Research project on:

Assessing the level of student

satisfaction at IPB.

Students: Professor:

Toufik khelifaoui (a53148) PAULA ODETE FERNANDES

Hung Cuong Nguyen (a58376)

Mir Adeeb Jawad (a58383)

Zahra boutebel (a58391)

abdelmadjid guanfoud (a58377)

Bragança, January 2024

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Table of Contents

LIST OF FIGURES ............................................................................................................ III

LIST OF TABLE ................................................................................................................ III

ABSTRACT ....................................................................................................................... 1

INTRODUCTION .............................................................................................................. 1

FRAMEWORK .................................................................................................................. 1

Variables ....................................................................................... 1

Research hypothesis: ..................................................................... 2

Research methodology and study objective .................................... 2

DATA COLLECTION AND DATA ANALYSIS ..................................................................... 3

Student Profile ............................................................................... 3

Descriptive Analysis ....................................................................... 3

Inferential analysis ........................................................................ 5

RECOMMENDATIONS ..................................................................................................... 7

CONCLUSIONS ............................................................................................................... 8

REFERENCE ..................................................................................................................... 8

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LIST OF FIGURES
Figure 1: The ages of the students’ Frequency test ......................................................................3
Figure 2: The gender of the students’ Frequency test ..................................................................3
Figure 3: The region of the students’ frequency test ....................................................................4
Figure 4: The scientific Area of the students’ Frequency test .......................................................4
Figure 5: The Type of Degree of the students’ Frequency test ......................................................4
Figure 6: The Academic year of the students’ Frequency test ......................................................5

LIST OF TABLE
Table 1: The satisfaction among student’s tests .........................................................................5
Table 2: The satisfaction levels of students based on genders’ tests ............................................5
Table 3: The satisfaction levels of students based on scientific areas’ tests. ................................6
Table 4: Bachelor's degree candidates with satisfaction tests .....................................................6
Table 5: Students' regions and satisfactions’ normality tests ......................................................7
Table 6: Students' regions and satisfactions’ Kruskal Wallis tests ...............................................7

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Abstract
The research paper is about student satisfaction in higher education on the Polytechnic Institute of
Bragança (IPB). The survey was conducted by randomly selecting 210 students from IPB. After
checking, we removed some missing values. The final data was 200 observations.
In the context of the IPB, a study was conducted to evaluate the satisfaction with the service quality
of the School of Technology and Management of Bragança (ESTiG), identifying the dimensions
related to the quality of services that might influence students' satisfaction. The study aimed to
determine the key quality factors influencing student’s satisfaction at ESTiG through knowledge of
the importance and satisfaction level assigned to each of the factors identified by students.
The paper analyzes the factors that influence student satisfaction, such as gender, age, region…
And also examines the impact of student satisfaction on their intention to continue studying at IPB
and to recommend it to others. The paper concludes that student satisfaction is high at IPB and that
it has a positive effect on student loyalty.

Introduction
The quality of a higher education institution is determined by the faculty's ability to utilize their skills
to teach students in a way that capitalizes on their satisfaction and uses it to draw attention to the
institution and boost its reputation. This case study used empirical data (IPB) to further explore the
degree of satisfaction of Portuguese students at the Polytechnic Institute of Bragança's School of
Technology and Management of Bragança (ESTiG).
Higher education plays a pivotal role in shaping the future of individuals and societies. With an
increasing number of students pursuing higher education, understanding student satisfaction has
become crucial for educational institutions. This paper presents a comprehensive study conducted
at the Polytechnic Institute of Bragança (IPB), Portugal, focusing on student satisfaction.
The objective of this research is not only to gauge the level of student satisfaction at IPB but also to
understand its impact on students’ loyalty towards the institute and their likelihood to recommend it
to others. The findings of this study could provide valuable insights for educational institutions to
enhance the quality of their offerings and foster a conducive learning environment.

Framework
The framework for this study is structured around the concept of student satisfaction in the context
of higher education. It is designed to explore the various factors that influence student satisfaction
and the impact of this satisfaction on student loyalty and expectation.

Variables
The key variables in this framework include:
Demographic Variables: These are crucial as they can provide insights into the diverse experiences
and perceptions of students. For instance, students from different regions might have varying levels
of satisfaction due to cultural differences or differing expectations. Age can also play a role, as mature
students might have different needs and expectations compared to younger students. Gender can
influence satisfaction levels as well, as male and female students might have different perceptions
of their educational experience.
Scientific Area & Type of Degree: The field of study (Technologies, Business..) and the type of
degree (Bachelor, Master, etc.) can significantly impact a student’s satisfaction. Different fields have
different teaching methods, course structures, and career prospects, which can influence satisfaction
levels.
Academic Year: The year of study can also impact satisfaction. For instance, first-year students
might have different satisfaction levels compared to final-year students due to factors like familiarity
with the institution, academic pressure, etc.

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And we asked anticipants 4 questions to understand the various influences that might have
contributed to a student’s decision to attend IPB. The responses are binary, represented as ‘YES’ or
‘NO’.
Question_1: This question about whether a friend or colleague influenced the student’s decision to
attend IPB.
Question_2: This question asks if the student was influenced by other students of the master or
bachelor program at IPB.
Question_4: This question inquires if the student’s decision to attend IPB was influenced by their
family or by brochures/documents from IPB.
Question_5: This question asks if the student was influenced by press/media to attend IPB.
Additional, we asked the students 2 questions to detemine the students’ overall experience and
satisfaction with IPB. The responses are binary, represented as ‘YES’ or ‘NO’. Here’s a breakdown:
IPB_friend: This question aims to measure the students’ level of satisfaction and loyalty towards
IPB. If a student is willing to recommend IPB to a friend, it suggests they have had a positive
experience and hold a favorable view of the institution.
Continue_IPB: This question is designed to understand the students’ future intentions regarding
their academic path at IPB. If a student intends to continue their studies at IPB, it indicates they are
satisfied with their current academic experience and see value in furthering their education at the
same institution.
The survey includes 10 questions related to students’ satisfaction with their experience at IPB. Each
item represents a statement to which students can respond on an ordinal scale, likely ranging from
‘Strongly Disagree’ to ‘Strongly Agree’.
The responses to these items can provide valuable insights into students’ satisfaction with various
aspects of their experience at IPB, such as their decision to attend, their willingness to re-enroll, their
happiness with their choice, their willingness to talk about IPB to friends, and their perception of IPB’s
alignment with their expectations. These questions are crucial as they provide direct feedback from
the students about their experiences and can guide the institution in making improvements.

Research hypothesis:
The hypothesis for measuring the level of student satisfaction at the Polytechnic Institute of Bragança
(IPB).
H1: There is no difference in the level of satisfaction (equal 3) among students attending the
Polytechnic Institute of Bragança.
H2: The satisfaction levels of students of the two genders differ.
H3: Different scientific areas of study at the Polytechnic Institute of Bragança have the same levels
of student satisfaction.
H4: Bachelor's degree candidates who wish to continue their education at IPB differs when are
related with satisfaction.
H5: There is a difference connection between students' regions and satisfaction

Research methodology and study objective

In order to determine whether or not the ESTiG students are satisfied with the IPB, a descriptive
analysis and an inferential analysis were conducted.
These analyses served to test the validity of the hypothesis and draw conclusions about the
relationship between the variables.

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Data collection and Data analysis
Student Profile
The survey was conducted by randomly selecting 210 students from IPB. After checking, we have
removed 10 missing values. Our final sample consisted of 200 observations.
The student profile was diverse, with participants from different scientific areas, degree types, and
academic years. The demographic variables such as gender, age, and region were also varied,
providing a comprehensive view of the student population at IPB.

Descriptive Analysis
The descriptive analysis provided an overview of the data collected from the survey. It revealed high
levels of student satisfaction at IPB, with positive perceptions of academic performance, quality of
teaching, and the facilities and services offered by the institution.
Age

Figure 1: The ages of the students’ Frequency test

The ages of the students range from 18 to 48. The majority of the students are between 21 and 23
years old, with each age group making up 18% of the total 200 students.
Gender

Figure 2: The gender of the students’ Frequency test

The result shows that around 56.5% of the males (113 of the respondents) and 43.5% of the females
(87 of the respondents) parcipated in our survey.The total number of both male and female is 100%
who responded our quustionnary.
Region

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 Figure 3: The region of the students’ frequency test
The above table shows around 81% of students were from the north, 9% were from the centre, and
in Lisbon, Alentejo, Islands 1% each. 7% of the correspondents is from others. Most of the
observations were from the North of Portugal.
Scientific Area

Figure 4: The scientific Area of the students’ Frequency test

The number of students from business and Technologies were 64 and 136 respectively. And the
percentage from this catagories were 32% and 68%. Most of the obserations were studying
Technologies.
Academic Year

Figure 5: The Type of Degree of the students’ Frequency test

Most of the students were from bachelor course which is 166 and 34 students were studying master
course who contributed to do our survey respectively. And the percentage from this catagories were
83% for bachelor students and 17% for master students. Most of the students were studying on a
Bachelor Course.
Academic Year

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 Figure 6: The Academic year of the students’ Frequency test
The number of students from 1st, 2nd and 3rd years were 173, 69 and 58 respectively. And the
percentage from this catagories were 36.5%, 34.5% and 29%. Most of the paticipants were on their
first year.

Inferential analysis
Inferential statistics allow you to draw inferences regarding the association/relationship or difference
between two or more variables. Provide measures of how well your data support your hypothesis
and if your data are generalizable beyond what was tested (significance tests).
H1: There is no difference in the level of satisfaction (equal 3) among students attending the
Polytechnic Institute of Bragança.
One-Sample Test
One-Sample Statistics
Test Value = 3
N Mean Std. Deviation Std. Error Mean
95% Confidence Interval of the
global satisfaction mean 200 3.8920 .77592 .05487
Difference
Sig. (2-
t df tailed) Mean Difference Lower Upper

global 16.258 199 .000 .89200 .7838 1.0002

satisfaction
mean

Table 1: The satisfaction among student’s tests

The test result shows that the mean global satisfaction score is significantly different from 3 (p-value
< 0.05). The mean difference is 0.89200, which is the difference between the sample mean and the
test value (3). The p-value = 0,001; p-value < a = 0,05. We reject this null hypothesis. This positive
value indicates that here is difference in the level of satisfaction (equal 3) among students attending
IPB. In conclusion, the students attending the Polytechnic Institute of Bragança have a level of
satisfaction that is significantly different (and higher) than 3. This suggests that, on average, students
are more satisfied with IPB.
H2: The satisfaction levels of students of the two genders differ.
Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

global satisfaction mean Male 113 3.9142 .76752 .07220

Female 87 3.8632 .79022 .08472

Table 2: The satisfaction levels of students based on genders’ tests

The t-value is 0.459, and the p-value (Sig. (2-tailed)) is 0.646, which is greater than 0.05; We reject
H2. The results suggests that there is no significant difference in the satisfaction mean between
students of the two genders.

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H3: Different scientific areas of study at the Polytechnic Institute of Bragança have the same levels
of student satisfaction.

Table 3: The satisfaction levels of students based on scientific areas’ tests.

The Levene’s test: p-value (Sig.) is 0.573 > 0.05. This means we reject the null hypothesis of equal
variances. Therefore, we assume that the two groups have similar variances and use the results
under the “Equal variances assumed” row.
The t-test for equality of means: t-statistic is 1.850 and the degrees of freedom (df) is 198. The p-
value (Sig. (2-tailed)) is 0.066 > 0.05. This means that we fail to reject the null hypothesis of equal
means.
Therefore, we conclude that there is no significant difference in the satisfaction mean between
business students and technologies students.
H4: Bachelor's degree candidates who wish to continue their education at IPB differs when are
related with satisfaction.
Group Statistics

Intends to continue your

academic studies in IPB?
(Answer only if attending a
bachelor) N Mean Std. Deviation Std. Error Mean

global satisfaction mean YES 119 4.0378 .68828 .06309

NO 47 3.4681 .82833 .12082

Table 4: Bachelor's degree candidates with satisfaction tests

The t-value is 4.528, and the p-value (Sig. (2-tailed)) is < 0.001, which is less than 0.05, indicating a
significant difference in the global satisfaction mean between the two groups. The mean difference
is 0.56973 with a 95% confidence interval ranging from 0.32131 to 0.81815.
It suggests that there is a significant difference in the global satisfaction mean between students who
wish to continue their education at IPB (4.04) and those who do not (3.47). This supports our
hypothesis (H4) and indicates that satisfaction levels are indeed associated with students’ intentions
to continue their education at IPB.
H5: There is a difference connection between students' regions and satisfaction
First step: The sample data have a normal distribution.

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Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Region Statistic df Sig. Statistic df Sig.

global satisfaction mean North .092 162 .002 .962 162 .000

Centre .139 18 .200* .912 18 .095

Lisbon .260 2 .

Alentejo .260 2 .

Islands .260 2 .

Others .160 14 .200* .890 14 .081

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Table 5: Students' regions and satisfactions’ normality tests

The global satisfaction mean for the ‘North’ region does not follow a normal distribution (p < 0.05 for
both tests). For the ‘Centre’ and ‘Others’ regions, the p-value is greater than 0.05 for the Shapiro-
Wilk test, suggesting that the data is normally distributed. For the ‘Lisbon’, ‘Alentejo’, and ‘Islands’
regions, the tests could not be computed due to the small sample size (df = 2).
Second Step: Apply Kruskal Wallis Test.

Table 6: Students' regions and satisfactions’ Kruskal Wallis tests

The Asymp. Sig is 0.429. This is the p-value associated with the test. The p-value > a = 0,05, so we
do not reject the null hypothesis. This means that based on this test, there’s not enough evidence to
conclude that there’s a significant difference in the level of satisfaction across the different regions.

Recommendations
Based on the findings, the study recommends that IPB continues to invest in improving the quality
of teaching, facilities, and services to maintain high levels of student satisfaction. Additionally, we
provide some suggestion to improve the level of satisfaction of the IPB students.
• Enhance support services for students, including academic advising, counseling, and career
services, to ensure they receive adequate assistance throughout their academic journey.
• Provide opportunities for professional development and growth for faculty and staff through
workshops, seminars, and training programs to enhance their skills and expertise.
• Maintain transparent communication channels between university administration, faculty,
staff, and students to ensure concerns are addressed promptly and effectively.
In our opinion, the most importance thing is to improve student satisfaction and to innovate and
adapt. This means that they should embrace change and innovation and seek new ways to improve
the service quality and value proposition. IPB should also monitor and anticipate the changing needs

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and expectations of the students and the market trend and adjust the service accordingly. IPB should
also leverage technology and data to enhance the service delivery and performance.

Conclusions
The research is done to know whether the student is satisfied on their studies at the Polytechnic
Institute of Bragança (IPB) OR not. To find out, we used a quantitative approach based on a survey
of 200 students to identify how much students are satisfied with the service quality of the institution,
by identifying the factors that relates the quality of the services which influence student satisfaction.
We analyze the data that we gather from the survey and found that the level of student satisfaction
varies based on gender, age, region etc. The research concludes that student satisfaction is high at
IPB and that it has a positive effect on student loyalty.

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