Assessment Relevance, Academic Iiardiness And Service Quality On Students' Satisfaction Of Educational Services In Public Universities In Ghana

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.