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Chapter II
Review of Related Literature
This section reviews literature related to the study on the level of
students’ satisfaction on the services provided by the computer laboratory.
The review is divided into the following: Concept of satisfaction; computer
laboratories; Computer laboratory environment; Computer laboratory
adequacy.
The history of computer labs at colleges and universities is an ill-
documented one. Books, articles, and websites can be found documenting
the first mainframes put in place and the early years of computer science
education. Computer labs, however, are rarely found described in the
literature about computing in higher learning (Matthew, 2007). Student
satisfaction level has become a major focus of researchers in the competitive
learning environment owing to its strong impact on the success of educational
institutes and prospective student registration since the past few decades.
Plentiful research available provides different conceptualizations and
arguments on what the student satisfaction level is and how is it measured by
universally accepted models. A review of the literature has addressed the
issue and developed a framework to explain the concept clearly.
Concept of Satisfaction
According to the Advanced English Dictionary (Microsoft Corporation,
2018) the word ‘‘satisfaction’’ means the contentment one feels when one has
fulfilled a desire, need, or expectation or state of being gratified or satisfied.
Therefore, satisfaction can easily be understood as an act whereby there
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must be one party that can give or has an obligation of giving the other party
some kind of experience be it from a service or some goods or combination of
both. It would also be a phenomenon which individual person experience in
relation to his or her personal needs or expectations concerning the
realization of those needs or/and expectation.
According to Giese and Cote (2002), the student satisfaction level is a
function of the relative level of experiences and perceived performance of
educational services provided by higher educational institutions. The level of
satisfaction is a function of the difference between perception and
expectation. Douglas and Barnes (2006) assume that the student is both the
customer and consumer of higher education. In addition Douglas and Barnes
(2006) believed that the strength of the overall level of student satisfaction
and consequently their impression depends on whether or not the minimum
expected standards are consistently being met.
According to Dib and Alnazer (2013), customer satisfaction theory and
student satisfaction will be defined as the student’s positive or negative
feelings experienced as a result of: 1) comparing student perceptions of
actual performance with their expectations of performance; 2) questioning the
fulfillment of their needs and wants; 3) evaluating whether or not the degree
was obtained at a reasonable price.
In most cases, satisfaction surveys are used by educational institutions
to determine their strengths and weaknesses. It plays a major role in
determining the originality and accuracy of a system especially the
educational system. Malik et. al (2009) the higher the level of satisfaction, the
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higher will be the level of students’ skill development, course knowledge and
mentality (Malik, Danish & Usman, 2009).
A review of the existing literature indicates a wide variance in the
definitions of satisfaction, researchers are able to
select an appropriate definition for a given context; develop valid measures of
satisfaction; and/or compare and interpret empirical results (Giese and Cote,
2002).
The independent variable in this study is the factors affecting the
satisfaction level of students on the services provided by the computer
laboratory. Thus, each variable shall be given enough review of literature on
this part of the chapter.
Computer Laboratories
According to Matthew (2007) computer labs, or computer clusters, give
many people access to computer programs and the Internet. Schools, public
libraries, Universities, hotels and government offices and companies set up
computer labs that contain a large quantity of computers, printers, scanners
and other equipment. Although originally envisioned simply as a tool to
enhance the educational experience, computers now are used in all facets of
students’ lives (Matthew, 2007).These computers are usually hooked up to a
central server and maintained by an IT Department (Gough, 2016). The
Computer Lab aims to provide basic, functional computer services for users
who may not have access to such technology at home or elsewhere (Hartley,
Mike, Lise, & Simon, 2012). The computer labs are available for University
students to complete class assignments. All students are asked to respect the
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rights of others in order to have a quiet environment to complete their
assignments.
According to Koul et. al (2018), most of the university students usually
work in a computer laboratory to make their academic paper works. In
addition, Koul et. al (2018) observed that students’ are enjoying working on
computer laboratory. Students were involved in practicing certain exercises on
computers like using word processing and spreadsheet etc. Students were
often found busy using the Internet for academic purposes also, but not only
students, teachers also take benefit from computer labs.
According to Pitigala (2016) the most common problem that the lab
users or students encounter is when students work in the computer lab they
don’t have a clear screen on their table, lots of wire and other things appear
on the table. Those things are disturbing for students and other lab access
users. He emphasize that this common problem in the computer lab is the
reason why students and other users can’t work smoothly throughout. In
addition Jarvis (2006) states that you must maintain lab computers regularly in
order to ensure that they don't crash prematurely. Consequently to ensure the
quality management in the computer laboratory the Lab Assistant is primarily
responsible for enforcing Computer Lab Policies and Procedures (Carranza,
2003).
Student use of computers began as a way to make academic work
more effective and efficient (Hartley, Mike, Lise, & Simon, 2012). Thompson
(2003) found that seventy-five percent of students reported that they are
successful in finding the information that they need for academic assignments
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by using the computer labs. He believes that the computer labs were not only
making academic work easier for individuals but also bettering academic
collaboration among students. Thereupon, Matthew (2007) implied that the
labs would become an even better tool for research and learning.
According to study conducted by Newby and Fisher (1998) Computer
laboratory have been used in higher education for many years both as a
subject of study in their own right and as a tool to assist the learning process
within other disciplines. They have also been used as a means of delivering
educational material and for on-line assessment. Newby (2002) observed that
there has been a rapid growth in the use of the Internet in most disciplines
and a subsequent demand for suitable courses. In most courses in which
computers are used, computer laboratory classes plays major role. These
classes can take a number of forms, the two most common being is the
closed or formal laboratory and the open laboratory (Li and Wu, 1996).
As stated by Li and Wu (1996), the formal laboratory is scheduled in
the same way as lectures and seminars with specific exercises being set for
students and they are generally staffed by a lecturer or higher grade
academic. They also define open laboratories as a place where students are
allowed to come and go as they please with technical assistance being
provided by laboratory demonstrators who are often senior students. Prey
(1996) explained that the open laboratory is the norm while Denk, Martin, and
Sarangarm (1993) noted that only about one-third of the university courses
used formal classes. Studies by Knox et al (1996) suggest that despite the
generally accepted importance of laboratory classes in computer-based
courses, effectiveness of laboratory facilities must be prioritized.
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Computer laboratory Environment
Computers have been used widely for many purposes. For example,
as a discipline of study in itself, as a device to assist the learning process
within other courses, as a method of conveying learning material, as a
research tool, and for on-line assessment, (Newby and Fisher, 2000; Newby,
2002). They further explained that practical component of a computer course
is usually taught in the computer laboratory class. They concluded that the
main objectives of such a laboratory class include not only helping students to
achieve proficiency but also to develop skills, such as critical awareness,
problem solving, communication of technical concepts, and independent
thinking. It also introduces students to the computing learning environment;
narrows the gap between theory and practice; fosters motivation and interest
in the material to be learned (Boud et al., 1986). To achieve these objectives,
factors that constitute a productive or positive computer laboratory learning
environment should be identified. In this regard, Newby (2002) highlighted the
following factors: (1) The institutional support. This includes not only
workstations but also infrastructure of technical support for hardware as well
as software, and a help desk accessible to staff as well as students. (2) The
ways in which a computer laboratory may be staffed. This may affect
instructor interaction with students. (3) The level of assistance provided in a
computer laboratory.
According to Fitzsimmons and Fitzsimmons (2008), satisfaction of
students will also depend on the external and internal physical environment of
the service organization that is designed with an appearance and feel that is
in harmony with the service concept and influences the behavior of both
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customers and employees. This includes: facility layout, spaciousness, style
and décor, equipment, and ambient conditions. The layout and interior design
of computer labs will also have a great impact on students’ satisfaction.
Therefore, computer laboratory must maintain the good layout of each
computer station in order to have good working ambiance. Studies by
Douglas (2006) reveals that computer lab environment and dealing rooms
satisfaction has a positive total effect on overall student satisfaction.
Research conducted by Say-Morite (2017) states that Computer
Laboratory spaces should be given attention since these are necessary to fit
students into the room. These would have influence to instruction and
performance of teachers. Moreover, the performance of teachers which is
influenced by technology will in turn influence satisfaction of students in
laboratory facilities. The researcher also emphasized that computer laboratory
must be equipped with laboratory facilities to CMO 25, Series of 2005.
Laboratory classes are held in spacious computer laboratories with efficient
and updated computers and other paraphernalia. Therefore, computer
laboratory should accommodate additional equipment and courses for growth.
Say-Morite (2017) reveals that the computer laboratories must
prioritize the space of the laboratory to accommodate their students as well as
the maintenance of their machines for efficient functions than the availability,
upgrade and adequacy of computers and other devices. This goes to show
that available gadgets and laboratory facility are efficiently working resulting to
the satisfaction of students.
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Saadon and Liong (2011) suggest that an environment that is conducive
to teaching and learning coupled with good infrastructure were found to be
helpful to the process of teaching and learning. In addition, Salleh et al. (2010)
investigate the effect of environment and layout in the computer labs on social
interaction and students’ innovativeness during practical session in the class.
The study conducted by Salleh et. al reveals that layout in the computer labs
has a positive effect on social interaction and students’ innovativeness.
In Computer Laboratory, the students and other access users need
calm, clean and conducive environment in order to fulfill its usefulness and
purpose to meet the students’ demands and expectation.
Computer Laboratory Adequacy
Lukalo (2008) argued that provision and improvement of infrastructure
for teaching technical subjects in schools increased students’ participation in
the subjects. Though computer technology is entirely viewed as a facilitator
for change, many public and private secondary schools do not offer it due to
the high costs of purchase, installation and maintenance of the equipment’s
(Smyth &Hannah, 2006). According to Smyth & Hannan, (2006), availability of
computer facilities in schools would ensure students access materials for
teaching and learning for computer studies. Teaching and learning cannot be
meaningful without educational materials hence students to a larger extent
failed to choose computer studies due to inadequate computer infrastructural
facilities. Erickson (1986) posited that private secondary schools’ proprietors
equipped schools with adequate computer facilities hence low ratio of
students’ to computers which influenced students’ choice of computer studies.
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He further added that public secondary schools lacked adequate funds to
provide modern computer equipments, internet connection, installation and
subscription expenses which influenced students’ choice of computer studies.
Most higher education courses require constant use of computers.
Some subjects require computer applications and analysis, and the presence
of modern and adequate
computer facilities enhances the attractiveness of universities among students
. Students expect reasonably modern computer equipment, in adequate
quantities to be made available for their use when required (Arambewela &
Hall, 2008). Consequently, high expectations are formed by students, given
the promises made by universities through their promotional material and
local agents or consultants in regard to the availability of core facilities such
as computer equipment. Harvey (2001) considers this variable to be important
in the formation of student satisfaction. Maddox (2008) concluded that a
number of researchers have confirmed that with the appropriate number of
well-equipped computer labs and technical support in the university, student
satisfaction is greatly enhanced.
Asiabaka (2008) states that university facilities constitute the major
components of both direct and indirect action elements in the learning
environment. Besides, these facilities play a pivotal role in the actualization of
educational goals and objectives by satisfying the physical and emotional
needs of the users. Knezevich (1975) emphasized that physical needs are
met through provision of safe structures, adequate facilities, a balanced visual
and appropriate environment, and sufficient space will met the emotional
needs of the user by creating pleasant surroundings, a friendly atmosphere,
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and an inspiring environment for the access user’s/students. Adebanjo (2006)
noted that the children learn best, when the school environment is enriched
with adequate teaching learning materials.
A study by Abbasi, Malik, Chaudhry & Imdadullah (2011) measured the
level of student satisfaction with services offered by computer labs and
general labs in Pakistan. Findings from the study shows that users were
dissatisfied with the sufficiency of the facility due to the students large
population and the lack of computer station in the laboratory. Coleman &
Hoffer (1989) alluded that majorityof the public secondary schools were
geographically located in low income minority communities with inadequate
facility, internet connectivity and limited resources hence could not offer a
wide curriculum which limited students’ choice of computer studies. Wikeley &
Stables (1999) who posited that public secondary schools depended primarily
on national governments for funds which are inadequate and whose
disbursement is often delayed which made acquisition of sufficient computer
equipment’s impossible hence high ratio of students’ to computers which
affected their choice of computer studies.
Ndirangu and Udoto (2011) observe that low quality academic
resources such as equipment on the school facility not only affect teaching
and learning but also has impacts on students’ satisfaction and to the
students’ loyalty on the school.
Facilities are designed, built and made available for facilitating smooth
operations of an organization (Karna and Julin, 2015). According to study
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conducted by Fernando (2017), facilities such as computer laboratory facilities
work as major determinants of student satisfaction levels at state universities
in Sri Lanka. Coskun (2014) study in a university in Albania found that
students give particular importance to academic facilities such as the
computer lab because they spend a lot of their time interacting with the
facilities. He pointed out that sufficient facilities are likely to enhance the
interaction, bring about creative learning, and contribute to a fulfilling
university experience. In relation to this, Salad (2014) found that adequacy of
teaching facilities is significantly related to students’ satisfaction. Contrary to
this finding, J. Douglas et.al (2006) study concluded that quality of academic
resources has an insignificant relationship with students’ satisfaction. The
findings suggest that quality of academic resources is not a matter of
consideration for students in a university.
Research conducted by Kara (2016), implies that students were most
concerned with adequacy of lecture rooms and halls, availability of quality
lecture chairs, adequate sitting space during lectures, sufficient and equipped
laboratory facilities, and adequate computers for ICT lessons practicals.
Mansor and Hasanordin (2012) research found that quality of academic
resources significantly impacts on students’ satisfaction perceptions. The
findings suggest that students appreciate the provision of adequate laboratory
equipment, lecture rooms, and other physical evidences of an excellent
university. The finding concurs with Tuan (2012) study in universities in
Vietnam which found that academic resources such as computer lab facilities
with sufficient textbooks and references were the strongest determinants of
students’ satisfaction. Moreover Tuan (2012), implied that computer
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laboratory equipped with computers, printers, internet, and Wi-Fi service,
allows the students to use online resources to complete homework
assignments and projects will lead to students’ satisfaction.
Research conducted by Sukandi (2010) on the Relationship between
campus facilities to student satisfaction reveals that there is a positive
relationship between the facilities provided by the campus on student
satisfaction. Study conducted by Adeosun, (2010) showed that the lack of
computer laboratory facilities resources and poor infrastructure will result to
students’ dissatisfaction. Therefore, it would be beneficial to student if the
computer laboratory has appropriate physical facilities, adequate facilities and
equipment.
According to Rehman and Saghir (2014) Satisfaction levels provide a
more obvious picture of facilities and the environment provided to students.
So the satisfaction of students with their educational facilities is an important
tool to assess the quality of teaching and institutional effectiveness. The
success of any educational institution depends on the satisfaction of their
students particularly with the facilities provided by such an institution. This is
because students are the most important stakeholders and the primary
consumers of the facilities in educational institutions and the satisfaction of all
other stakeholders is dependent on the satisfaction of students (Marimuthu &
Ismail, 2012).
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