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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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