ASSIGNMENT 02 FRONT SHEET

Qualification BTEC Level 5 HND Diploma in Business

Unit number and title Unit 31: Statistics for management

Submission date 29/6/2020 Date received (1st Submission)

Re-submission date 2/7/2020 Date received (2nd Submission)

Student Name Nguyen Ngoc Uyen Nhi Student ID GBD18320

Class No. GBD0703B Assessor Name THAOPUP

Student declaration
I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism.
I understand that making a false declaration is a form of malpractice.
Student Signature

Grading grid

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P4 P5 M3 M4 D2 D3

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Description of activity undertaken

Assessment & Grading criteria

How the activity meets the requirements of the criteria

Student Signature Date:

Assessor Signature Date:

Assessor name:

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r Summative Feedbacks r Resubmission Feedbacks

Grade: Assessor Signature: Date:

Internal Verifier’s Comments:

Signature & Date:

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Student's satisfaction at
University of Greenwich
(Da Nang campus)
Nguyen Ngoc Uyen Nhi – GBD18320

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 Table of figures
Figure 1: Student satisfaction conception .............................................................................................. 10
Figure 2: Major of student at Greenwich University ............................................................................. 13
Figure 3: Evaluate about the English skill of Vietnamese teacher at Greenwich University ................ 15
Figure 4: Evaluate about the support in learning of teachers at Greenwich University ........................ 16
Figure 5: Evaluate about the companies in social experiences at Greenwich University ..................... 17
Figure 6: Evaluate about the school clubs at Greenwich University ..................................................... 17

Table of tables
Table 1: Gender of student at Greenwich University ............................................................................ 12
Table 2: Year of student at Greenwich University ................................................................................ 13
Table 3: Evaluate about the elevator at Greenwich University ............................................................. 14
Table 4: Evaluate about the garage at Greenwich University ............................................................... 14
Table 5: Evaluate about the supplied at Greenwich University ............................................................ 15
Table 6: Evaluate about the feedback of teacher at Greenwich University ........................................... 18
Table 7: One sample test of elevators of Greenwich university ............................................................ 19
Table 8: One sample test of supplies at Greenwich university .............................................................. 19
Table 9: Independent sample test between 2nd-year student and 1st-year student about English skills
of Vietnamese teachers at Greenwich university................................................................................... 20
Table 10: Independent sample test of Business Administration student and Marketing student about
foreign teachers’ teaching method ......................................................................................................... 21
Table 11: Paired sample test of social experience between extracurricular activities and social
activities ................................................................................................................................................. 22
Table 12: Paired sample test of interest between the handing of school issues, feedback and sending
teacher feedback .................................................................................................................................... 23

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 Table of content
I. Introduction...................................................................................................................................... 8
1. Background .................................................................................................................................. 8
2. Objectives, scope and meaning of the study ................................................................................ 8
2.1 Objectives ............................................................................................................................ 8
2.2 Research questions............................................................................................................... 9
2.3 Scope and methodology ....................................................................................................... 9
2.4 Structure ..................................................................................................................................... 9
3. Literature Overview ..................................................................................................................... 9
3.1 Infrastructure...................................................................................................................... 10
3.2 Teaching quality ................................................................................................................ 10
3.3 Social experiences ............................................................................................................. 11
3.4 Attention ............................................................................................................................ 11
II. The way of collecting database.................................................................................................. 12
III. Descriptive statistics .................................................................................................................. 12
1. Gender........................................................................................................................................ 12
2. Year of student ........................................................................................................................... 13
3. Major.......................................................................................................................................... 13
4. Infrastructure.............................................................................................................................. 14
5. Teaching .................................................................................................................................... 15
6. Social experiences ..................................................................................................................... 17
7. Attention .................................................................................................................................... 18
IV. Inference .................................................................................................................................... 18
V. Recomandation .............................................................................................................................. 24
VI. Concusion .................................................................................................................................. 24
Bibliography .......................................................................................................................................... 25
Survey Questionnaires ........................................................................................................................... 26

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I. Introduction
1. Background
With globalization and openness to private education, international schools are springing up everywhere,
not just in urban canters but even in suburbs or provinces, to meet the day's expectations (Nguyen P. , 2019).
The middle class of a good, dynamic and "Westernized" education becomes bigger (Nguyen P. , 2019).
Because it can cost up to several thousand dollars per semester, education is a service and it can fully
develop into an industry that provides high quality service, quality and responsibility, this is the main is the
key to identifying and meeting students' needs and expectations (Nguyen P. , 2019). In Vietnam, the active
and active international integration to develop education and training, at the same time education and
training must meet the requirements of international integration to develop the country, which has been
recognized by the Party and the State determined (Le, 2019). Especially international universities, which
ultimately train students successfully. Because it will train the workforce with good skills and knowledge
to meet labour needs in society. Therefore, over the years, the education sector has grown to improve the
quality of service and teaching. And FPT Greenwich University has been built based on the connection
between Greenwich University (United Kingdom) and FPT Education (Duong, 2017). The university has
also increasingly focused on the quality of student experience by changing perceptions and needs of society
in general and of students in particular as well as regularly upgrading the services. This was measured and
tested by UK experts and the University of Greenwich (greenwich, 2020).
The reason
In the education sector, foreign or associated universities are emerging, and are also very strong in education
sector. Assessing people's expectations and satisfaction for this type of school will help ensure the standard
of an international school through many services. Therefore, the topic chosen was "The survey of student
satisfaction at the University of Greenwich".

2. Objectives, scope and meaning of the study

2.1 Objectives
The purpose of this survey is to study student satisfaction with educational services at the University of
Greenwich. This analysis will answer the question below.
• Test students' satisfaction at the University of Greenwich with the educational service at the
University of Greenwich.
• Identify factors that impact student satisfaction with University of Greenwich education services.
• From the tests, the University of Greenwich provides suggestions and approaches to issues found
to strengthen education services.

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2.2 Research questions
To achieve the above-mentioned goals, the following research questions have been proposed:
• What factors affect student satisfaction?
• What issue affect most student satisfaction?
• After research, what issues need to be improved to achieve student satisfaction?
2.3 Scope and methodology
This research paper used two research methods are quantitative and qualitative. Quantitative research is a
method of collecting numerical data and solving relationships in theory and research from a hermeneutic
perspective (Truong M. L., 2019). Applied to the research paper, the team has read and consulted a lot of
reliable documents to be able to identify which university factors are affecting student satisfaction. 70
students took surveys and responded by answering online questions that were set up via the survey form
from Google Form. And qualitative research aims to uncover hidden thoughts within the study object
(Nguyen N. P., 2017). As a result, the team interviewed 30 students in offline and they filled out the offline
survey form. The scope of this survey is students, who are studying at the University of Greenwich (Danang
campus).
2.4 Structure
In this report, to have a full understanding of the survey on student satisfaction at the University of
Greenwich, many sections are provided. Firstly, the overall about the survey with background & reasons to
choose the topic, objectives, research question, scope and methodology. Next, the report consists of the
Literature Overview and Descriptive Statistics. In the Literature Overview, it includes the Conceptions and
Theoretical framework. In addition, the Descriptive Statistics are provided with tables, figures or diagrams.
In statistical inference part, the team will analyze the table one sample test, independent sample test and
paired sample test. Finally, the report would be followed by a reasoned conclusion.
3. Literature Overview
Student satisfaction
Student satisfaction with teaching and learning is important in many higher education institutions.
According to Nguyen Thi Ngoc Xuan, students pay to use the best quality services, so the development of
universities must be accompanied by an improvement in the quality of education (Nguyen T. N., 2018).
The problem is how to come up with innovative strategies to improve satisfaction and one important thing
is how to measure student satisfaction. Therefore, the most common way is to get feedback from students
to evaluate the services they are receiving by the university (Deed, 2015). There are many factors that make
up a quality international university, including an international ranking of degrees, training strengths,
student life and associated benefits. Satisfaction reflects a clear understanding of the university environment
and services provided to students (Nguyen H., 2017). Due to the rapid technological and economic change,
higher education institutions should adjust their courses, processes and structures to suit the needs of their
students. The model of studying student satisfaction about the quality of educational services at the
University of Greenwich was built on the theoretical framework of Parasuraman (1988) (Parasuraman,
1988).

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 Infrastructure

Figure 1: Student satisfaction conception

3.1 Infrastructure
The physical environment is one of the key factors for determining student satisfaction and these factors
will be clearly seen as follows:
Physical school environment
At international universities, spending large sums of money on student learning will mean they want to
receive the best quality and service from the university. All learning tools and equipment in the classroom
must be complete, comfortable and modern. Moreover, improvements to facilities can bring about major
changes to the classroom environment, even within the same structure (Hill, M. C. & Epps, K. K., 2010).
Therefore, the physical characteristics of a school can affect the teaching of students.
WIFI
The Internet serves for information search, entertainment and is especially important in education. They
help explore the vast world, acquire a wealth of knowledge and manage people more effectively. It can be
seen that students nowadays all own an internet-connected computer or smartphone through which students
can look up information, search for knowledge and conduct research science (Pham H. H., 2018). Therefore,
international universities cannot be without Internet connection in teaching and practicing.
3.2 Teaching quality
Teaching methods require the skills of teachers as well as many other important factors. Three main
elements of teaching will be presented as follows:
The attitude of the teacher
Teachers need to constantly update their skills, from teaching skills, knowledge transfer, to self-
improvement, practical understanding for themselves, in order to provide illustrations close to life in
teaching. teach and help students absorb well lessons in class and life lessons (Truong H. T., 2020).
Moreover, the student's satisfaction depends very much on the teacher's attitude (Truong H. T., 2020). They
must demonstrate the level of expertise as well as soft skills to be able to meet the needs of students (Truong
H. T., 2020).

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Teacher qualifications
At international schools, teachers are native speakers or multi-nationals with internationally recognized
qualifications (TESOL, TEFL or CELTA) (Zahra, 2020). They have advanced language skills and very
standard teaching skills. All students will learn in a quality environment and ensure sufficient teacher
satisfaction. Therefore, all lecturers must fulfil their role in the subjects that they undertake by constantly
improving and improving their skills as well as meeting the foreign language needs of students at university
international study (Zahra, 2020). Gibbs and Coffey have found that a faculty with excellent knowledge of
content that addresses spontaneous questions and student challenges would increase student satisfaction
and that influence student satisfaction (Gibbs, G. & Coffey, M., 2004).
Teaching process
The teaching material is the material from the course. All universities around the world provide the full
course materials from textbooks and written lectures for their students. On their website, they give students
a course syllabus which allows students to download books online about this subject (Chang, K.-y., 2013).
Most universities today use the online course materials for students to integrate it easily with computer
phones (Chang, K.-y., 2013). Many UK universities are using technology to develop courses that meet
students ' needs and educational goals (O’Neill, K., Singh, G. & O’Donoghue, J., 2004).
3.3 Social experiences
Student experience with universities is also an important factor in delivering a positive learning experience
to students and the factors are described as follows:
Activities of the clubs
Participating in school clubs will help students learn many useful things. Club events help students work
together in a school and build connections outside the classroom. It may be possible to improve specialized
knowledge, practice social skills. Moreover, extracurricular activities also help students expand
relationships, and also learn how to manage time to be able to study well, and do other things. (Nguyen P.
N., 2020)
Extracurricular Activities
It is very necessary for students to experience reality. In addition to the classroom hours, lecturers in the
industry can help students gain knowledge and discover new things by leading them to successful
companies and businesses. This increases the likelihood of interest in learning as well as through this
experience, the lesson will be more receptive. This is also indispensable in international universities.
3.4 Attention
Student interest is greatly appreciated in the university. This is an important factor in meeting the needs and
satisfaction of students. The factors are expressed as follows:
Upgrade school services
With the age of industrialization and modernization, in order to catch up and meet the needs of students,
the university must constantly upgrade its services. This ensures that students' satisfaction with school
services will be satisfied (Nguyen T. N., 2018). Therefore, maintenance should be paid more attention to
ensure the quality of equipment. In addition, lecturers in the classroom will also regularly report the
situation of the machinery and equipment in their room to the Information Technology Centre so that the
Centre experts can promptly repair in order to respond well needs teaching and learning (Nguyen T. N.,
2018).

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Assess and handle student problems
Some universities have done a good job of assessing and handling student issues. The assessment will be
able to come from two sides. Students can rate teachers during their semester. Thereby the teacher will
know his mistakes somewhat to make corrections, as well as better understand the students' psychology. In
addition, feedback from faculty will help boost student achievement by using formal or informal feedback
in the classroom (Pham H. , 2020). This is a valuable and effective tactic. On student issues, there will be
a student affairs department dealing with this. They are dedicated at work, helping students answer
questions and difficulties. In addition, they also handle student violations (Pham H. , 2020).
II. The way of collecting database
This study explores the relationship between student satisfaction with educational resources such as
teaching methods which provide international classes, facilities, interest in schools and hands-on
experiences. Answers were gathered from students at Greenwich University; including 100 students from
various disciplines and different levels. The online survey is 70% and the paper survey is 30%. The survey
is divided into three groups: male, female and other. A questionnaire of 20 questions posed on issues that
will affect student satisfaction, used to collect data from respondents. This questionnaire is based on the
research method of Parasuraman (1988) (Parasuraman, 1988).
There are two parts to the questionnaire. In Part I, the group will ask related questions about issues that will
affect student satisfaction with the school. These include questions related to facilities, teaching quality,
social experience and interest and the answers are measured on a 5-point scale from Totally Unsatisfied (1)
to Totally Satisfaction (5). After a method of adjusting variables, data is collected and proposed in Excel
file; the data is transferred to SPSS for descriptive statistical analysis framework. Information can be
processed in a short time with SPSS, which can provide us with a detailed chart to better understand the
details. Part II covers demographic attributes such as gender, major and student year. Part III, the group
will make statistical inference. In this section, the team will analyse the table one sample test, independent
sample test and paired sample test. Last but not least, full proof and theory will be presented via the
information given on Microsoft Word.
III. Descriptive statistics
The study sample was selected from subjects such as Business Administration, Information Technology,
Graphic Design, Marketing and Event using a random survey method of students studying at schools. We
sent students questionnaires, and received 100 forms of feedback. We did an analysis of 100 samples of
feedback.
1. Gender
Gender of students at University Greenwich
Frequenc Percent Valid Cumulative
y Percent Percent
Female 58 58.0 58.0 58.0
Male 33 33.0 33.0 91.0
Valid
Prefer not to say 9 9.0 9.0 100.0
Total 100 100.0 100.0
Table 1: Gender of student at Greenwich University

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The pie chart above illustrates the total number of Greenwich students who participated in the university's
student satisfaction survey of the university's service including men, women and others. Their percentages
are not equal. The number of female students participating in the survey was 58, accounting for 57.7% of
the total student population. Meanwhile, the number of male students participating in 32.4% is 33 people
in the total number of participants. Finally, the number of other people participating in the survey was 9
and accounted for 9.9% of the total number of respondents.
2. Year of student
What year are you a student?
Frequency Percent Valid Cumulative
Percent Percent
1st year student 15 15.0 15.0 15.0
2nd year student 44 44.0 44.0 59.0
Valid
3-year students 41 41.0 41.0 100.0
Total 100 100.0 100.0
Table 2: Year of student at Greenwich University

The pie chart above illustrates the school year of Greenwich students who participated in the university's
student satisfaction survey on university service. Including first year, second year and 3rd year students.
Their percentage is not equal. The number of 1stst year students participating in the survey is 15,
accounting for 15% of the total student population. Meanwhile, the number of 2nd year students was
44 people, accounting for 44% of the total participants. Finally, 3-year students who took part in the
survey were 41 people and accounted for 41% of the total number of respondents.
3. Major

Figure 2: Major of student at Greenwich University

Bar graph depicting the major students are currently attending Greenwich University in. There are five
major companies including Business Administration, Graphic Design, Information Technology, Event
Planning and Marketing, and there is no equal density of participation. Mainly Business Administration
students with 36 participants representing 36 per cent of the overall sample. The second is IT students
who constitute a small minority with 22 people taking the survey, representing 22 percent of the total

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number of surveys taken. Next is with 16 people, accounting for 16%. And the Marketing industry is
only 1% lower than the Events, accounting for 15% of the total. Finally, the Graphic Design industry,
accounting for only 11% of the total. In general, most students at Greenwich University concentrate on
pursuing two majors including Business Administration and Information Technology.
4. Infrastructure
Elevators support you on the moving
Frequency Percent Valid Cumulative
Percent Percent
Completely
9 9.0 9.0 9.0
unsatisfied
Unsatisfied 23 23.0 23.0 32.0
Valid Normal 19 19.0 19.0 51.0
Satisfied 29 29.0 29.0 80.0
Very satisfied 20 20.0 20.0 100.0
Total 100 100.0 100.0
Table 3: Evaluate about the elevator at Greenwich University

This pie chart is about facilities at Greenwich University, and speaks more clearly about the two
elevators used at the school. It shows the satisfaction of the students with the facilities of the school,
ensuring the requirements of smart devices for an international school, keeping up with the age of
industrialization and modernisation. Twenty out of 100 participants demonstrated high satisfaction,
representing 20 per cent of the total number of participants. 29 per cent of the overall accounted for the
second highest amount. And there are 19 people who believe it's natural to provide that service, which
can be said to be indispensable. In contrast, up to 23 people out of 100 participants who chose this
variable were dissatisfied. And 9% of the total were feeling completely dissatisfied with the service.
This shows that this elevator service still shows satisfaction in the majority. But of the 100 students in
the school, the percentage of students not satisfied with the school's elevator is also quite high. In fact,
at the University of Greenwich, moving by elevator through floors is very inconvenient with a large
number of students and different class hours. But overall, the equipment and interior of the elevator are
very modern and clean.
The school's garage is comfortable
Frequency Percent Valid Percent Cumulative Percent
Completely
3 3.0 3.0 3.0
unsatisfied
Unsatisfied 16 16.0 16.0 19.0
Valid Normal 38 38.0 38.0 57.0
Satisfied 33 33.0 33.0 90.0
Very satisfied 10 10.0 10.0 100.0
Total 100 100.0 100.0
Table 4: Evaluate about the garage at Greenwich University

This pie chart deals with the garage at the school. Ten out of 100 participants were extremely pleased,
representing 10 per cent of the overall participants. And the second highest satisfaction accounted for

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up to 33 per cent of the total. And as many as 38 people viewed the garage at the school as usual and
nothing to speak about, this variable is the highest percentage of all variables. Conversely, 16 out of
100 participants who selected this variable were dissatisfied. And the service was completely
dissatisfied with 3 per cent of the total. The chart shows that the parking service provided by the school
still exhibits the satisfaction of most students. But of the 100 students, a small number still accounts for
the proportion of students who are unhappy with the school's lift. The actual garage at Greenwich
University is very large and designed at the bottom of the building. But for some reason, some students
still have to leave the car in the sun. As a result, some people are not happy with the school's parking
lot.
School supplies (desks, chairs, projectors, etc.) are pleasing to you
Frequency Percent Valid Cumulative
Percent Percent
Unsatisfied 13 13.0 13.0 13.0
Normal 22 22.0 22.0 35.0
Satisfied 41 41.0 41.0 76.0
Valid
Very satisfied 24 24.0 24.0 100.0

Total 100 100.0 100.0

Table 5: Evaluate about the supplied at Greenwich University

This pie chart shows student satisfaction with the supplies received by Greenwich University. 24 out of
100 participants were highly satisfied with this variable, representing 24 per cent of the total number of
participants. And the second highest, which is the highest percentage of all variables, is up to 41 per
cent of total satisfaction. Additionally, the garage of the school was rated as normal by 22 people and
nothing to discuss. By contrast, 13 out of 100 participants who chose this variable were unhappy,
representing 13 per cent of the total. The graph shows that this attribute is very satisfying to most
students. But the percentage of people who are unsatisfied with the supplies is still 13 per cent. The
actual supplies at Greenwich University are very new, high quality and very suitable for the international
environment.
5. Teaching

Figure 3: Evaluate about the English skill of Vietnamese teacher at Greenwich University

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This bar chart is more about the English abilities of University of Greenwich's Vietnamese lecturers.
This is the variable where student satisfaction is expressed. With this measure, up to 34 students out of
100 participants expressed high satisfaction, representing 34 per cent of the total number of participants.
And the second highest, which is the highest percentage of all variables, is up to 46 per cent of total
satisfaction. Additionally, 18 people assessed the Vietnamese trainers' English skills as normal. Only 2
out of 100 participants who chose this variable, by contrast, were dissatisfied, representing 2 percent of
the total. This shows that the English skills of Vietnamese teachers are very good and have won the
majority of student satisfaction. In fact, at the University of Greenwich, Vietnamese teachers are all
people who have graduated and studied abroad for a long time. In addition, they also have English
standards of national standards such as IELTS.

Figure 4: Evaluate about the support in learning of teachers at Greenwich University

This bar chart demonstrates the satisfaction of students getting support from University of Greenwich
lecturers. Of the 100 participants, 34 students expressed high satisfaction with this attribute,
representing 34 per cent of the total number of participants. And this variable is the highest percentage
of all variables, up to 53 per cent of the second highest total satisfaction. 11 students also viewed this
variable as regular. Only 2 out of 100 participants who chose this variable, by contrast, were dissatisfied,
representing 2 percent of the total. It can be seen that teachers at Greenwich University are very devoted
and always help their students. In fact, the questions that students ask will be solved right in the
classroom. Therefore, about this variable achieved very high satisfaction.

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 6. Social experiences

Figure 5: Evaluate about the companies in social experiences at Greenwich University

This bar chart shows the satisfaction of students in having the opportunity to participate in hands-on
experiences at good companies. Of the 100 participants, 33 students expressed high satisfaction with
this variable, representing 33 per cent of the total participants. And the second highest, which is the
highest proportion of all factors, is up to 42 per cent of overall satisfaction. Furthermore, 19 students
classed this variable as normal. By comparison, 4 out of 100 participants were dissatisfied with this
feature. And 2 people have selected the lowest satisfaction, representing 2 per cent of the total. During
a field trip proposed by Greenwich University lecturers, it is very safe to move or operate. Moreover,
the companies or businesses chosen are big companies and the instructors are the high-ranking people
in their companies. Therefore, satisfaction has been expressed in this variable.

Figure 6: Evaluate about the school clubs at Greenwich University

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This bar graph shows student satisfaction with University clubs in Greenwich. Of the 100 participants,
27 students expressed high satisfaction with this measure, representing 27 per cent of the total
participants. And this measure is the highest percentage of all variables, up to 50 per cent of overall
satisfaction second. Furthermore, 19 students classed this variable as normal. In contrast, 2 out of 100
participants were dissatisfied with this variable. And 2 people have selected the lowest satisfaction,
representing 2 per cent of the total. At Greenwich School, clubs are very active and playful, interesting
events are held every semester and the response from many students and teachers in the school. This
brings a new and more innovative colour to the international school, meeting the needs of playing at the
student's school.
7. Attention
It is effective to send teacher feedback every semester
Frequency Percent Valid Cumulative
Percent Percent
Unsatisfied 1 1.0 1.0 1.0
Normal 16 16.0 16.0 17.0
Satisfied 40 40.0 40.0 57.0
Valid
Very
43 43.0 43.0 100.0
satisfied
Total 100 100.0 100.0
Table 6: Evaluate about the feedback of teacher at Greenwich University

This pie graph shows the satisfaction of students with the interest that University of Greenwich has for
them. Out of 100 participants up to 43 students expressed high satisfaction with this variable, which is
the highest percentage of all variables. And the total second highest satisfaction is 40 percent. 16
students also rated this variable as normal. Only 1 in 100 participants, by contrast, who chose this
variable were not satisfied. In fact, at the University of Greenwich, teacher evaluation takes place every
semester. These are anonymous feedbacks. It shows what the students' reflection for each teacher will
look like. If there is anything that does not satisfy students, it will be overcome immediately. Therefore,
satisfaction has been expressed in this variable.
IV. Inference
Hypothesis 1
Ho: Students are satisfied with the elevator of the University of Greenwich, fast operation, convenient
for moving.
Ha: Students are unsatisfied with the elevator of the University of Greenwich, fast operation, convenient
for moving.

One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Elevators support
100 3.28 1.272 .127
you on the moving

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 One-Sample Test
Test Value = 4
t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of
the Difference
Lower Upper
Elevators support
-5.661 99 .000 -.720 -.97 -.47
you on the moving
Table 7: One sample test of elevators of Greenwich university

From the one sample test table, we get the p-value which is less than the significant level of 0.05 (p-
value = 0.000 < 0.05). As a result, we cannot accept the null hypothesis with 95 percent Confident
Interval. Based on mean = 3.28 in one-sample statistics table, we can see that the average value chooses
less than 4. It means that the student is unsatisfied with the elevator of the University of Greenwich,
fast operation, convenient for moving.
Hypothesis 2
Ho: Students are satisfied with the new and efficient learning tools (desks, chairs, projectors, etc.) at
Greenwich University.
Ha: Students are unsatisfied with the new and efficient learning tools (desks, chairs, projectors, etc.)
at Greenwich University.

One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
School supplies (desks,
chairs, projectors, etc.) 100 3.76 .965 .097
are pleasing to you

One-Sample Test
Test Value = 4
t df Sig. (2-tailed) Mean 95% Confidence Interval
Difference of the Difference
Lower Upper
School supplies (desks,
chairs, projectors, etc.) -2.486 99 .015 -.240 -.43 -.05
are pleasing to you
Table 8: One sample test of supplies at Greenwich university

According to the one sample test table, we get the p-value which is less than the significant level of 0.05
(p-value = 0.015 < 0.05). As a result, we cannot accept the null hypothesis with 95 percent Confident
Interval. Besides that, we can see mean in one-sample statistics table is 3.76 that the average value
chooses less than 4. It means that the student is unsatisfied with the new and efficient learning tools
(desks, chairs, projectors, etc.) at Greenwich University.

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Hypothesis 3
Ho: 2nd-year student has no different satisfaction from 1st-year student about English skills of
Vietnamese teachers at Greenwich university.
Ha: 2nd-year student has different satisfaction from 1st-year student about English skills of Vietnamese
teachers at Greenwich university.

Group Statistics
Year N Mean Std. Std. Error
Deviation Mean
English skills of 1st year student 15 3.80 .676 .175
Vietnamese teachers 2nd year
44 4.27 .788 .119
are good student

Independent Samples Test

Levene's t-test for Equality of Means
Test for
Equality of
Variances
F Sig. t df Sig. Mean Std. 95%
(2- Differen Error Confidence
tailed ce Differen Interval of
) ce the
Difference
Lowe Uppe
r r
Equal
English
variances 1.082 .303 -2.074 57 .043 -.473 .228 -.929 -.016
skills of
assumed
Vietnam
Equal
ese
variances
teachers -2.238 28.026 .033 -.473 .211 -.905 -.040
not
are good
assumed
Table 9: Independent sample test between 2nd-year student and 1st-year student about English skills of Vietnamese teachers at
Greenwich university

By looking at the independent samples test table above, we get the sig in the Levene’s test which is
more than the significant level of 0.05 (p-value=0.303 > 0.05). Therefore, we cannot reject the null
hypothesis with 95 percent Confident Interval. So, we use the result of Equal variances assumed. Based
on Sig. (2-tailed) at Equal variances assumed, we get the p-value which is less than the significant level
of 0.05 (p-value= 0.043 < 0.05). As a result, we cannot accept the null hypothesis with 95 percent
Confident Interval. It means that 2nd-year student has different satisfaction from 1st-year student about
English skills of Vietnamese teachers at Greenwich university.

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Hypothesis 4
Ho: The student of Business Administration has no different satisfaction from the student of Marketing
about foreign teachers’ teaching method at University of Greenwich.
Ha: The student of Business Administration has different satisfaction from the student of Marketing
about foreign teachers’ teaching method at University of Greenwich.

Group Statistics
Major N Mean Std. Deviation Std. Error
Mean
Foreign teachers please Business Administration 36 4.08 .906 .151
students with their
Marketing 15 4.40 .737 .190
teaching method

Independent Samples Test

Levene's t-test for Equality of Means
Test for
Equality of
Variances
F Sig. t df Sig. Mean Std. Error 95% Confidence
(2- Differenc Differenc Interval of the
tailed) e e Difference
Lower Upper
Foreign Equal
teachers variances .017 .895 -1.196 49 .237 -.317 .265 -.849 .215
please assumed
students
Equal
with
variances
their -1.304 32.113 .202 -.317 .243 -.811 .178
not
teaching
assumed
method
Table 10: Independent sample test of Business Administration student and Marketing student about foreign teachers’ teaching method

By looking at the independent samples test table above, we get the sig in the Levene’s test which is
more than the significant level of 0.05 (p-value=0.895 > 0.05). Therefore, we cannot reject the null
hypothesis with 95 percent Confident Interval. So, we use the result of Equal variances assumed. Based
on Sig. (2-tailed) at Equal variances assumed, we get the p-value which is more than the significant
level of 0.05 (p-value= 0.237 > 0.05). As a result, we cannot reject the null hypothesis with 95 percent
Confident Interval. It means that the student of Business Administration has no different satisfaction
from the student of Marketing about foreign teachers’ teaching method at University of Greenwich.

21
Hypothesis 5
Ho: The student feel impress with the social activities also mean they feel satisfied about the
extracurricular activities.
Ha: The student feel impress with the social activities that does not mean they feel satisfied about the
extracurricular activities.
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean

Extracurricular activities
3.98 100 .804 .080
impress you
Pair 1
The social activities that the
4.01 100 .882 .088
school organizes excite you

Paired Samples Correlations

N Correlation Sig.
Extracurricular activities
impress you & The social
Pair 1 100 .314 .001
activities that the school
organizes excite you

Paired Samples Test

Paired Differences t df Sig. (2-
tailed)
Mean Std. Std. Error 95% Confidence
Deviation Mean Interval of the
Difference
Lower Upper
Extracurricular
activities impress
you - The social
Pair 1 -.030 .989 .099 -.226 .166 -.303 99 .762
activities that the
school organizes
excite you
Table 11: Paired sample test of social experience between extracurricular activities and social activities

From paired sample correlations table above, the P-value is 0.001, lower than 0.05. Moreover, the
correlation coefficient equals 0.314, higher than 0.3 and lower than 0.5 (0.3 < 0.314 < 0.5). Therefore,
the extracurricular activities and the social activities that the school organizes were moderate and
positively correlated. According to paired sample test table, the P-value is 0.762, more than 0.05 (0.762
> 0.05). So, we cannot reject the null hypothesis with 95 percent Confident Interval. It means that the
student feel impress with the social activities also mean they feel satisfied about the extracurricular
activities. In addition, based on paired sample statistics table, it can be seen that the mean value of the

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social activities minus the mean value of Extracurricular activities is equal to 0.03. In other word, the
social activities factor is more important than the Extracurricular activities factor 0.03 points. Based on
the result, the student feel impress with the social activities also mean they feel satisfied about the
extracurricular activities.
Hypothesis 6
Ho: Sending teacher feedback every semester is effective also mean the handling of school issues and
feedback is fast, good, and efficient.
Ha: Sending teacher feedback every semester is effective that does not mean the handling of school
issues and feedback is fast, good, and efficient.

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

The handling of school

issues and feedback is fast, 3.97 100 .810 .081
good, and efficient
Pair 1
It is effective to send teacher
4.25 100 .757 .076
feedback every semester

Paired Samples Correlations

N Correlation Sig.
The handling of school issues and feedback is
Pair 1 fast, good, and efficient & It is effective to 100 .507 .000
send teacher feedback every semester

Paired Samples Test

Paired Differences t df Sig. (2-
tailed)
Mean Std. Std. 95%
Deviation Error Confidence
Mean Interval of the
Difference
Lower Upper
The handling of
school issues and
feedback is fast, good,
Pair 1 and efficient - It is -.280 .780 .078 -.435 -.125 -3.592 99 .001
effective to send
teacher feedback
every semester
Table 12: Paired sample test of interest between the handing of school issues, feedback and sending teacher feedback

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From paired sample correlations table above, the P-value is 0.000, lower than 0.05. Moreover, the
correlation coefficient equals 0.507, higher than 0.5 (0.507 > 0.5). Therefore, it has the correlation
between 2 variables and they are significantly strong correlated. According to paired sample test table,
the P-value is 0.001, less than 0.05 (0.001 < 0.05). So, we cannot accept the null hypothesis with 95
percent Confident Interval. It means that sending teacher feedback every semester is effective that does
not mean the handling of school issues and feedback is fast, good, and efficient. In addition, based on
paired sample statistics table, it can be seen that the mean value of sending teacher feedback every
semester minus the mean value of the handling of school issues and feedback is equal to 0.28. In other
word, sending teacher feedback every semester factor is more important than the handling of school
issues and feedback factor 0.28 points. Based on the result, sending teacher feedback every semester is
effective that does not mean the handling of school issues and feedback is fast, good, and efficient.
V. Recomandation
This study illustrates the factors that assess student satisfaction at Greenwich University and its effect
on level of satisfaction. Since all variables are positively related to student satisfaction, it is concluded
that the University of Greenwich has facilities, practical experience, teaching levels and interest in
improving student satisfaction. Facilities are the most important factor , followed by the level of
teaching and attention and, finally, practical experience, according to the report. This means the skill of
the teacher, the courses offered and the learning atmosphere at the University of Greenwich are doing
a good job of increasing student satisfaction. There are a number of suggestions and recommendations
for improving the factors that determine student satisfaction that highly qualified teachers need to be
trained and maintained to promote quality of education. Furthermore, it is necessary to consider the
facilities at the University of Greenwich (Danang campus), which is also a factor affecting student
satisfaction, as the facilities variables can see that the student members are uncomfortable moving with
only 2 lifts; This aspect also needs to increase the speed and area of the elevator so that students can
travel quickly and do not miss class; With practical experience, it is advisable to arrange more
reasonable time frames for student convenience.
VI. Concusion
The competitive market in education creates the need to provide customers with higher quality services,
so they can attract and retain students. This report puts pressure on quality institutions of higher
education. This study looked at the impact of service standards on student satisfaction at the University
of Greenwich. The impact of service quality on student satisfaction has a positive impact on teaching
methods, facilities, practical experience and interest in teaching. The survey was limited, not able to
cover all students of Greenwich University but the thesis contributed significantly to this university's
knowledge of service quality and student satisfaction, and enable organizations to improve the quality
of service policies to attract and retain students.

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Survey Questionnaires

Survey on student satisfaction at

University of Greenwich
We are students majoring in business administration of University of Greenwich (Da Nang campus).
This is a survey of student satisfaction; the results of this survey will help improve the quality of training
for students. The information collected in this survey is for research purposes only and it will be kept
confidential. We hope everyone completes it in the best way.

I. Surveyor information
What is your gender?
Male
Female
Prefer not to say
What year are you a student?
1st year student
2nd year student
3-year student
What major did you choose?
Graphic Design
Business Adminitration
Information Technology
Event Organization
Marketing

26
 II. Survey:
1. About the infrastructure of the University of Greenwich (Da Nang
campus)
Completely
Unsatisfied Normal Satisfied Very satisfied
unsatisfied
Elevators support you on the moving.
The school's toilets are very
convenient.
The school's garage is comfortable.
School supplies (desks, chairs,
projectors, etc.) are pleasing to you.
School WiFi works well.
Classrooms ensure requirements for
seating, lighting and sound.

2. About the quality of teaching at Greenwich school (Da Nang campus)

Completely Very
Normal Satisfied
unsatisfied Unsatisfied satisfied
The teachers have good support for you in
learning.
The teacher's level is good.
English skills of Vietnamese teachers are
good.
The teaching process meets international
standards.
Foreign teachers please students with their
teaching method.
You fully understand what the foreign
teacher is teaching you.

3. About the experiences of University of Greenwich (Da Nang campus)

Completely Very
Normal Satisfied
unsatisfied Unsatisfied satisfied
The experiences you have participated in
are helpful.
Extracurricular activities impress you.
The social activities that the school
organizes excite you.
Companies selected to participate
enthusiastically in imparting knowledge.

27
School clubs (art clubs, volunteer clubs,
event clubs, ...) make you feel happy and
content.

4. About the interest of Greenwich University (Da Nang campus) for

students
Completely Very
Normal Satisfied
unsatisfied Unsatisfied satisfied
The school always renovates and
modernizes its facilities.
The handling of school issues and
feedback is fast, good, and efficient.
It is effective to send teacher feedback
every semester.

28