Abstract:
The study investigated the impact of perceived assessment relevance, academic
hardiness, and service quality on students' satisfaction with educational services
at the University of Cape Coast and University of Education, Winneba. The
investigation was done by employing a descriptive survey design.
Undergraduate regular students at the two selected universities were targeted.
Students that were sampled for the study numbered 1026. However, 1019
questionnaires were received. This number represents 99.7% of the response
rate. The questionnaire for the students was validated using the covariancebased
structural equation modelling (CB-SEM) method. Data to answer the four
research questions was analysed using means and standard deviations, whereas
the six hypotheses were tested using covariance-based structural equation
modelling with bootstrap samples. The study revealed that pmticipants had a
high level of satisfaction with educational services. Further, the investigation
showed that service quality, perceived assessment relevance perception, and
academic hardiness jointly predicted students' satisfaction with educational
services. The study recommended that the Directorate of Academic Planning
and Quality Assurance (DAPQA) of the University of Cape Coast and the
Directorate of Quality Assurance of the University of Education, Winneba,
should as a matter of necessity, work harder through policy implementation to
maintain functional and transformational quality within the universities.
