




































American International Journal of Social Science Research 

Vol. 9, No. 1; 2021 

ISSN 2576-103X   E-ISSN 2576-1048 

Published by CRIBFB, USA 

1 

 

STUDENTS SATISFACTION IN MAJOR PUBLIC UNIVERSITY: 

A PRE-PANDEMIC STUDY IN BANGLADESH 
 

 

Md. Ali Imran 

Lecturer 

Department of Business Administration 

CCN University of Science & Technology, Bangladesh 

 

Ikbal Ahmed 

Lecturer 

Department of CSE 

CCN University of Science & Technology, Bangladesh 

 

Md. Mazharul Islam Bhuiyan 

Lecturer 

Department of Business Administration 

CCN University of Science & Technology, Bangladesh 

 

Abu Obida Rahid 

Lecturer 

Department of Business Administration 

CCN University of Science & Technology, Bangladesh 
 

Noorjahan Begum 

Lecturer 

Department of Business Administration 

CCN University of Science & Technology, Bangladesh 

 

 

Received: August 08, 2021   Accepted: August 29, 2021   Online Published: September 26, 2021  

 

DOI: 10.46281/aijssr.v9i1.1355            URL: https://doi.org/10.46281/aijssr.v9i1.1355  

 

 

ABSTRACT 

Student satisfaction is entitled to the standard facilities enjoyed by the students according to the 

cherished and standardised criteria. In Bangladesh, public universities are furnishing education 

to a myriad of students. But in terms of catering privileged prerequisites compare to top-class 

universities over the globe, we are far behind. To investigate the level of student gratification, we 

constructed some benchmark questions and collected feedback from five top-rated university 

students. We focused on various conglomerate issues faced by public university students, aiming 

to scrutinise the substantive outline. Advance statistical tools are used to analyse the data. We 

https://doi.org/10.46281/aijssr.v9i1.1355


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revealed some malaise from the student response. Quite a few strategies and reciprocity from the 

jurisdiction can quench the environment, which will augment the student satisfaction level. 

 

Keywords: Students Satisfaction, Public University, Bangladesh, Standard Facilities.  

 

INTRODUCTION 
As the proportion of educated workers increases, a country's economy becomes more efficient, as 

educated workers may perform tasks that require literacy and critical thinking more effectively. 

Higher education institutions are heavily affected by market globalization. Increased competition 

has been created to attract students, educational services and improve competition in the 

international market, thus isolating themselves from their competitors. Many students have been 

compelled to follow. HEIs also recognised that the industry is in a market meeting or exceeding 

the needs of its students and concentrating on the representation of the service industry (Gruber et 

al., 2010). Therefore, much study has been undertaken to define the important things that influence 

the happiness of students. 

Bangladesh is a developing country in which the education sector, an important higher 

education system, will play a key role in raising the population's standard of living and improving 

the economy. To this end, the Bangladesh government has taken numerous steps over the past few 

decades to improve its infrastructure for higher education. A 20-year comprehensive plan (2006-

2026) for the higher education sector has been drawn up by the Government of Bangladesh, taking 

into account the United Nations Sustainable Development Goals (SDGs), the 2010 National 

Education Strategy and the 2021 Vision. Consequently, at the same time, undergraduate 

enrollment in these universities has sharply increased. As a continuation of its objective, the 

government is trying to create a public university in every district of the country. The government 

is trying to boost overall industries in Bangladesh by developing more and higher educational 

institutions. 46 public universities are currently operational in the region, with 284,322 students 

enrolled at those universities. Besides, the Bangladesh government and other players in higher 

education have stressed the happiness of students. Public colleges provide their students with 

numerous facilities for quality education. However, in evaluating students' satisfaction with the 

facilities offered by public universities in Bangladesh, there is a study discrepancy. Therefore, this 

analysis aims to analyse the level of student satisfaction with the services offered by public 

universities in the region. The research also seeks to define the key service variables influencing 

students' satisfaction at public universities in Bangladesh. 

 

OBJECTIVES 

This study is conducted to ascertain the student's satisfaction in major public universities in 

Bangladesh. To the epilogue, the main objectives of the study are- 

 To examine and analyse the student satisfaction level in major public universities in 

Bangladesh. 

 To focus the measurements of student satisfaction practices in public universities.   

 To propose the test of features in terms of students' satisfaction.  

 To determine the handicaps in student satisfaction in our major public universities. 

 To proffer some suggestion to enhance the facilities to draw student satisfaction. 

 

 

 



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LITERATURE REVIEW 

The researchers found that increased quality of service results in greater customer loyalty, which 

then leads to attracting new consumers and maintaining existing ones. It is possible to accept 

students as clients of educational institutions. The essential duty of higher education institutions is 

to provide students with all facets of their facilities and services, so the loyalty of students will be 

accomplished by developing the perceived standard of service. Marilyn (2005) reported that 

delivering perceived service quality to their students is the primary priority for higher educational 

institutions. Providing students with enhanced educational facilities will contribute to the desire 

for increased revenue for the institutions highly. Services can be described as actions, 

performances, and processes that one entity or person provides or co-produce for and with another 

entity or person (Zeithaml et al., 2010). Both core service and physical goods are included in turn 

according to this definition. The unique characteristics of the education sector make it fall under 

the category of service (Nadiri et al., 2009).  

Any student of higher education institutions expects their institution to have better quality 

facilities (Douglas, 2011). It is a challenging and crucial concept to provide quality educational 

facilities in higher education, and it is impossible to guarantee quality services in higher education 

(Rodney & John, 2009; Harvey & Green, 2012). Monitoring and evaluation, technical assistance, 

benchmarking, and the sharing of best practices may all help to create an Education Management 

Information System (EMIS) that reflects the school's performance over time. As a consequence, 

increasing EMIS implementation across the board may lead to higher-quality education and 

performance in the long run (Helal et al., 2021). The effectiveness of an institution of higher 

education relies on the standard of the education and education services offered by the institution 

(Clewes, 2011; Islam & Salma, 2016). There is no single opinion, however, of the level of 

operation of higher educational institutions. In other words, various public education organisations 

and partners have different opinions on high-quality higher education facilities. Universities 

around the world offer, in addition to tuition, various forms of facilities to ensure quality education 

(such as housing, travel, athletics, the internet, medical quality, etc.). As a motivational factor, 

educational facilities offered by university work play an important role in the life of a student 

(Henning, Langer, & Hansen, 2001). In these situations, many variables, such as faculty/teaching 

personnel, counselling staff, and classroom teaching practices, have a significant and constructive 

effect on the satisfaction of students. The study also stated that these crucial issues should be 

concentrated on by a higher education institution to increase its students' happiness and motivation. 

Traditional learning techniques have evolved into a more contemporary form as a result of 

technological advances that were previously unimaginable. Online teaching and learning is one 

such revolution in which educational institutions use Information Technology (IT) to guarantee 

access to materials, improve instructional quality, and decrease the cost of conventional courses 

(Ahmed et al., 2020).  

Government support for higher education and research is not adequate at all, and, where 

possible, the UGC does not supply public universities with funds (Mobassern & Muhammed, 

2010). There is a long-term relationship between sustainable growth and higher education 

(Chaudhary, Iqbal, & Gillani, 2009). Theoretically, various education commissions in Bangladesh 

have emphasised the unlocking of talent at all levels of society and creating a pool of highly 

educated people who can contribute to nation-building. However, in reality, the academic level of 

Bangladeshi universities is inferior, and they have not been able to make any positive progress. 

During East Pakistan, education policy stressed a human being's legal, ethical and religious 

growth. 



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Nevertheless, after Bangladesh's liberation, the 2010 National Education Policy stressed acquiring 

advanced expertise and skills. Training leads to every nation's economic growth. Enhancing higher 

education facilities will draw international students to our country as well as local outgoing 

students who can raise more government revenue. The standard of education that private 

universities offer is extremely divisive. 

 

STUDENT SATISFACTION MODEL 

In the satisfactory student model, we discussed three major elements: exceeding expectations and 

building loyalty, satisfaction, developing confidence, and preventing complaints. These are the 

levels. If the authority endeavours these types of activities, they can satisfy the students. In our 

public universities, most of the students agonising some common problems. These can be satisfied 

through the humble willingness of the concerning authorities.  

 
Figure 1. Student Satisfaction Model 

 

Students are the building blocks of a nation. If we can satisfy unstated needs, achieve 

delights and meet basic requirements in every sector of their academic, learning, research, and 

practical aspects, they will provide us with an advanced nation. Excellent and satisfactory facilities 

can change the overall higher education concept in our country. In public universities, students 

face accommodation problems. The classroom environment is not quite good in some cases. There 

are not well-structured lab facilities, library and research convenience. Some other university faces 

transportation problems and so on. If the satisfaction level is secured, we can expect tremendous 

feedback from our students.  

 

RESEARCH METHODOLOGY & DATA COLLECTION STRATEGY 

In this research, a cross-sectional survey was conducted in five major universities in Bangladesh. 

For that reason, an open-ended questionnaire has been set in five points Likert scale to get a more 

accurate and reliable opinion from the respondents to evaluate the satisfaction level. The scale are 

below “Extremely satisfied=5, Satisfied=4, Neutral=3, Dissatisfied=2, extremely dissatisfied=1”. 

There are 46 public universities in Bangladesh. We select five major universities to collect our 

primary data. Primary & Secondary data are analysed to complete this research. Student 

satisfaction is the dependent variable here. Independent variables are used to develop the 

hypothesis and transforming the variable data. Cronbach's Alpha value is used for the reliability 

test, Kolmogorov-Smirnov and Shapiro-Wilk model is used for the normality test. Multiple 

regression analysis and correlation coefficient value are used for data analysis.  

STUDENT 

SATISFACTION MODEL 



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Table 1. Independent Variables and Their Measurement 

 

Independent 

variables 

Measurement Notation 

Institutional 

objectives & 

procedures 

The institution's vision, mission & priorities are explicitly stated. 

With justice & openness, scholarly decisions are made. 

The expected result of learning (ILOs) follows the stated mission & goals. 

The organisation has ample infrastructure to accommodate its missions. 

The university observes the academic calendar. 

The results are published timely.  

The universities are looking forward to their policy for further betterment. 

Code of conducts for both employee and students are maintained properly.  

Disciplinary rules are clearly stated by the authority. 

University websites are updated timely.  

Various methods are followed for achieving learning objectives. 

OP. 

Academic 

learning 

quality 

The university authority ensures a favourable learning environment.  

Students' opinion for curricular & extra-curricular activities has cared.  

Teaching strategies are exposed properly in the curriculum.  

The assessment process is mentioned in the curriculum clearly.  

Curriculum loads are bearable.  

The admission procedures are fair to enrol quality students.  

Student progress is monitored regularly.  

Teachers share the student progress feedback with their students.  

Classroom facilities are favourable for learning.  

Laboratory facilities are well-established.  

The library is updated with its materials to meet the student needs.  

LQ. 

Organisational 

and students 

development 

facilities 

Both indoor & outdoor are adequate.  

There are commendable sports facilities (indoor and outdoor). 

Gymnasium facilities are sufficient.  

Internet facilities are appreciatable.  

Interactive learning is practised using modern devices.  

Class size is good enough for the learning activities.  

The university authority provides practical knowledge to apply in a real-life 

situation. 

Financial grants are available for poor students.  

The university provides extra-curricular facilities to the students.  

There is a well-structured and supportive alumni association.  

The university possesses good research facilities. 

The mechanism encourages students to research activities.  

SD. 

Assessment 

methods & 

student 

feedback 

Evaluation processes are correctly shared with the pupils. 

Assessment systems achieve the course's aims. 

It follows both formative (quizzes, tasks, term papers, continuous evaluations, 

interviews, etc.) and summative evaluation (final examination) methods. 

Immediately after the test, the students are given input. 

The agency has an obligation to offer learning advice and counselling. 

I'm pleased with this university. 

AF. 



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DATA ANALYSIS 

The respondent's survey result is coded in the SPSS software to analyse the data. Numerous 

analytical tools are used to conduct this research. Reliability analysis is performed to test the data. 

Cronbach's alpha value is used for this test. 

 

Table 2. Reliability Statistics 

 

Cronbach's Alpha value Number of items observed 

0.844 47 

 

Cronbach's Alpha greater than or equal to 0.70 means the data are reliable. Here the 

Cronbach's alpha value is 0.844, so; we can say that the data are standard. We test the normality 

of the variables using the Kolmogorov-Smirnov and Shapiro-Wilk model of normality statistics. 

In both the model the p-value is greater than 0.05 apart from Organisational and student 

development facilities. We can say all the data are not statistically significant, so the null 

hypothesis is accepted & the data are normally distributed. But the Organisational and student 

development facilities data are not normally distributed.  

 

Table 3. Tests of Normality 

 

Variable Title Kolmogorov-Smirnova Shapiro-Wilk 

Statistic df Sig. Statistic df Sig. 

Institutional objectives 

& procedures 

.077 87 .200* .991 87 .788 

Academic learning 

quality 

.079 87 .200* .978 87 .138 

Organizational and 

students development 

facilities 

.147 87 .000 .956 87 .005 

Assessment methods & 

student feedback 

.103 87 .024 .982 87 .280 

 

H1: Institutional objectives and procedures are maintained properly to procure students' 

satisfaction. 

 

From the table 3 for institutional objectives & procedures the significance (p-value) is 

0.356; this value is higher than to α level 0.05 for this test. An equal variances t-test failed to reveal 

a statistically reliable difference between the mean number of female (M = 3.39, SD = .60) and 

male (M =3.18, s = .51), t(85) = -1.61, p = .109, α = .05.If p ≤ α, then reject H0.In Institutional 

objectives & procedures, p= (0 .109) is greater than 0.05, so we accepted H0 and reject H1. So we 

can say, Institutional objectives and procedures are not maintained properly to procure students' 

satisfaction. 

 

 

 



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Table 4. Independent Samples Test 

 

 Levene's 

Test for 

Equality of 

Variances 

t-test for Equality of Means 

F Sig. t df 

S
ig

. 
(2

-t
ai

le
d
) 

M
ea

n
 

D
if

fe
re

n
ce

 

S
td

. 
E

rr
o
r 

D
if

fe
re

n
ce

 95% 

Confidence 

Interval of the 

Difference 

Lower Upper 

Institutional 

objectives & 

procedures 

Equal 

variances 

assumed 

.861 .356 -

1.61

8 

85 .109 -

.20509 

.126

78 

-

.4571

5 

.0469

8 

Equal 

variances not 

assumed 

  -

1.50

0 

36.22

6 

.142 -

.20509 

.136

76 

-

.4823

8 

.0722

1 

Academic 

learning 

quality 

Equal 

variances 

assumed 

1.49

6 

.225 -

1.30

2 

85 .196 -

.15360 

.117

93 

-

.3880

9 

.0808

8 

Equal 

variances not 

assumed 

  -

1.18

5 

35.13

2 

.244 -

.15360 

.129

60 

-

.4166

8 

.1094

7 

Organizational 

and students 

development 

facilities 

Equal 

variances 

assumed 

.301 .585 -.950 85 .345 -

.13905 

.146

44 

-

.4302

1 

.1521

0 

Equal 

variances not 

assumed 

  -.922 39.34

3 

.362 -

.13905 

.150

79 

-

.4439

6 

.1658

5 

Assessment 

methods & 

student 

feedback 

Equal 

variances 

assumed 

.039 .844 -.835 85 .406 -

.11872 

.142

24 

-

.4015

2 

.1640

9 

Equal 

variances not 

assumed 

  -.823 40.53

5 

.415 -

.11872 

.144

17 

-

.4099

8 

.1725

5 

 

H2: Academic learning qualities are gratifying to persuade students' satisfaction. 

 

From the table 4 for academic learning qualities the significance (p-value) is 0.225; this 

value is higher than to α level 0.05 for this test. An equal variances t-test failed to reveal a 

statistically reliable difference between the mean number of female (M = 3.27, SD = .57) and male 

(M =3.12, SD= .46), t(85) = -1.30, p = .196, α = .05.If p ≤ α, then reject H0. In Academic learning 

quality, p= (0 .196) is greater than 0.05, so we accepted H0 and reject H1. So we can say, Academic 

learning qualities are not gratifying to persuade students' satisfaction. 

 



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H3: Organisational and student development facilities are commendable to secure students' 

satisfaction. 

 

From the table 4 for organizational and student development facilities the significance (p-

value) is 0.585; this value is higher than to α level 0.05 for this test. An equal variances t-test failed 

to reveal a statistically reliable difference between the mean number of female (M = 3.11, SD = 

.64) and male (M =2.97, SD= .60), t(85) = -.950, p = .345, α = .05. If p ≤ α, then reject H0. In 

organizational and student development facilities, p= (0 .345) is greater than 0.05, so we accepted 

H0 and reject H1. So we can say, organizational and student development facilities are not 

commendable to secure students' satisfaction. 

 

H4: Assessment methods and student feedbacks are favourable to promote students' satisfaction. 

 

From the table 4 for assessment methods and student feedbacks the significance (p-value) 

is 0.844; this value is higher than to α level 0.05 for this test. An equal variances t-test failed to 

reveal a statistically reliable difference between the mean number of female (M = 3.41, SD = .61) 

and male (M =3.30, SD= .59), t(85) = -0.835, p = .406, α = .05. If p ≤ α, then reject H0. In 

Assessment Methods & student feedback, p= (0 .406) is greater than 0.05, so we accepted H0 and 

reject H1. So we can say Assessment methods and student feedbacks are not favorable to promote 

students' satisfaction.  

 

RESULT AND DISCUSSION 

Demographic characteristics of the respondents 

 

Table 5. Demographic characteristics of the respondents 

 

Characteristics Frequency Percent (%) 

Gender Male 63 72.4 

Female 24 27.6 

Age Below 20 11 12.6 

20 – below 30 76 87.4 

Name of 

Program 

BBA/Hons 22 25.3 

MBA/EMBA/MSc 26 29.9 

Others 39 44.8 

Obtained 

degree 

HSC 51 58.6 

Diploma 2 2.3 

Graduate 34 39.1 

No. of years 

studying 

Less than 1 year 3 3.4 

1 to 2 years 6 6.9 

3 to 4 years 38 43.7 

5 to 6 years 36 41.4 

More than 6 years 4 4.6 

 

Table 5 shows the demographic profile of the participants. It shows that approximately 

two-thirds of the respondents (72.4%) are male, and 27.6 % are female. We categorised the age 

group into two groups, where 12.6% are from less than 20 years of age, and 87.4% are from 20 to 



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below 30. The program they involve in the current university is categorised into three groups. 

25.3% are from B.B.A./Hon's, where 29.9% are from MBA/EMBA/MSc, and 44.8% are from the 

grouping of the other. The latest degree obtained from the HSC category is 58.6%, and from the 

diploma and graduate category are 2.3% and 39.1%, respectably. The number of years studying in 

this current university is categorised as less than one year, 1 to 2 years, 3 to 4 years, 5 to 6 years, 

More than six years where the percentage is 3.4%, 6.9%, 43.7%, 41.4%, and 4.6% respectably. 

 

Correlation Analysis 

 

Table 6. Correlation Matrix of Dependent Variable and Independent Variables 

 

 

S
tu

d
en

ts
 

sa
ti

sf
ac

ti
o
n

 

In
st

it
u
ti

o
n
al

 

o
b
je

ct
iv

es
 &

 

p
ro

ce
d
u
re

s 

A
ca

d
em

ic
 

le
ar

n
in

g
 q

u
al

it
y

 

O
rg

an
iz

at
io

n
al

 &
 

st
u
d
en

ts
 

d
ev

el
o
p
m

en
t 

fa
ci

li
ti

es
 

 
A

ss
es

sm
en

t 

m
et

h
o
d
s 

&
 

fe
ed

b
ac

k
 

 

 

Pearson 

Correlation 

Students satisfaction 1.000 .239 .306 .232 .499 

Institutional objectives & 

procedures 

.239 1.000 .597 .563 .409 

Academic learning quality .306 .597 1.000 .568 .430 

Organizational & students 

development facilities 

.232 .563 .568 1.000 .475 

Assessment methods & feedback .499 .409 .430 .475 1.000 

 

Sig. (1-

tailed) 

Students satisfaction . .013 .002 .015 .000 

Institutional objectives & 

procedures 

.013 . .000 .000 .000 

Academic learning quality .002 .000 . .000 .000 

Organizational & students 

development facilities 

.015 .000 .000 . .000 

Assessment methods & feedback .000 .000 .000 .000 . 

 

N 

Students satisfaction 87 87 87 87 87 

Institutional objectives & 

procedures 

87 87 87 87 87 

Academic learning quality 87 87 87 87 87 

Organizational & students 

development facilities 

87 87 87 87 87 

Assessment methods & feedback 87 87 87 87 87 

 

The association between the control variable and the independent variables can be seen in 

table 6. The analysis showed a poor positive linear association between institutional goals & 

procedures and students' satisfaction, where the Pearson coefficient of correlation is (0.239). On 

the other hand, a positive correlation coefficient (0.306) occurs between the efficiency of 

institutional student instruction and the happiness of learners. It means that there's a good 



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connection over a week. Similarly, the correlation coefficient between facilities for organisational 

& student development and students' satisfaction (0.232) demonstrates a positive and weak linear 

relationship between facilities for organisational & student development and students' satisfaction. 

The correlation coefficient between evaluation methods & feedback and the satisfaction of 

students (0.500) indicates that a positive and intermediate linear relationship occurs between 

evaluation methods & feedback and the satisfaction of students. The p-value is less than 0.05 in 

both aspects, so we should dismiss the null hypothesis at a 5 per cent significance level and infer 

an essential correlation between student satisfaction and other independent variables. 

 

Multiple Regression Analysis 

This study also escorted multiple regression analysis to determine the impact of independent 

variables institutional objectives & procedures, academic learning quality, organisational & 

student's development facilities, assessment methods & feedback on student satisfaction. The 

contemplated model is presented below. 

 

Y= α+ β1*OP + β2*LQ +β3*SD +β4*AF +ε 

 

Where, 

Y= Dependent variable (Student satisfaction) 

OP= Independent variable (Institutional objectives & procedures) 

LQ= Independent variable (Academic learning quality) 

SD= Independent variable (Students development facilities) 

AF= Independent variable (Assessment methods & feedback) 

α= Constant term 

β1, β2, β3, β4 = Coefficient of independent variables 

ε= the error/disturbance term 

 

Table 7. Summary of Analysis of Variance (ANOVAa) 

 

ANOVAa 

Model Sum of Squares df Mean Square F Sig. 

1 Regression 33.484 4 8.371 7.284 .000b 

Residual 94.240 82 1.149   

Total 127.724 86    

a. Dependent Variable: Students satisfaction 

b. Predictors: (Constant), Institutional objectives & procedures, Academic learning quality, 

Organizational & students development facilities, Assessment methods & feedback 

 

Table 7 provides a description of the effects of the variance analysis (ANOVA). The value 

of Statistics F (ANOVA) can be shown to be 7.284 with a degree of significance (ANOVA Sig.) 

of 0.000 (i.e., Sig. = 0.000 < 0.05). It shows that for this research, the linear regression model is 

statistically substantially relevant. Figure-9 shows a description of the multiple regression analysis 

results. The research showed that the value of R is 0.512> 0.50. This suggests that this model is 

ideal for determining the relationship between dependent and independent variables. Moreover, 

the value of R2 of 0.262 indicates that 26.2% of students' satisfaction is explained by the multiple 

linear regression models. In addition, the Durbin- Watson test statistics is 1.523 (i.e. d = 1.523). 



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The range is (1.5< d < 2.5). It indicates that there is no auto-correlation in our multiple regression 

data. 

 

Table 8. The Results of Regression Analysis 

 

Coefficientsa 

Model Unstandardised 

Coefficients 

Standardised 

Coefficients 

t Sig. 

B Std. Error Beta 

1 (Constant) -.399 .870  -.458 .648 

Institutional objectives & 

procedures 

.006 .289 .003 .021 .983 

Academic learning quality .355 .316 .144 1.126 .264 

Students development facilities -.150 .253 -.075 -.592 .555 

Assessment methods & 

feedback 

.970 .229 .471 4.234 .000 

R: 0.512a   R2: 0.262 Adjusted R2: 0.226 Durbin-Watson statistics: 1.523 

a. Dependent Variable: Student satisfaction 

b. Predictors: (Constant), Institutional objectives & procedures, Academic learning quality, 

Organizational & students development facilities, Assessment methods & feedback 

 

Finally, based on the findings of coefficients shown in Table 8, the multiple linear regression 

equation is as below: 

 

Y= -0.399+ 0.003*OP + 0.144*LQ -0.075*SD +0.471*AF 

 

From the standardised beta column, we can see assessment methods & feedback (beta 

0.471) are the most influential among the independent variables. In other words, assessment 

methods & feedback have the strongest impact on student satisfaction. Academic learning quality 

with beta 0.144 has the second most influential factor in student satisfaction. Institutional 

objectives & procedures contain the beta value of 0.003, which means it positively impacts student 

satisfaction. The students' development facilities with beta -0.075 have a negative impact on 

student satisfaction.  

 

CONCLUSIONS AND RECOMMENDATION 

The study is conducted to explore the level of student satisfaction in major public universities in 

Bangladesh. We all know that our government allots a cosmic amount of funds in our public 

universities. Our incumbent government is emboldened for quality education in every stratum of 

our higher education sector. But in the true sense, public university students are not come by world-

class facilities in terms of research, academic and co-curricular activities. We focused on revealing 

the actual picture in our public university to inferences the students' facilities provided there. We 

distributed a questionnaire to major public university students to know the real scenario of student's 

satisfaction. We used statistical measures to find out the results. Four major public university 

students were selected as respondents. Among the respondents, male respondents were 72.4% of 

the total population, whereas female respondents were 27.4% of the total population. The majority 



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of the student population was between 18 to 26 years of age group. The study results suggest that 

the facilities students get from the university Institutional objectives & procedures, academic 

learning quality, organisational & student development facilities, assessment methods & feedback 

have a significant effect on student satisfaction. The study recommends that universities take 

adequate steps to satisfy students, such as corroborate politics-free campus facilities, academic 

objectives and procedures are to be maintained, organisational & students development facilities 

must be ensured,  academic learning quality needs to be satisfactory, and the assessment must be 

assessed procedure should be stupendous. The concerning authorities of our public universities 

should make proper efforts to ensure quality education to our students and motivating students for 

research activities. The study's findings will help government authorities and higher educational 

institutions authorities implement the recommendation to satisfy the students of our public 

university. 

 

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journal. This is an open-access article distributed under the terms and conditions of the Creative 

Commons Attribution license (https://creativecommons.org/licenses/by/4.0) 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


