (Caruana, 1998).

2.4.1 FIVE DIMENSIONS OF SERVICE QUALITY

2.4.1.1 RELIABILITYReliability is the ability to perform services dependably and accurately in a consistent manner.

It contains five elements to assess the accuracy and credibility services. This dimension of

service quality evaluates the promises of an institute and its execution from customers' point of

view. Reliability is very important determinant of product quality besides good personal

service, staff attitude, knowledge and skills (Walker, 1990). Berry and Parasuraman (1991)

reported that reliable service is the outcome of the continuous improvement. Similarly in

another study, it is found that service reliability is the service “core” to most customers. So

managers should use every opportunity to build a “do-it-right-first” attitude (Berry et al., 1990).

2.4.1.2 RESPONSIVENESS

This dimension reflects the willingness or readiness of employees to provide quick services to

customers. Customers are very keen to employees' behavior in services industry . It was

37

Figure 4: Dimensions of Service Quality

reported that customers are very sensitive to employees' working environment in service

organizations (Brown and Mitchell, 1993). It was found that correct match between staff skills

and customers' expectation resulted in better service quality towards customers (Gollway and

Ho, 1996). Service recovery and problem solving have been recognized as important parts of

services quality (Hart et al., 1990; Dabholkaret al., 1996; Swanson and Kelley, 2001; Nelson

and Chan, 2005).

2.4.1.3 ASSURANCE

This dimension indicates the employees' knowledge, courtesy and their ability to convey trust

and confidence. Service quality is also linked to the customer satisfaction as how employees

use their knowledge & courtesy and their ability to incorporate trust and confidence.

Parasuramanet al. (1988) reported assurance as an essential dimension of service quality after

reliability and responsiveness towards satisfaction. It is found that an institute can create

customer satisfaction by ensuring trustworthy behavior and reflection of genuine commitments

to service provision (Nelson and Chan, 2005). Arasliet al. (2005) identified that assurance

dimension of service quality has the strongest impact on customer satisfaction that leads to

positive word of mouth outcome.

2.4.1.4 EMPATHY

This dimension shows the magnitude of caring and individual attention given to customers. In

an institute , customer care and individual attention is indispensable for the better performance

due to stiff competition. (Jabnoun and Al-Tamimi, 2003). It is suggested that employees'

commitment to deliver quality services, skillfully handling of conflicts and efficient delivery of

services resulted in satisfied customers for long term benefits (Nelson and Chan, 2005).

38

Malhotraet al. (2005) examined the difference in perceptions of service quality dimensions

between developing and developed countries. They found that in developing countries like

India and Philippines results were systematically and significantly different. It is found that

empathy is least preferred dimension of service quality by the customers .(Tahir and Abu

Bakar, 2007).Parasuramanet al. (1991)

2.4.1.5 TANGIBILITY

This dimension shows the physical aspects of the services as physical facilities, appearance of

personnel and tools used for the provision of services. It is more concerned with aesthetic part

of an institute. It is found that customers prefer tangible dimension of service quality .(Jabnoun

and Al-Tamimi, 2003).Zineldin (2005) studied the product/service quality and customer

relationship factors in Sweden. It is found that an institute can create customer relationships by

delivering added tangible and intangible elements of the core products. Strong competitive

positions are the outcome of product/service quality and differentiation.

Quality

Dimensions

Service

Instruments

Description

Reliability Reliability Consistency of service/dependability; i.e. the ability

to provide the service on time, accurately and

dependably

Responsiveness Responsiveness Willingness/readiness of employees; i.e. the ability

to deal effectively with complaints and promptness

of services

Credibility The extent to which the service is believed and

39

Assurance

trusted; involves honesty, trustworthiness and

believability

Courtesy The politeness, respect, consideration and

friendliness shown to the customers by the contact

personnel

Security The freedom from danger, risk and doubt

Competence The possession of staff of the necessary skill,

knowledge and information to perform the service

effectively

Empathy

Access The ease of approachability and contact

Communication Listening to customers and keeping them informed

about the service

Understanding the

Customer

Trying to understand the customer’s needs and their

requirementsTangibles Tangibles Physical condition of buildings and the environment,

appearance of personnel and condition of equipment

Figure 5: Determinants of service quality

Sources: Parasuramanet al., 1985; Ghobadianet al., 1994; Curry and Herbert, 1998;

Wisniewski, 2001

Five dimensions of SERVQUAL have been developed for the service sectors: tangibility,

reliability, assurance, responsiveness, and empathy (Van Iwaarden. et al, 2003).

40

The ten determinants that may influence the appearance of a gap are:

1. Competenceis the possession of the required skills and knowledge to perform the

service. For example, there may be competence in the knowledge and skill of contact

personnel, knowledge and skill of operational support personnel and research

capabilities of the organization.

2. Courtesy is the consideration for the customer's property and a clean and neat

appearance of contact personnel, manifesting as politeness, respect, and friendliness.

3. Credibility includes factors such as trustworthiness, belief and honesty. It involves

having the customer's best interests at prime position. It may be influenced by company

name, company reputation and the personal characteristics of the contact personnel.

4. Security enables the customer to feel free from danger, risk or doubt including physical

safety, financial security and confidentiality.

5. Access is approachability and ease of contact. For example, convenient office operation

hours and locations.

6. Communication means both informing customers in a language they are able to

understand and also listening to customers. A company may need to adjust its language

for the varying needs of its customers. Information might include for example,

explanation of the service and its cost, the relationship between services and costs and

assurances as to the way any problems are effectively managed.

7. Knowing the customer means making an effort to understand the customer's individual

needs, providing individualized attention, recognizing the customer when they arrive

and so on. This in turn helps to delight the customers by rising above their expectations.

41

8. Tangibles are the physical evidence of the service, for instance, the appearance of the

physical facilities, tools and equipment used to provide the service; the appearance of

personnel and communication materials and the presence of other customers in the

service facility.

9. Reliability is the ability to perform the promised service in a dependable and accurate

manner. The service is performed correctly on the first occasion, the accounting is

correct, records are up to date and schedules are kept.

10. Responsiveness is the readiness and willingness of employees to help customers by

providing prompt timely services, for example, mailing a transaction slip immediately

or setting up appointments quickly.

2.5 CONCEPTUAL FRAMEWORKThe conceptual framework is the underlying process which is applied to guide this study. All

the questions are based on students’ satisfaction. The questions are based on five quality

dimensions; reliability, responsiveness, assurance, empathy and tangibility.

2.5.1 ReliabilityReliability includes questions related to ability to perform the promised service dependably and

accurately. From question 1 to question 5 of the questionnaire measure the reliability dimension

and indicators of measuring the reliability are as follow.

Ability to understand students general requirements- (eg- timetables at correct time,

teachers availability, water, toilet, uniforms etc.)

Holding meetings to discuss students general problems – (eg-discussing problems at

daily assembly, weekly meeting)

42

Discussing students concurrent problems – (any problem that raised suddenly eg. Rain,

bus strike etc)

Solving students day to day problems-(eg, absence of teachers on particular day,

competitions, workshops etc.)

Commitment of the teachers to work ( the perception of the student)

2.5.2 Responsiveness

Responsiveness includes questions related to willingness to help customers and prompt service.

Questions related to the responsiveness dimension have been included in the questionnaire from

question 6 to question 10.

Pre preparation to teach- ( lesson plans, preparation of teaching aid etc.)

Teaching students enthusiastically ( students perception)

Discussing the students subject issues in a friendly manner ( students perception)

Giving feed backs to students where necessary ( students perception)

Being punctual when teaching ( students perception)

2.5.3 Assurance

Assurance includes questions related to the knowledge, ability and courteous of the teaching

staff. Questions related to the assurance dimension had been included in the questionnaire from

question 11 to question 15.

Giving the relevant theory knowledge to the students (according to the syllabus)

Giving the relevant practical knowledge to the students(according to the syllabus)

43

The degree of students’ understanding what teachers teach ( students perception)

The degree the students’ applicability of theory knowledge at work ( students

perception)

The degree the students’ applicability of practical knowledge at work ( students

perception)

2.5.4 Empathy

Empathy includes question related to the caring to the customers and additional facilities

provided by the service provider. Questions related to empathy dimension had been included in

the questionnaire from question 16 to question 20.

Paying attention to individual student when teaching ( students perception)

Taking effort to back up dull students when teaching ( students perception)

Having a plan to back up dull students ( students perception)

Having a plan to enhance the bright students ( students perception)

Degree of not being biased when teaching ( students perception)

2.5.5 TangibilityTangibility includes questions related to physical facilities, equipment and appearances of the

college and their staff. The following indicators which are related to this dimension were used

in the questionnaire from question 21 to question 25.

Availability instrument for lessons (tools, white boards, marker pens etc.)

Explaining the theory before practical clearly ( students perception)

44

Availability of support of technical assistant satisfactorily ( support of demonstrators,

technicians, repairing common equipments like fans etc)

Having a learning friendly classroom environment ( space, light, fans etc)

Using teaching aids when teaching ( using relevant teaching aid)

45

CHAPTER 3

RESULTS (ANALYSIS)

3.1 INTRODUCTION

This chapter analyses the results found from the questionnaires given to the students and

teachers of VTA. The mean value and the standard deviation for the answers of the teachers and

the students are compiled in this chapter.The answers of the students and teachers were scaled

on the Likert scale which carries five scales from 0 to 4 (0, 1, 2, 3, 4) where "0=not satisfied",

"1=Satisfied up to some extent", "2=Satisfied", "3=Highly Satisfied", "4=Very Highly

satisfied". The data interpretation is done by using the mean values and the standard deviations.

Answers of both students and teachers are compiled in the same table to view the difference of

the mean value and standard deviation. The answers for all the questions, indicators, are

mentioned respectively from question number 1 to 25. As a calibration to the results, oral

discussions with two teachers and students will be discussed under each question.

Standard deviation was used to measure the significance (Significance of the respondent

views). Here if standard deviation is less than one it means that respondent views are

homogenous. If standard deviation value is greater than one it means that those views were

heterogeneous. Accordingly, smaller the SD value considered, larger the effect of views of

which statistically known as "significant" as same as , larger the SD value considered, smaller

the effect of views of which statistically known as "Insignificant".

46

1. Ability to understand students general requirements

(x) SD

Students’ Views 3.40 0.91

Teachers’ Views 3.52 0.67

According to the above data, it is evident that both Mean values arebetween 3 and 4, which

means the mean values lie between “highly satisfied” to “very highly satisfied” level (3.4,

3.52). The mean value of students’ responses is 3.4 whereas the mean value of teachers’

responses is 3.52. There is only a little difference between mean values (1.2). It indicates that

the teachers have overestimated the level they understand students’ general requirements.

However,both students and teachers accepted that teachers understand students’ general

requirements truly well.

As far as the SD value is considered, the both values are less than one i.e. the mean values are

significant which means the effect of views is large.

Students’ oral comments –The comments of the students supported the above evidence.

Teachers’ oral comments -The comments of the teachers supported the above evidence.

2. Holding meetings to discuss students general problems

(x) SD

47



According to the above data, it is evident that both Mean values are between 2 and 3, which

means that the mean values lie between “satisfied” to “highly satisfied” level (2.9, 2.58). The

mean value of students’ responses is 2.9 whereas the mean value of teachers’ responses is 2.58.

There is only a little difference between mean values (0.32). It indicates that the teachers have

overestimated the level they hold meetings to discuss students general problems. However,

both students and teachers accepted that teachers understand students’ general requirements

truly well.



Students’ oral comments – The comments of the students supported the above evidence.

Teachers’ oral comments - The comments of the teachers supported the above evidence.

3. Discussing students concurrent problems

(x) SD



48


means that the mean values lie between “satisfied” to “highly satisfied” level (2.98, 2.76). The

mean value of students’ responses is 2.98 whereas the mean value of teachers’ responses is

2.76. There is only a little difference between mean values (0.32). It indicates that the teachers

have overestimated the level they discuss students’ concurrent problems. However, both

students and teachers accepted that teachers understand students’ general requirements truly

well.





4. Solving students day to day problems

(x) SD




means that the mean values lie between “highly satisfied” to “very highly satisfied”

levels(3.02, 3.04). The mean value of students’ responses is 3.02 whereas the mean value of

49

teachers’ responses is 3.04. There is not a significant difference between mean values (0.02). It

indicates that both students and teachers solve students’ day to day problems truly well.





5. Commitment to work

(x) SD




means that the mean values lie between “highly satisfied” to “very highly satisfied” level

(3.71, 3.84). The mean value of students’ responses is 3.71 whereas the mean value of teachers’


the teachers have overestimated the level of their commitment to work. However, both students

and teachers accepted that teachers are committed to work very well.




50


6. Pre preparation to teach

(x) SD







the teachers have overestimated the level of their pre preparation to work. However, both

students and teachers accepted that teachers are well prepared to work.





7. Teaching students enthusiastically

(x) SD



51





the teachers have overestimated the level they teach students enthusiastically. However, both

students and teachers accepted that teachers teach students very enthusiastically.





8. Discussing the students subject issues in a friendly manner

(x) SD







both teachers and students more or less accept that the teachers discuss the students’ subject

issues in a friendly manner.

52





9. Giving feed backs to students where necessary

(x) SD







the teachers have overestimated the level they give feed backs to students where necessary.

However, both students and teachers accepted that the teachers give feed backs to students

where necessary.





10. Being punctual when teaching

53

(x) SD







the teachers have overestimated the level they give feed backs to students where necessary.

However, both students and teachers accepted that the teachers give feed backs to students

where necessary.





11. Giving the relevant theory knowledge to the students

(x) SD




mean means, “highly satisfied” to “very highly satisfied” (3.74, 3.9). The mean value of

54

students’ responses is 3.74 whereas the mean value of teachers’ responses is 3.9. There is only a

little difference between mean values (0.15). It indicates that the teachers have overestimated

the level they give relevant theory knowledge to the students. However, both students and

teachers accepted that teachers give relevant theory knowledge to the students truly well.





12. giving the relevant practical knowledge to the students

(x) SD





students’ responses is 3.74 whereas the mean value of teachers’ responses is 3.9. There is only a


the level they give relevant theory knowledge to the students. However, both students and

teachers accepted that teachers give relevant theory knowledge to the students truly well.




55

Teachers’ oral comments –Although teachers mentioned above remarks , they claimed that

they have severe problem of lack of material and not having material on time. They claimed

that due to lack of relevant officers who take necessary steps to purchase materials.

13. The degree of students’ understanding what teachers teach

(x) SD





students’ responses is 3.66 whereas the mean value of teachers’ responses is 3.02. There is abig

difference between mean values (0.54). It indicates that the teachers have overestimated the

degree of students’ understanding what teachers teach.However, both students and teachers

accepted that the degree of students’ understanding what teachers teachto the students truly

well.





14. The degree the students’ applicability of theory knowledge at work

56

(x) SD





students’ responses is 3.45 whereas the mean value of teachers’ responses is 3.05. There is a

big difference between mean values (0.4). It indicates that the teachers have overestimated the

degree the students’ applicability of theory knowledge at work. However, both students and

teachers accepted that the degree of the students’ applicability of theory knowledge at work

truly well.





15. The degree the students’ applicability of practical knowledge at work

(x) SD





students’ responses is 3.46 whereas the mean value of teachers’ responses is 3.64. There is a

57


the degree the students’ applicability of practical knowledge at work. However, both students

and teachers accepted that the degree of the students’ applic



ability of practical knowledge at work truly well.



16. Paying attention to individual student when teaching

(x) SD





students’ responses is 3.65 whereas the mean value of teachers’ responses is 3.66. There is

onlya little difference between mean values (0.01). It indicates that the teachers have little

overestimated the degree of paying attention to individual student when teaching. However,

both students and teachers accepted that the degree of paying attention to individual student

when teaching truly well.

58





17. Taking effort to back up dull students when teaching

(x) SD






only a little difference between mean values (0.1). It indicates that the students have little

overestimated the degree of taking effort to back up dull students when teaching. However,

both students and teachers accepted that the degree of taking effort to back up dull students

when teaching truly well.





18. Having a plan to back up dull students

59

(x) SD







overestimated the degree of having a plan to back up dull students. However, both students

and teachers accepted that the degree of having a plan to back up dull students truly well.





19. Having a plan to enhance the bright students

(x) SD







60

overestimated the degree of having a plan to enhance the bright students. However, both

students and teachers accepted that the degree of having a plan to enhance the bright students

truly well.





20. Degree of not being biased when teaching

(x) SD






only a little difference between mean values (0.5). It indicates that the teachers have

muchoverestimated the degree of not being biased when teaching. However, both students and

teachers accepted that the degree of degree of not being biased when teaching truly well.

As far as the SD value is considered, the SD value of students side is more than one i.e. the

mean value is significant which means the effect of views is large whereas the SD value of

61

teachers side is less than one i.e. the mean values are significant which means the effect of

views is large.



21. Availability instrument for lessons

(x) SD




mean means, “satisfied” to “highly satisfied” (2.91, 2.86). The mean value of students’

responses is 2.91 whereas the mean value of teachers’ responses is 2.86. There is only a little

difference between mean values (0.05). It indicates that the students have little overestimated

the degree of availability instrument for lessons. However, both students and teachers accepted

that the degree of degree of availability instrument for lessons truly well.




views is large.


Teachers’ oral comments –Although teachers mentioned above idea in the questionnaire, they

claimed that there is lack of material for practicals and also they claimed that machines and

62

practical equipment are broken. In some occasions, teachers claimed that little equipment like

square piles, grinders etc. were not available.

22. Explaining the theory before practical clearly

(x) SD





students’ responses is 3.68 whereas the mean value of teachers’ responses is 3.76There is only a

little difference between mean values (0.8). It indicates that the teachers have little

overestimated the level of explaining the theory before practical clearly. However, both

students and teachers accepted that the level of explaining the theory before practical truly

well.





23. Availability of support of technical assistant satisfactorily

(x) SD


63



mean means, “satisfied” to “highly satisfied” (2.58, 2.62). The mean value of students’

responses is 2.58 whereas the mean value of teachers’ responses is 2.62. There is only a little

difference between mean values (0.04). It indicates that the teachers have little overestimated

the degree of availability of support of technical assistant satisfactorily. However, both students

and teachers accepted that the degree of availability of support of technical assistant truly well.




views is large.



24. Using teaching aids when teaching

(x) SD






64


overestimated the level of using teaching aids when teaching. However, both students and

teachers accepted that the level of using teaching aids when teaching truly well.




Teachers’ oral comments - Although the teachers mentioned the above idea, teachers in

some centres claimed that they are lack of models like engines, gear boxes etc.

25. Having a friendly classroom environment

(x) SD







overestimated the level of having a friendly classroom environment. However, both students

and teachers accepted that the level of having a friendly classroom environment truly well.



65


views is large.


Teachers’ oral comments –Although the teachers mentioned the above idea, they claimed

that the classroom conditions were not good. Even with the researchers’ observations, it was

evident that the class room conditions were not good. The space, light, ventilation, furniture etc.

were not in good condition.

66

CHAPTER 4

CONCLUSION AND RECOMMENDATIONS

As far as the results from the data analysis is considered, it is obvious that the students and

teachers have responded positively to the 25 questions of the questionnaire. Out of the 25

questions, their answers for 21 questions are between highly satisfied to very highly satisfied

level, i.e. between 3-4 in the Likert scale. Just for four questions; question number 2,3,21 and

23, their responses are between satisfied to highly satisfied level, i.e. between 2-3 in the Likert

scale. So, it is evident that the students and the teachers are satisfied with the teaching learning

practices in the VTASL. So, the H 0 ; The VTA produces competent and confidence

technicians regardless the effectiveness of teaching learning process, can be rejected whereas

H 1; There is a co relation between the effectiveness of teaching learning practices in VTA and

producing competent and confidence technicians, can be accepted.

Apart from the data analysis from the questionnaire,face to face interviews with the students

and teachers were conducted by the researcher. There by, some solitary deviant characteristics

of the teaching learning practices of the VTASL were identified. But, those problems were not

identified from the answers to the questionnaire. Oral answers for questions number 12, 21, 24

and 25 showed these deviant characteristics.

As far as question number 12 , giving the relevant practical knowledge to the students , is

concerned, both teachers and students of almost all the centers claimed that there is a scarcity of

materials and equipment for practical.

67

As far as the question number 21 is considered;Availability instrument for lessons, Although

teachers mentioned that they were very highly satisfied with the Availability instrument for

lessons, in the oral discussions , they claimed that there is lack of material for practical and also

they claimed that machines and practical equipment are broken. In some occasions, teachers

claimed that even little equipment like square piles, grinders etc. were not available.

As far as the question number 24 is considered; Using teaching aids when teaching, Although

the teachers mentioned that they were highly satisfied with using teaching aids when teaching,

teachers in some centres claimed that they are lack of models like engines, gear boxes etc.

As far as question number 25 ,having a friendly classroom environment, is concerned, both

teachers and students mentioned that they are highly satisfied with the classroom environment,

but in many centers, the classroom environment was not satisfactory. The light, space,

ventilation etc. were in a poor condition and both teachers and the students claimed on it and

this situation was obvious for any visitor.

As far as the standard deviation is considered, on the teachers side , the standard deviation for

all the 25 questions was less than one which means the answers are significant. On the students’

side , the standard deviation for 20 questions was less than one. For other 5 questions the

standard deviation was more than one. It means that the answers for these 5 questions were

insignificant, heterogeneous.

Finally, it can be mentioned that the teaching learning practices of VTASL run well regardless

some problematic individual situations. So, the researchers recommend continuing the ongoing

process adding some development practices.

68

The researcher suggest to make materials and equipment available for practical in the VTA

centres. Alse the researcher suggest repairing the broken machines or replacing them. Even the

litte equipment con do a lot in teaching learning practices , the researcher suggest to make little

equipment like square piles, grinders etc available. The researcher suggest to provide models

like engines, gear boxes available for places where necessary.

The researcher also suggests to make a friendly classroom environmentwhere light, space,

ventilation etc. are satisfactory for the teaching learning practices.

69

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73

ANNEXURE - 01

(QUESTIONNAIRE - FOR THE STUDENTS)

Service Reliability:

01. Are you satisfied with the degree that teachers understand your general requirements ?

i. Highly satisfied

ii. Satisfied up to some extent

iii. No Idea

iv. Not satisfied

v. No, not satisfied at all

02. Are you satisfied with the process of holding meetings by the teachers to discuss students

general problems?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


03. Are you satisfied with the degree of discussing students’ concurrent problems by the

teachers?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


04. Are you satisfied with the way of solving students’ day to day problems by the teachers?

i. Highly satisfied


iii. No Idea

74

iv. Not satisfied


05. Are you satisfied with theCommitment of the teachers to teach ?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


Service Responsiveness:

06. Are you satisfied with the level of pre preparation of the teachers to teach?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


07. Are you satisfied with level of teaching of the teachers to students enthusiastically?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


08. Are you satisfied with the level of discussing the students subject issues in a friendly manner by

your teachers?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


75

09. Are you satisfied with the level of giving feed backs to students where necessary by your

teachers?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


10. Are you satisfied with the punctuality of your teachers when teaching?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


11. Are you satisfied with disseminating the relevant theory knowledge to the students by your

teachers?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


12. Are you satisfied with the disseminating the relevant practical knowledge to the students by

your teachers?

i. Highly satisfied


iii. No Idea

iv. Not satisfied

76


13. Are you satisfied with the degree of your understanding what teachers teach?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


14. Are you satisfied with the degree of applicability of your theory knowledge at work?

i. Highly satisfied


iii. No Idea

iv. Not satisfied

iv. No, not satisfied at all

15. Are you satisfied with the degree of applicability of your practical knowledge at work?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


Empathy

16. Are you satisfied with the degree of paying attention to individual student by your teachers

when teaching?

i. Highly satisfied


77

iii. No Idea

iv. Not satisfied


17. Are you satisfied about the degree of taking effort to back up dull students by your teachers

when teaching?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


18. Are you satisfied with the degree of planning of teachers to back up dull students?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


19. Are you satisfied with the degree of planning of your teachers to enhance the bright students?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


20. Are you satisfied with the degree of being impartial by your teachers when teaching?

i. Highly satisfied


iii. No Idea

iv. Not satisfied

78


Tangibility:

21. Are you satisfied with level ofavailability of instrument for lessons ?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


22. Are you satisfied with the level of clear explanation of theory before practical by your

teachers ?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


23. Are you satisfied with the availability of support from technical assistant satisfactorily?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


24. Are you satisfied with the degree of using teaching aids by your teachers when teaching ?

i. Highly satisfied


79

iii. No Idea

iv. Not satisfied


25. Are you satisfied with the level of having a friendly classroom environment?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


ANNEXURE – 2

(QUESTIONNAIRE FOR THE TEACHERS)

.

Service Reliability:

01. Are you satisfied with the degree that you understand the students general requirements?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


80

02. Are you satisfied with the frequency of holding meetings to discuss students general problems ?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


03. Are you satisfied with the degree of discussing students’ concurrent problems by you?

i. Highly satisfied


iii. No Idea

iv. Not satisfied

vi. No, not satisfied at all

04. Are you satisfied with the way of solving students’ day to day problems by you?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


05. Are you satisfied with your Commitment to teach ?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


81

Service Responsiveness:

06. Are you satisfied with the level of your pre preparation to to teach?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


07. Are you satisfied with level of your enthusiasm to teach?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


08. Are you satisfied with the level of discussing the students subject issues in a friendly manner by

your teachers?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


09. Are you satisfied with the level that you give feed backs to students where necessary?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


82

10. Are you satisfied with your punctuality when teaching?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


Assurance

11. Are you satisfied with disseminating the relevant theory knowledge to the students by you?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


12. Are you satisfied with the disseminating the relevant practical knowledge to the students by

you?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


13. Are you satisfied with the degree of your understanding what you teach to the students ?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


83

14. Are you satisfied with the degree of applicability of your students’ theory knowledge at

work?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


15. Are you satisfied with the degree of applicability of your students’ practical knowledge at

work?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


Empathy

16. Are you satisfied with the degree of your attention to individual student when you teach?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


17. Are you satisfied about the degree of taking effort to back up dull students when you teach?

i. Highly satisfied


iii. No Idea

iv. Not satisfied

84


18. Are you satisfied with the degree of your planning to back up dull students?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


19. Are you satisfied with the degree of your planning to enhance the brighter students?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


20. Are you satisfied with the degree of being impartial by you when teaching?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


Tangibility:

21. Are you satisfied with level ofavailability of instrument for lessons ?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


22. Are you satisfied with the level of clear explanation of theory before practical by you?

85

i. Highly satisfied


iii. No Idea

iv. Not satisfied

vii. No, not satisfied at all

23. Are you satisfied with the availability of support from technical assistant satisfactorily?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


24. Are you satisfied with the degree of using teaching aids by you when teaching ?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


25. Are you satisfied with the level of having a friendly classroom environment for the students?

i. Highly satisfied


iii. No Idea

iv. Not satisfied


86

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CHAPTER ONE€¦ · Web viewWord - of -Mouth. Past Experiences. Tangibility. Assurance. Empathy. Responsiveness. Reliability. ... which the SERVQUAL customer perception tool was