CHAPTER 1

INTRODUCTION AND DESIGN OF THE STUDY

1.1 INTRODUCTION

On account of economic and demographic changes, the Indian education system is facing an

unmatched transformation in the coming decade. By 2020, India will be the world’s third largest

economy; India will outpace China as the country with the largest tertiary- age population. The Indian

education system has made significant progress in education from past decades. At the state and central

levels, the government with various regulatory and accreditation bodies monitors the educational

institutions with a vision to ensure quality in educational services. Despite their best efforts, quality of

education is struggling to attain the global level of excellence in India.

In today’s competitive academic environment where students have many options available to

them, factors that enable educational institutions to attract and retain students should be seriously studied.

Education institutions, which want to gain a competitive edge in the future, may need to begin searching

for effective and creative ways to attract, retain and foster stronger relationships with students. In

addition, there is a mushrooming of private institutions in India which even lack the basic infrastructure.

Their education and college environment has become an important driver for socio-economic

development and also, it becomes a competitive weapon for the institutions to attract and serve the

students as primary customers. In the case of a private organization, it has to depend on the interaction

and mechanism of the market. As a result, competition to woo as many students as possible or so- called

“Potential Customers” may become more and more intense. To make the matter harder as a private

institution, it does not have the “Privilege” to receive any subsidies or financial assistance from the

government. An expectation that cannot be fulfilled in the institutions is the key factor for students'

withdrawal. Most institutions do give a great deal of importance to meeting

customer’s expectations
1
which is similar to a business organization, but they still lack customer awareness among the staff, and
 it has become a common drawback for many institutions. This brings us to an understanding that

students will have more opportunity to support their continued enrolment into educational institutions

and on how well the educational institutions and on how well the educational programs and services met

student’s expectations for services. In this competitive market satisfaction with service may make the

difference.

1.2. STATEMENT OF THE PROBLEM

Students have different experiences in the institutions where they are studying. Their perception

affects their performance; if they are satisfied with campus life, they get motivated to work hard. It may

be useful to measure different aspects of a student's satisfaction. The present study measures the level of

satisfaction and dissatisfaction among students towards the facilities provided by the educational

institutions.

As far as government colleges are concerned, there is a general opinion that the environmental and

educational factors are dissatisfactory when compared to private colleges. The environmental and

educational factors definitely have an impact on the satisfaction of students. A satisfied student will be

motivated to learn as the environment supports him. The present study focuses on the students to identify

the area, which dissatisfies them most and hampers their performance to growth and learning. With this

view, the present comparative study on the impact of service quality on student’s satisfaction towards the

government and private college environment aspects is undertaken.

1.3. OBJECTIVES OF THE STUDY

The main objectives of conducting the research is,

1. To identify the socio- economic profile of the respondents.

2
2. To have a theoretical overview of service quality.

3. To find out the relationship between service quality attributes and students' perception.
4. To analyze the factors influencing academic achievements and environmental factors.

5. To render suitable suggestions for improving service quality in both colleges. 1.4.

SCOPE OF THE STUDY

The presence study focused on studying the service quality about private and public colleges.

The study covers only private and public arts and science colleges in Tirunelveli city. The Government

colleges covered for the studies are aided colleges.

1.5. HYPOTHESIS TO BE TESTED

To study the relationship between demographic variables of students and their level of satisfaction

and opinion about private and public colleges, the following null Hypothesis was framed. ★ There is

no significant relationship between level of satisfaction and demographic profile of the students.

★ There is no significant relationship between opinion about private and public colleges and

demographic profile of the students.

1.6 METHODOLOGY

This section prescribes the methodology which includes the collections of data, the construction of

the questionnaire and tools for analysis.

1.6.1 COLLECTIONS OF DATA

The research has collected data from both primary and secondary sources. Primary data were

collected from college students through a questionnaire. Secondary data were collected from Books,

Journals, Articles and Websites.

3
1.6.2. SAMPLING DESIGN

The study was carried out with the college students residing in and around Tirunelveli. In

Tirunelveli area there are some private and Government colleges. They are selected at random by

adopting a convenient sampling method.

1.6.3. FIELD WORK

The research herself carried out the fieldwork for this study. It was conducted during the period

from July 2022 to November 2022. The researchers have used questionnaires for collections of data. The

data was collected on working days and holidays.

1.7. LIMITATIONS OF THE STUDY

The following are the limitations of the study,

1. The results obtained cannot be generalized to the population as a whole.

2. As the study was conducted for a short duration of four months, it is difficult to study in depth

about the various aspects.

3. Time, cost and other resources were constraints for a fully comprehensive study. 4. As the

respondents are selected from college students, details provided by them may be biased. This may be

caused due to fear, Lethargic attitude, Lack of Commitment etc.,

1.8. CHAPTER SCHEME

The present study is coordinated into five chapters.

1. The first chapter presents the “Introduction and design of the study”. It covers Introduction,

Statement of the problem, Objectives of the study, Scope of the study, Hypothesis to be tested,

Methodology, Geographical coverage, Limitations of the study and chapter scheme.

4
2. The second chapter deals with the review of literature.

3. The third chapter deals with the theoretical overview of the service quality.

4. The fourth chapter depicts the profile of the college students.

5. The fifth chapter describes the suggestions for the study in detail. The study is set in a detailed

comportment.
 5
CHAPTER-2

REVIEW OF LITERATURE

2.1 Introduction:

The reviewing of the literature serve varied interesting features which form the vital background for

the study. The following are the reviews relating to the present study.

2.1 Review Relating to present study:

Mohamed Tarif Sibai 1(2012) in their article entitled his study assessed the service quality and

satisfaction among pharmacy student at one of the private medical colleges in Saudi Arabia using

servqual model. Specifically, it 1sought to determine the respondents profile in terms of gender, year

level and grade point average; service quality using SERVQUAL model; over all students ‘s satisfaction

of students on the provide college service and which profile and service quality dimensions best predict

the overall satisfaction of the students. Using a description statistics and multiple regression analysis for

data analysis, this paper had 1889 respondents. Based on the results, majority the respondents were

female from levels 2,3 and 4 with the above average GPA. Responsiveness, empathy and tangibility

dimensions of service quality had negative gap, which had a expected service did not meet the perceived

service. On the cited service quality dimensions. Meanwhile, when overall satisfaction was measured,

students expressed satisfaction was measured. Students expressed satisfaction to be college services.

Year level was are indicate for all measures of student satisfaction; while GPA was identified as a

1
Mohamed Tarif Saibai, Barnardo Bay, Rohodora Dela Rose “Service quality and student satisfaction using
servqual model” journal of International Education Studies, Vol.14, No.6, 2021.

6
negative predicator to student satisfaction in terms of faculty. Students satisfaction in terms of faculty

was best president by responsiveness assure, on the other hand were predictors of students satisfaction in
 the students service and facilities. Finally the overall students satisfaction was predicted by

responsiveness, assumes and tangibility.

Abu Sayeed Mondal2(2018) in their article entitled the paper endeavours to investigate the

service quality perceptions of students of private run and government run undergraduate business

management programs in Kolkata city. Since the scale have been adapted in this research, the factors

explaining service quality has been examined through exploratory factors analysis. Internal consistency

of the measures has been done with the computation of crobachs alpha. The study also provides

evidences for validity and reliability of the measures deployed. Independent samples test is carried out

across seven constructs explaining service quality of business management programs. The findings

reveal perceived difference in services quality of the students from both the studied groups across six

dimensions.

F.T. Shah3(2013) in their article entitled that the customer service and quality are driving forces

in the business commodity. As higher education service quality is required to provide feedback. This

study analyses the relationship between service quality and its dimensions that lead to customer

satisfaction in higher education. The sample was drawn from 22 different universities of Pakistan. The

study shows that the customer satisfaction is 2significantly related to reliability and assurances where as

responsiveness, empathy and tangibility are less significant.

2
Abu Sayeed Mondal “ Difference in perceived service quality of students of government and private
colleges” Amity Journal of Management Research, Vol.3(2), Pp.39-52.
3
F.T.Shah “Service quality and customer satisfaction in higher education in Pakistan”,journal of quality and
Technology Management, Vol. IX, issue II, Pp.73-89.

7
Kemel Kursunluoglu Yarimoglu4(2015) in their article the purpose of this study is to show

the requirement of industry specific national service quality indices for measuring quality in both

traditional and electronic services in various industries in a country. In this study, the literature about

service and e-service quality measurements was reviewed, and a three dimensional frame work and
 developed. It was found out that the dimensions of each service quality measurement were all different

from each other due to the different characteristics of the industries that each study has been conducted

in the study showed that there is a need for an industry specific national service quality index and

suggested that national customer satisfaction indices which have existed in the literature can be a

model for industry specific national service quality index enables national companies to understand

their unique industrial characteristics that needed to be improve continuously in order to increase

services quality and gain competitive advantage. The index which was proposed to develop in the

future was suggested for the first time in this study.

S.Santhana Jeyalakshimi et al.,5(2016) in their article entitled the service quality becomes the

crucial issue for the education industry and the theory of service quality has evolved over long period of

time through testing and traits service sector. The demanding customers and increased sense of customer

satisfaction lead to the use of the new service parameter making education institution to implement

quality management an effective aid.

8
3
During the last few decades there is phenomenal change experienced in the education industry and the

reason being is service quality knowing that both service quality and value is difficult to measure,

education institutions heavily rely on students' quality perception and expectations. It could be achieved

by asking students questions related to expectations and their perception of the service quality through

carefully designed surveys. Various studies have been carried out to consolidate the dimensions of

service quality and several have been accepted as well constructed instruments to measure service

quality. The empirical research in development of service quality theory suggests that improved service
 quality plays an important role in overall customer satisfaction. Study would focus on various studies on

services quality conducted by earlier researchers in an array of industries. The paper explores the

development of service quality theory and alternate scales of measuring service quality.

Nisar Muhhamad et al.,6(2018) in their article entitled the aim of this study to measure the effect

of service quality on customer satisfaction. There 384 respondents were selected from 19 universities of

Khyber pakhtunkhwa (Pakistan). The proportionate stratified sampling method was used for the

collection of data. The collected data was analysis using SSPS and AMOS packages. Exploratory factor,

confirmatory analysis and parallel analysis were also performed. Structural equation modelling

technique was used to investigate the relationship among variables under investigation. Findings of the

research reveals that majority of the respondents were satisfied with the dimensions of HEDPERF model

in universities of Khyber Pakhtunkhwa (Pakistan). The dimensions academic was ranked the most

important dimension of service quality.4

4
3 Kmel Kursunluoglu Yarimoglu “A Review of service and e-service quality measurements” Journal of
Economics and Social studies”, Vol.5, 1 November 2015.
5
S.Santhana Jeyalakshimi, S.Meenakshi “Service quality Management “Shanlax International Journal of
Management.
6
4 Nisar Muhammad, Shahid Kakakhel, Fayaz Ali Shan “Effects of service quality on customer satisfaction

“Journal of Business and Management, Vol.4, No.2, December 2018.

9
Sepideh Farahmanidlan et al., 7(2013)75in their article entitled that the higher education, students

are the main customers of universities. As such, providing quality services and satisfying students need

as well as expectations are vital for universities to succeed from the increasing competitiveness of the

industry. This research investigate the level of students satisfaction and the relationship between student

satisfaction and the quality of service being provided at the international business school, universities

Malaysia Kula Lumpur. The result of this research

indicated that almost the majority of students were satisfied with the quality of services offered at this

university. Also, the findings showed that the factors of facilities, advisory services, curriculum and

financial assistance and tuition costs have positive and significant impact on student satisfaction.
 Teo Boon Chui et al.,8(2015) in their article entitled that the quest for academic excellence, the

government of Malaysia is very concerned about the quality of higher education institution higher

education is increasingly recognised as a service industry, and this puts a greater emphasis on meeting

the expectations and needs of its participating customer who are the students. Due to intense

competition, many universities and colleges offer programs and services. This study evaluates the

services quality of a Malaysian private higher education institution with the objective of determining

what constitutes the service variables in the education industry data was collected from respondents

using a well structured questionnaire designed and adopted for the provisions of educational service in

line with SERVQUAL dimensions scale. To achieve this, students as respondents were Surveyed on

their expected and perceived service quality rendered to them and their opinions garnered on whether

57
Sepideh Farahmadian, Hadi Manav and Mona Afshar Dost, Journal of Business and Management,
Vol.12, Issue .4,(July-August 2013), Pp.65-74.
8
Teo Boom Chui, Mohd Shukur bin Ahmad , Faezah biniti Ahamad Bassim. Nurnadirah Binti Ahamad Zaimi
, “Evaluation of service quality of private higher education using service improvement matrix” Procedia-
Social and Behavioral Science 224,Pp.132-140, 11-15 August 2015.

10
service quality has enrolled at the educational institution. Using service gap analysis the findings

indicate negative perception and importance based on service expectation were potted on a two

dimensional grid. This allowed.

6
Shiva Prasad9(2021) in his study attempts to examine the relationship between service quality

dimensions (tangibility, reliability, responsiveness, assurance and empathy) and students satisfaction. Further

more, this study is also examining critical factors in service quality dimensions (Tangibility, responsiveness,

reliability, assurance and empathy) that contribute most to the satisfaction of the students. The study employed

both purposive and stratified sampling technique by using a set of questionnaire that was distributed to 120

college students in three of the college in chitwen. However the study found that there is a positive significant

relationship between service quality dimensions and students satisfaction. The study also found that empathy

has significant relationship with students satisfaction in the students of service quality rendered by their
colleges. Finally the study concludes that assessing level of satisfaction and continuous improvement of the

quality of service that colleges provides to their students will help management and other staff of these

colleges to reach organisation success.

68
Teo Boom Chui, Mohd Shukur bin Ahmad , Faezah biniti Ahamad Bassim. Nurnadirah Binti Ahamad
Zaimi , “Evaluation of service quality of private higher education using service improvement matrix”
Procedia-Social and Behavioral Science 224,Pp.132-140, 11-15 August 2015.
9
Shiva Prasad Poudel “ Service quality provided by college it Chiwan and its impact on student satisfaction”
Nepalese Journal of Management and Research, Vol.1, Issue.1, Pp.15-21, January 2021.

11
Rahele Nazarian et al.,10(2021)in their article entitled that in today 's competitive environment it is

becoming more difficult for universities to enhance and maintain a competitive advantage in their own

target markets. Researchers have found that customers consider many dimensions in their assessments of

service quality and are defined as an overall evaluation of the goodness or badness of a product or

service. To improve quality service providers have to identify the key determinants of service quality.

The dimensions of the SERVQUAL model reliability, tangibility, responsiveness, assurance

and empathy are important for students. It is vital for higher education institutions to actively monitor

the quality of service and safeguard the interest of stakeholders through the fulfilment of their real

needs and wants, Therefore provisions of better quality services is the basic strategic tool used by

needs and wants, Therefore provisions of better quality services is the basic strategic tool used by

academic institution. Positive perception about the quality of service offered leaves a positive image in

the mind of students which finally leads them towards a higher level of satisfaction. Service quality is
 important to institutions of higher education for a number of reasons, including competitive advantage

satisfying government requirements and meeting public expectations.

710
Rahel Nazarian, Margam Saber-Mahani Behestifar “Role of service quality in universities” Journal of
Innova Ciencia, Vol.4, No.6, June 2012.

12
11
Ashish Vishwanath Prakash et al., (2016) in their article entitled that the purpose of the current

study is to empirically examine the critical service quality dimensions that contribute to student

satisfaction in higher education and to analyze whether satisfaction with service delivery leads to

behavioural intentions for recommendation. The study, descriptive and diagnostic in nature, was

conducted on post graduate management students from two leading universities in south India. 216

students participated in the survey. Self administered questionnaire was adopted to capture the

perceptions of students on service quality satisfaction and behavioural intentions. For this purpose a

twenty seven items scale for service quality et al., (2012) six item scale for satisfaction and three items

scale for behavioural intentions by Athee Yaman (1997) was administered. CFA was performed to

assess the model fit and multi variation analysis and SEM were utilized to ascertain the relationship

between the variables.

Service quality was found to be a significant predictor of students satisfaction which in turn was found

to be a significant predictor of the behavioural intentions to recommend the institute to other

prospective students. The regression analysis reveals that among eight dimensions identified, the
 dimensions of interaction quality had the strongest impact on student satisfaction. The study was

confounded to the post graduate students in management from South India. The study holds

implications for the institutions that aim to remain competitive in the landscape of the education sector

in India.

11
8 Ashish Viswanath Prakash, Fairzaan Sheikh Muhammed “ Service quality in higher education”
International Journal Of Management and Applied Science, Vol.2, No.5, May 2016.

13
9 12
Kobero et al., (2022) in this article entitled that the study investigated service quality and

customer satisfaction within Tanzania higher learning sector using the service quality model

(SERVQUAL). The two aspects: service quality and customer satisfaction are used interchangeably to

mean the same thing by many people and practitioners. In this study, customer satisfaction is an

outcome of the service and service quality is what brings about the customer satisfaction. The results

showed that students are satisfied with the reliability of the service offered since it received an average

positive gap score, but other dimensions of service receive an average positive gap score, but other

dimensions of service quality receive negative gap, meaning students are not satisfied with the service.

Students are disappointed with the service since overall service quality was a negative average score.

Managers and policy makers at public higher education institutions should focus on monitoring service

quality on a regular basis so that they are always informed of their students' satisfaction level and

evaluate what they need to do to maintain satisfaction and a competitive edge.

10
9

10 12
Kobero “The effects of service quality on customer satisfaction in higher learning institution in Tanzania” Journal of Business
Management, Vol.10, Pp.1373-1391.

14
Pragathi Aharwal et al.,13(2021) in their article entitled that the outbreak of coronavirus disease

2019 in various countries at the end of 2019 has transferred traditional classroom teaching to e-learning

platforms,which unswervingly affects the educational quality. The whole education system from schools

to higher education level has been distorted due to COVID-19 in India and all over the globe and forced

to accept online mode. This research attempts to bridge this gap by applying the SERVQUAL scale,

a well validated and widely used service operations construct, to the online environment, this paper uses a

questionnaire survey and google forms to collect experience data of 354 students. The findings show that

the SERVQUAL scale exhibits both reliability and convergent and divergent validity; in fact, in these

regards, it outperforms traditional student assessment scales. Four factors: empathy, responsiveness,

reliability and website content and privacy have significant effects on student satisfaction of perceived e-

learning quality. The findings of this paper can be used for making approaches for online education across

to accelerate the online education level during pandemic, to promote the reform of information based

education.

11
The paper provides the whole picture of current online teaching learning during covid-19 which makes

it rare and gives a holistic view of the environment. This novel technique to assess the quality of e-

learning services demonstrates that students may be considered as customers and has far reaching

consequences for all parties involved in higher education delivery.

11 13
Agarwal, Akansha Verma, Kumara Malhotra “ An Analysis on perceived service quality and students satisfaction of
e-learning during covid-19 in higher education” Journal of distance education and e-learning, No.3, July 2021.
 15
14
Evans Ojiambo Onditi (2017) in this article entitled that it presents the reviews of the literature on

the service quality construct in higher education and its influence on student satisfaction. The theoretical

perspective of this paper included the gap model of service quality and the hierarchical service quality

model. The various instruments for measuring service quality in higher education have been discussed

briefly with a summary of the measurement instruments by different authors and their dimensions

provided. The empirical studies have indicated that there is no consensus among authors on the

dimensions that should be used to evaluate service quality in the higher education sector and hence

different dimensions and measurement scales have been used by different authors.

This paper concludes that service quality in higher education has a significant influence on student

satisfaction and therefore higher education institutions should put in place mechanisms to collect student

feedback to enable them to determine the service quality dimensions of interest to their students so that

they can make the necessary improvements on the relevant service quality dimensions.

2.3 Summary:

From the above stated reviews it is clear that there are many studies relating to student’s satisfaction

towards educational institutions. But a separate comparative study on the impact service quality on

student’s satisfaction towards college environment. Hence, there arises a need for this study.

12

12 14
Evans Ojiambo Onditi, Thaddeus Wafula Wajula Wechuli “Service quality and student satisfaction in higher Education
Institution” Journal of science and Research Publication , Vol.7, No.7, July 2017.

16
CHAPTER-3
 THEORETICAL VIEW ON SERVICE QUALITY

3.1. Introduction

Perceived service quality could be the product of the evaluations of a number of service encounters

and in this case, of a student, these could range from encounters with office staff, encounters with tutors,

lecturers, the head of department ,etc.,(1995). As a result, if an organisation regularly provides service at

a level that exceeds customer expectations, the service will be evaluated as high quality. In contrast, if

an organisation fails to meet customer expectations, the service will be judged as poor quality.

Generally, students have three main criteria that need to be satisfied with services. These have been

labelled as ‘requisite encounters’ which essentially enable students to fulfil their study obligations;

‘acceptable encounters’ which students acknowledge as being desirable but not essential during their

course of study and ‘functional’, an encounter of a practical or utilitarian nature.

3.2 Meaning of service:

Services are the non-physical , intangible parts of our economy, as opposed to goods, which we can

touch or handle. Service may be defined as intangible acts or performances whereby the service provider

provides value to the customer. It only exists while the provider is delivering it and the customer is

consuming it.

17
3.3 Meaning of quality:

Quality refers to how good something is compared to other similar things. In other words, its
 degree of excellence. Quality refers to a set of characteristics expected from products or services. It is a

combination of various factors such as design, performance, reliability, safety, efficiency, effectiveness,

economy and timeliness. In other words, quality means conformance with specific standards. It also

implies a measure of how well a product or service meets its purpose.

3.4 Meaning of Service quality:

Service quality is a measure of how an organization delivers its service compared to the

expectations of its consumers. Customers purchase service as a response to specific needs. They either

consciously or unconsciously have certain standards and expectations for how a company’s delivery of

services fulfill those needs.

Service quality in its contemporary conceptualisation is a comparison of perceived expectations of a

service with perceived performance, giving rise to the equation SQ=P-E. This conceptualisation of service

quality has its origins in the expectancy disconfirmation paradigm.

Service Quality = Perception-Expectation

3.5 Definition of Service Quality:

According to Parasuramen et al., Service quality can be defined as “Perceptions result from a
comparison of consumer expectations with actual service performance”.

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3.6 Dimensions of Service Quality:

There five dimensions of service quality are

1.Reliability:
 This refers to an organization’s ability and consistency in performing a certain service in a way that

satisfies its customers needs. This process involves every step of customer interaction including the

delivery or execution of the good or service, swift and precise problem resolution and compectation

pricing. Customers have a certain expectation or reliability in buying a specific product, and a

company’s success usually depends on its ability to meet those expectations.

2. Tangibility:

This is an organization’s ability to portrait service quality to its customers. There are many

factors that give a company highly tangible quality, such as the appearance of its headquarters, its

employees' attire and demeanor, its marketing materials and its customer service department.

3.Empathy:

Empathy is how an organization serves its services in a way that makes the company seem

empathetic to its customers desires and demands. A customer who believes a company truly cares about

their well-being is likely to be more loyal to that company.

4. Responsiveness:

This is a company’s dedication and ability to provide customers with prompt service responsiveness

implies receiving, assessing and sweetly replying to customer request feedback questions and issues. A

19
company with high service quality always responds to customer communication as soon as possible which

can often indicate the value a company places on customer satisfaction.

5. Assurance:

Assurance is the confidence and trust that customers have in a certain organization. This is

especially important with service that a customer might perceive as being above their ability to
understand and properly evaluate meaning that there has to be certain elements of trust in the servicing

organization’s ability to deliver. Company employees need to be mindful of earning the trust of their

customers if they want to retain them.

Service’s Unique Characteristics

Services characteristics are different from goods’s characteristics. This part explains service’s

properties, and distinguishing services characteristics of intangibility heterogeneity and inseparability.

Finally, it describes an expanded marketing mix for services.

A) Classification of Properties Between Goods and Service

A framework for isolating differences in consumer evaluation processes between goods and

services is based on the classification of properties distinguished among three categories (Parasuraman,

Zeithaml, Berry1985; Zeithaml 1981,P.186):

Search Properties - attributes that a consumer can determining before buying a service (as price,

and physical facilities).

Experience properties - Attributes that can only be discerned after purchase or during use (as

courtesy of employees).

credence properties - Characteristics that the consumer may find impossible assess 20

even after purchase and use (as medical properly performed and).

Credence properties dominate in many services, especially those

provided by professionals and specialists (e.g., auto repair).

Service’s Characteristics:

Distinguishing service’s characteristics of intangibility, heterogeneity and inseparability make them

more difficult to evaluate than goods. First, most services are intangible. ‘They cannot be seen, felt,
tasted, or touched in the same manner in which goods can be sensed. They cannot be counted, measured,

inventoried, tested, and verified before sale to assure quality.

3.8 Conceptualization Of Service Quality

Quality is a topic that can be viewed from different angles, and researchers distinguish between

several constructs about service quality. To understand quality requires the understanding of the concept

of physical attributes of a service, as well as consumer’s psychology and culture. The results of quality

imply the mastering of the process of service delivery as well as the outcome. Two types of service

quality exist which are as follows:

Technical quality-involve what the customer is receiving from the service. Often it can be measured by

the consumer in a rather objective manner. Because the service is produced in interaction with the

consumer, he will also be influenced by the way in which the technical quality is transferred to him.

Functional quality- involves the manner in which the service is delivered. Figure 1 illustrates these

quality dimensions.

In the following 3-dimensional approach, the dimensions of quality are related to the elements of the

service production process. The dimensions are:

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❖ Physical quality which includes the physical aspects of the service.

❖ Interactive quality, Which derives from the interaction between contact personnel and customers as

well as between some customers and other customers and

❖ Corporate quality, Which involves the company’s image or profile. Greenrooms defines corporate

image as “The result of how the consumers perceive the firm”. The service is the most important

part of a company, which its customers see and perceive.

 22
CHAPTER – IV

Profile of the students

4.1 INTRODUCTION

In order to study the profile of the college students,it is essential to break down the

respondents on the basis of their demographic profile because these factors differ from one

person to another and their views differ in relation to their education and environmental factors

available in the colleges. The demographic profile of the college students includes Gender, Age,

monthly family income, Nature of the family and size of the family. These aspects are explored,

tabulated and the results of these are displayed in this section.

23
4.2 GENDER – WISE CLASSIFICATION OF THE RESPONDENTS The Gender
wise classification of the sample respondents to given in Table 4.1 Table 4.1

Gender Wise Classification

S.NO Gender Government Colleges Private Colleges

No.of Percentage Percentage

No.of
Respondent (%)
(%)
Respondent

1. Male 6 20 20
6
2. Female 24 80
80
24

Total 30 100 30 100

Source : Primary Data

From Table 4.1 it is clear that, out of 30 respondents From government colleges,6 (20 percent) respondents are

male and 24 (80 percent) respondents are female. Out of 30 respondents from private college, 6 (20 percent)

respondents are male and 24 (80 percent) respondents are female.

Hence the majority of the respondents are female from government and private colleges. 24

4.3 AGE – WISE CLASSIFICATION OF RESPONDENTS

The Age wise classification of the sample respondents is given in Table 4.2

Table 4.2
 AGE WISE CLASSIFICATION
S.NO Age Government Colleges Private Colleges

No.of No.of Percenta

Percentage
Respondent ge (%)
Respondent
(%)

1. 19 (2003) 11 11 37
37
2. 20 (2002) 15 50
15
3. 24 (1999) 50 30 13

4
13

Total 30 100 30 100

Source : Primary Data

From Table 4.2 it is clear that, out of 30 respondents from government college, 11(37

percent respondents are in the age of 19 years, 15 (50 percent ) respondents are in the age of 20

years and 4 (13 percent) respondents are in the age of 24 years.

Out of 30 respondents from private colleges,11(37 percent) respondents are at the age of

19 years, 15(50 percent) respondents are at the age of 20 years and 4(13 percent) respondents are

at the age of 24 years.

Hence the majority of the respondents are in the age of 20 years from government

colleges and private colleges.

25
4.4 MONTHLY FAMILY INCOME -WISE CLASSIFICATION OF
THE RESPONDENTS

The monthly family income wise classification of the sample respondents is given in Table 4.3

Table 4.3

MONTHLY FAMILY INCOME WISE-CLASSIFICATION

S.N Monthly Family Government Colleges Private Colleges
O
Income No.of Percenta
Percentage
No.of ge (%)

Respondent
(%)
Respondent

1. Below Rs.10,000 8 27
27
2. Rs.10,000 - 8 17

3. 20,000 5 40
17
4. Rs.20,000 - 5 16
30,000 Above 12
40
Rs.30,000 12

5
16
5

Total 30 100 30 100 Source : Primary Data

From table 4.3 it is clear that out of 30 respondents from government college,8(27 percent

) respondents are have the monthly family income Below Rs.10,000 , 5(17 percent) of them have

monthly family income between Rs.10,000 – Rs.20,000 , 12(40 percent) of them have the

monthly family income Rs.20,000 – Rs.30,000 and 5(16 percent) of them have the monthly

family income Above Rs.30,000

 26
4.5 NATURE OF THE FAMILY – WISE CLASSIFICATION OF THE RESPONDENTS
The Nature of the family classification of the sample respondents is given in Table 4.4 Table 4.4
NATURE OF THE FAMILY – WISE CLASSIFICATION
S.NO Nature of Government Colleges Private Colleges

the Family No.of Percentage Percentage

No.of
Respondent (%)
(%)
Respondent

1. Join Family 8 27 27
8
2. Nuclear Family 22 73
73
22

Total 30 100 30 100

Source : Primary Data

From Table 4.4 It is clear that out of 30 Respondents From Government Colleges 8(27 percent) respondents

live in a joint Family and 22(73 percent) respondents live in Nuclear Family.

Out of 30 respondents From Private College 8(27 percent) respondents are live in Nuclear family

Hence the Majority of the respondents are Nuclear Family From both Colleges. 27

4.6 SIZE OF THE FAMILY – WISE CLASSIFICATION OF

THE RESPONDENTS
The size of the family wise classification of the sample respondents is given in Table 4.5
Table 4.5
 FAMILY WISE CLASSIFICATION
S.N Size of the Family Government Colleges Private Colleges
O
No.of Percenta
Percentage
No.of ge (%)

Respondent
(%)
Respondent

1. Up to 2 Members 1 4
4
2. 2 – 4 Members 1 73

3. 4 – 6 Members 22 23
73
4. Above 6 Members 22 -

7
23
7

Nil
-
Nil

Total 30 100 30 100

Source : Primary Data

From Table 4.5 it is clear that, out of 30 respondents from government colleges, 1(4

percent) respondents have up to 2 members, 22(73 percent) respondents are wave 2-4 members

and 7(23 percent) respondents are 4-6 members.

Out of 30 respondents from private colleges, 1(4 percent) respondents have up to 2

members, 22(73 percent) respondents and 7(23 percent) respondents 4-6 members. Hence the

majority of the respondents have 2-4 members in both government colleges and private colleges.
 28
4.7 FACTORS CONSIDERED FOR SELECTION OF COLLEGES The
Factors Considered for Selection of colleges by the Respondents are shown in Table 4.5
Table 4.6
FACTORS CONSIDERED FOR SELECTION OF COLLEGES
S.NO Factors Government Colleges Private Colleges

Total Score Rank

Total
Mean Score

Score fx/∑f Rank

Mean
fx/∑f

Score

1. Fees 10,610 176.8 V 10,610 176.8 V

Structure

2. Location of 11,850 197.5 I 11,510 191.8 III

College

3. Physical 10,498 175 VI 10,498 175 158.4 VIII 11,850 VI

Infrastructu

4. re 9502 197.5 I

Reputation

of College

5. Type of 10,106 168.4 VII 9502 158.4 VIII

Board

6. Discipline 11,850 186.3 IV 11,624 193.7 II

in College
 7. Computer 11,624 193.7 II 11,180 186.3 IV

Education

29
8. Academic 11,510 191.8 III 10,106 168.4 VII

Results

From Table 4.6 it is clear that in case of government college, the factor considered for

selection of colleges by the students are “Location of College”, which is ranked in the first

position followed, “ Computer Education” are ranked in second, “Academic Results” are ranked

in Third, “Discipline in college” are ranked in Fourth, “Fees Structure” are ranked in fifth,

“Physical Infrastructure” are ranked in sixth, “Types of Board” are ranked in seventh and

“Reputation of College” are ranked in eight position respectively.

On the other hand in case at private college, the factors considered for selection at

colleges by the students are “Reputation of College” which is ranked in the first position

followed, “Discipline in College” are ranked in second, “Location of College” are ranked in

third, “Computer Education” are ranked in fourth, “Fees Structure” are ranked in fifth, “Physical

Infrastructure” are ranked in sixth, “Academic Result” are ranked in seventh and “Type of

Board” are ranked in eighth position respectively.

 30
4.8 APPLICATION OF CHI – SQUARE TEST

Chi – square test has been employed to determine the relationship between the socio –

economic profile of the respondents and their level of awareness of the common services offered

by the mobile service providers. For computing chi – Square Value, the following formula has

been used.

With (r -1) (c-1) degrees of freedom where,

x2 = Chi – Square
O = Observed Frequency
E = Expected Frequency
r = No.of rows in a contingency table
C = No.of columns in a contingency table

The Chi-Square value is calculated for a given level of significance. Calculated Value
is less than the value, The null hypothesis is accepted, otherwise it is rejected.

31
4.8.1 RELATIONSHIP BETWEEN GENDER AND THEIR LEVEL OF
OPINION ABOUT SERVICE QUALITY IN GOVERNMENT AND
PRIVATE COLLEGES.
The Table 4.7 below shows the relationship between gender of the respondents and
their level of opinion about service quality in government and Private colleges.
Table 4.7
GENDER OF THE RESPONDENTS AND THEIR LEVEL OF OPINION
ABOUT SERVICE QUALITY IN GOVERNMENT AND PRIVATE COLLEGES.

S.No Gender Government Colleges Private Colleges

Low Medium High Total Low Mediu High Total

m

1. Male 4 0044 4 2 10

2. Female 6 12 8 26 6 8 6 20

Total 10 12 8 30 10 12 8 30

Source: Primary Data

From Table 4.7 it is clear that out of 10 respondents with a low level of opinion about

Government colleges in which 4 respondents are male and the remaining 6 respondents are

female.

On the other hand, out of 10 respondents with low level opinion about Private colleges, in

which 4 respondents are male and the remaining 6 respondents are female.

Out of 12 respondents with a medium level of opinion about government colleges, 12

respondents are female.

On the other hand, out of 12 respondents with a medium level of opinion about private

colleges in which 4 respondents are male and the remaining 8 respondents are female.

32
On the other hand, out of 8 respondents with High level opinion about private colleges in
which 2 respondents are male and the remaining 6 respondents are female.

The result of the test are given below:

Gender Government Colleges Private Colleges

Calculated value 3.922

0.95
Table value
5.99
Level of significance 5.99

Degree of freedom 5%
5%
Results
2
2

NS
NS

Chi – Square test is applied to find out the significance of gender of the respondents and their

level of opinion about service quality in Colleges.

The calculated value is less than the table value, the null hypothesis is accepted. There is

no significant relationship between Gender of the respondents and their level of opinion about

service quality in government and private colleges”.

33
4.8.2 RELATIONSHIP BETWEEN MONTHLY FAMILY INCOME AND
THEIR LEVEL OF OPINION ABOUT SERVICE QUALITY IN
GOVERNMENT AND PRIVATE COLLEGES.
The Table 4.8 below depicts the relationship between the monthly family income and their
level of opinion about service quality in Government and private colleges.
Table 4.8
MONTHLY FAMILY INCOME OF THE RESPONDENTS AND THEIR LEVEL
OF OPINION ABOUT SERVICE QUALITY IN GOVERNMENT AND PRIVATE
COLLEGES.

S.No Monthly Government Colleges Private Colleges

Family
Low Medium Total Low Medium High Total
Income

1. Below 4 6 2 12 0 10 4 14
Rs.10,000 –
Rs.20,000

2. Rs.20,000 – 6 6 6 18 10 2 4 16
Rs.30,000

Total 10 12 8 30 10 12 8 30

Source: Primary Data

From the above table 4.8 it is clear that out of 10 respondents with a low level of opinion

about government colleges in which 4 respondents earn their family Income above Rs.20,000 and

the remaining 6 respondents earn their family Income above Rs.30,000.

On the other hand, out of 10 respondents with a low level of opinion about private

colleges in which 10 respondents earn their family Income above Rs.30,000.

 34
Out of 12 respondents with medium level of opinion about Government colleges in which 6

respondents earn their family income above Rs.20,000 and the remaining 6 respondents earn their

family Income above Rs.30,000.

On the other hand, out of 12 respondents with medium level of opinion about private

colleges in which 10 respondents earn their family Income above Rs.20,000 and the remaining 2

respondents earn their family income above Rs.30,000.

Out of 8 respondents with a high level of opinion about Government colleges in which 2

respondents earn their family income above Rs.30,000.

On the other hand, out of 8 respondents with a high level of opinion about private colleges in

which 4 respondents earn their family income above Rs.20,000 and the remaining 4 respondents

earn their family income above Rs.30,000.

The results of the test are given below:

Monthly Family Income Government Colleges Private Colleges

Calculated value 0.62

3.299
Table value
5.99
Level of Significance 5.99

Degree of Freedom 5%
5%
Results
2
2

NS
NS

Chi – Square test is applied to find out the significance of monthly family income of the

respondents and their level of opinion about service quality in Colleges.

 35
The calculated value is less than the table value. so the null hypothesis is accepted, there is no

significant relationship between monthly family income of the respondents and their level of

opinion about service quality in Government and private colleges.

36
4.8.3 RELATIONSHIP BETWEEN NATURE OF THE FAMILY AND
THEIR LEVEL OF OPINION ABOUT SERVICE QUALITY IN
GOVERNMENT AND PRIVATE COLLEGES.
The Table 4.9 below shows the relationship between the nature of the family and their level
of opinion about service quality in Government and Private colleges.
Table 4.9
NATURE OF THE FAMILY AND THEIR LEVEL OF OPINION ABOUT
SERVICE QUALITY IN GOVERNMENT AND PRIVATE COLLEGES.

S.No Nature of Government Colleges Private Colleges

the Family
Low Medium High Total Low Mediu High Total
m

1. Join Family 6 4 2 2 6
0
2. Nuclear 4 10 10 6 24
Family 2

Total 10 8 12 8 30
8
20
8

12
8
30
10

Source : Primary Data

From the above table 4.9 it is clear that out of 10 respondents with a low level of opinion

about government colleges, 6 respondents live in Joint family and remaining 4 respondents live

in Nuclear Family.

On the other hand, out of 10 respondents with a low level of opinion about Private

colleges in which 2 respondents live in a joint Family and the remaining 8 respondents live in

Nuclear Family.

Out of 12 respondents with medium level of opinion about government colleges in which
4 respondents live in Joint Family and the remaining 8 respondents live in Nuclear Family.

37
On the other hand, out of 12 respondents with medium level of opinion about Private

colleges in which 2 respondents live in Joint Family and the remaining 10 respondents live in

Nuclear Family.

Out of 8 respondents with High level of opinion about government colleges, 8 respondents live in

the Nuclear Family.

Out of 8 respondents with a high level of opinion about 2 respondents live in Joint Family

and the remaining 6 respondents live in Nuclear Family.

The Results of the test are given below:

Nature of the Family Government Colleges Private Colleges

Calculated value 1.30

2.79
Table value
5.99
Level of Significance 5.99

Degree of Freedom 5%
5%
Results
2
2

NS
NS

Chi – Square test is applied to find the significance of Nature of the family of the

respondents and their level of opinion about service quality in Colleges.

The calculated value is less than the table value. So the null hypothesis is accepted, there is

no significant relationship Between the Nature of the Family of the respondents and their level of
opinion about service quality in government and private Colleges.

38
4.8.4 RELATIONSHIP BETWEEN SIZE OF THE FAMILY AND THEIR

LEVEL OF OPINION ABOUT SERVICE QUALITY IN GOVERNMENT

AND PRIVATE COLLEGES.

The Table 4.10 below shows the relationship between size of the family and their level
of opinion about service quality in government and private colleges.
Table 4.10
SIZE OF THE FAMILY OF THE RESPONDENTS AND THEIR LEVEL OF
OPINION ABOUT SERVICE QUALITY IN GOVERNMENT AND PRIVATE
COLLEGES.

S.No Nature of Government Colleges Private Colleges

the Family
Low Medium High Total Low Medium High Total

1. Up to 2 6 6 8 26
Member – 4 8
Member 20
2. 4 8 0 4
4 – Above 6 10
Member

6
0
10
2
2

Total 10 12 8 30 10 12 8 30

Source : Primary Data

 From above Table 4.10 clearly shows 10 respondents with a low level of opinion about

Government colleges in which 6 respondents have 2-4 members and the remaining 4 respondents

have 4 – above 6 members.

On the other hand, out of 10 respondents with a low level of opinion about Private

colleges in which 8 respondents have 2 – 4 members and the remaining 2 respondents have 4 –

above 6 members.

39
Out of 12 respondents with medium level of opinion about government colleges in which

6 respondents have 2 – 4 members and the remaining 6 respondents have 4 – above 6 members.

On the other hand, 12 respondents with medium level of opinion about Private colleges in which

10 respondents have 2 – 4 members and the remaining 2 respondents have 4 – above 6 members.

Out of 8 respondents with a high level of opinion about government colleges in which 8

respondents have up to 2 – 4 members.

Out of 8 respondents with a high level of opinion about Private colleges in which 8

respondents have up to 2 members to 4 members.

The results of the test are given below:

Size of the Family Government Colleges Private Colleges

Calculated value 2.90

5.116
Table value
5.99
Level of Significance 5.99

Degree of Freedom 5%
5%
Results
2
2

NS
 NS

Chi – Square test is applied to find out the significance of size of the respondents and

their level of opinion about service quality in government and private colleges. The calculated

value is less than the table value. So the null hypothesis accepted, there is no significant

relationship between size of the family of the respondents and their level of opinion about service

quality in Government Colleges and private colleges.

40
4.8.5 CONSOLIDATED RESULT OF CHI-SQUARE TEST
The Consolidated results of the chi – square test are given in Table 4.11
TABLE 4.11
CONSOLIDATED RESULT OF CHI – SQUARE TEST
Personal Degree Calculated Value TableDifference
Factor of
Governme Value Private
Freedom nt Private
Colleges
Government
Colleges
Colleges
Colleges

Gender 2 3.92 0.95 5.99 NS NS

monthly 2 0.62 3.29 5.99 NS NS

family
income

Nature of 2 1.39 2.79 5.99 NS NS

the Family

Size of the 2 2.90 5.11 5.99 NS S

Family

NS – No Significant

Summary
 The opinion of Colleges Students are analysed with the help of awareness to find that

Gender, monthly family income, Nature of the Family and size of the Family of the respondents

are not closely associated with the level of opinion about service quality in Government

Colleges.

On the other hand, the opinion of college students, analysed with the help of awareness,

finds that Gender, monthly family income and Nature of the Family and of the respondents are

not closely associated with their level of opinion about service quality in Private Colleges.

41
Size of the family of the respondents are closely associated with their level of opinion about

service quality in private colleges.

 42
4.9 APPLICATION OF ‘F’TEST

The researcher has made use of likert scale measures, the mobile Electronic customer

Relationship Management. The Likert scale is one of the most widely used attitude scaling

techniques. The scores given to the various degrees are as follows.

1. Strongly Agree

2. Agree

3. No Opinion

4. Disagree

5. Strongly Disagree

The total score of each respondent is obtained by adding scores that have been received from

12 statements. The mean and standard deviation may be calculated by using the following

formula

Total score

Number of Respondents

The different levels of perception have been calculated as follows.

High level perception = Arithmetic Mean + SD

Medium level perception = Score varying between high level

Perception & low level Perception

Low level perception = Arithmetic Mean – SD

The respondents having a score of 56 and above 56 are considered as a high level

perception. Respondents having a score of 35 and less than 35 are considered as perception at a

43
lower level and the respondents having a score varying between high level and low level are
considered perception at a medium level.

ANOVA TWO WAY CLASSIFICATION

Source of Sum of Degrees of Mean sum of
Ratio of ‘F’
Variation Squares Freedom
squares

Between SSLC (C-1) MSC = SSC/(C-1) MSC/MSE

columns

Between SSR (r-1) MSR=SSR/(r-1) MSR/MSE

Rows

Residual or SSE (C-1)(r-1) MSE=SSE

Error (C-1)(r-1)

Total SST n-1

Where,

SSC - Sum of Square between columns

SSR - Sum of Square between rows

SSE - Sum of Squares due to error

SST - Total Sum of Squares

MSC - Mean Sum of Column

MSE - Mean Sum of Error

MSR - Mean sum of Row

The F values are calculated as follows.

F(V1 , V2) = MSC/MSE

44
If the calculated value of F is less than the table value at 5% level of significance, the null

hypothesis is accepted otherwise it is rejected.

 45
4.9.1 RELATIONSHIP BETWEEN GENDER AND THEIR LEVEL OF
SERVICE QUALITY ABOUT GOVERNMENT AND PRIVATE
COLLEGES.
Table 4.12 shows the gender of the respondents are classified on the basis of their level of
service quality about government and private colleges.
Table 4.12
GENDER OF THE RESPONDENTS AND THEIR LEVEL OF SERVICE QUALITY.
2 Gender Level of Service Quality
S.No
Government Colleges Private Colleges

Low Mediu High Total Low Mediu High Total

m m

1. Male 0 2 024 4 2 10

2. Female 8 14 6 28 6 6 8 20

Total 8 16 6 30 10 10 10 30

Source : Primary Data

It is noted from Table 4.12 Out of 8 respondents with a low level of opinion about service

quality in Government Colleges in which 8 respondents are Female. Out of 10 respondents with a

low level of opinion about service quality in Private Colleges in which 4 respondents are male

and the remaining 6 respondents are female. Out of 16 respondents with medium level of opinion

about service quality in Government Colleges in which 2 respondents are male and the remaining

14 respondents are Female.

46
 On the other hand, out of 10 respondents with medium level of opinion about service

quality in Private Colleges in which 4 respondents are male and the remaining 6 respondents are

Female.

Out of 6 respondents with a high level of opinion about service quality in Government

Colleges in which 6 respondents are Female.

Out of 10 respondents with a high level of opinion about service quality in Private

Colleges in which 2 respondents are male and the remaining 8 respondents are Female. ‘F’ test is

used to find the relationship between the gender and their level of service quality.

Ho – “There is no significant relationship between gender and their level of service

quality”. The result of ANOVA is given in Table 4.13

Table 4.13
GENDER OF THE RESPONDENTS AND THEIR LEVEL OF SERVICE
QUALITY. RESULTS OF ANOVA

Source of Sum of Degrees of Table

Mean of
Variation Squares Value
Radio of
Freedom
Square
‘F’

G P G PG PGP G P

Between 9.33 5.33 2 2 4.665 2.665 2.33 0.38 19. 19.2

level of 296 96
service
quality

Between 225. 3.33 1 1 225.3 3.33 112.65 0.48 18. 18.5

3
gender 51 1

Error 9.37 35.34 5 5 1.874 7.068

47
It could be seen from table 4.13 that obtaining ‘F’ values (2.33,0.38) are less than the table
value (19.296) at 5% level of significance. So the null hypothesis was accepted, that there is no

significant relationship between Gender and opinion of service quality about both Government

and Private colleges.

It could be seen from table 4.13 that obtaining ‘F’ values (112.65) are more than the table

value (18.51) at 5% level of significance. So the null hypothesis was rejected, that there is a

significant relationship between Gender and opinion of service quality in Government colleges.

It could be seen from table 4.13 that obtaining ‘F’ values (0.48) are less than the table value

(18.51) at 5% level of significance. So the null hypothesis was accepted, that there is no

significant relationship between gender and opinion about service quality in Private colleges.

48
4.9.2 RELATIONSHIP BETWEEN MONTHLY FAMILY INCOME AND
THEIR LEVEL OF SERVICE QUALITY ABOUT GOVERNMENT AND
PRIVATE COLLEGES.
Table 4.14 shows the monthly family income of the respondents are classified on the Basis of
their level of service quality about government and private colleges.
Table 4.14
MONTHLY FAMILY INCOME OF THE RESPONDENTS AND THEIR LEVEL
OF SERVICE QUALITY.

S.N Monthly Level of Service Quality

o
Family
Government Colleges Private Colleges
Income
Low Medium High Total Low Medium High Total

1. Below 6 208206 8
Rs.10,000

2. Rs.10,000 0 404402 6
–
Rs.20,000

3. Rs.20,000 2 6 2 10 4 10 0 14
–
Rs.30,000

4. Above 0 448002 2
Rs.30,000

Total 8 16 6 30 10 10 10 30

Source : Primary Data

It is noted from Table 4.14 , out of 8 respondents with a low level of opinion about service

quality in Government Colleges, in which 6 respondents earn their Monthly Income Below Rs.

10,000 and 2 respondents earn their monthly family income Rs.20,000 to Rs.30,000.

49
On the other hand out of 10 respondents with low level of service quality in Private Colleges,

in which 2 respondents are earn their monthly family income Below Rs.10,000 , 4 respondents
are earn their monthly family income Rs.10,000 to Rs.20,000 and 4 respondents are earn their

monthly family income Rs.20,000 to Rs.30,000.

Out of 16 respondents with the Medium level of opinion about service quality in Government

Colleges, in which 2 respondents are earn their monthly family income Rs.10,000 , 4 respondents

are earn their monthly family income Rs.10,000 to Rs.20,000 , 6 respondents are earn their

monthly family income Rs.20,000 to Rs.30,000 and 4 respondents are earn their monthly family

income Above Rs.30,000.

Out of 10 respondents with the medium level of opinion about service quality in Private

Colleges, in which 10 respondents earn their monthly family income Rs.20,000 to Rs.30,000. Out

of 16 respondents with high level of opinion about service quality in Government Colleges, in

which 2 respondents are earn their monthly family income Rs.10,000 , 4 respondents are earn

their monthly family income Rs.10,000 to Rs.20,000 , 6 respondents are earn their monthly

family income Rs.20,000 to Rs.30,000 and 4 respondents are earn their monthly family income

Above Rs.30,000.

Out of 6 respondents with high levels of opinion about Service Quality in Government

Colleges, in which 2 respondents earn their monthly family income Rs.20,000 to Rs.30,000 and 4

respondents earn their monthly family income Above Rs.30,000.

Out of 10 respondents with a high level of opinion about service quality in Private Colleges,

in which 6 respondents earn their monthly family income Below Rs.10,000 , 2 respondents earn

50
their monthly family income Rs.10,000 to Rs.20,000 and 2 respondents earn their monthly family

income Above Rs.30,000.

‘F’ test is used to find the relationship between the level of service quality and monthly

family income of the respondents.

 Ho = “There is no significant relationship between monthly family income and level of service

quality in Government Colleges” The result of ANOVA is given in Table 4.15 TABLE 4.15

MONTHLY FAMILY INCOME OF THE RESPONDENTS AND THEIR LEVEL

OF SERVICE QUALITY

RESULT OF ANOVA
Source of Sum of Degrees of Table
Mean Sum of
Variation Squares Value
Radio of
Freedom
Squares
‘F’

G P GPG PGP G P

Between 19.3 30 2 2 9.665 15 4.68 3 19 19.3

3 . 3
level of
330 0
service
quality

Between Gender 46.6 99.99 3 3 15.55 33.33 7.78 6.67 19.16

19. 16

Error 16.01 50.01 6 6 1.46 4.55

It could be seen from table 4.15 that the ‘F’ value (4.68,3) is less than the table value (19.330)

at 5% level of significance. So the null hypothesis is accepted, that there is no significance

51
relationship between monthly family income and opinion of service quality about Government

and private colleges.

 It could be seen from table 4.15 that obtaining ‘F’ values (7.78,6.67) are less than the table

value (19.16) at 5% level of significance. So the null hypothesis is accepted that there is no

significant relationship between monthly family income and opinion of service quality about

both government and private colleges.

52
4.9.3 RELATIONSHIP BETWEEN NATURE OF THE FAMILY AND
THEIR LEVEL OF SERVICE QUALITY ABOUT GOVERNMENT
AND PRIVATE COLLEGES
Table 4.16 shows the nature of the family of the respondents are classified on the basis of their
level of service quality.
TABLE 4.16
NATURE OF THE FAMILY OF THE RESPONDENTS AND THEIR LEVEL
OF SERVICE QUALITY.

S.No Nature Level of Service Quality

of the
Government Colleges Private Colleges
Family
Low Medium High Total Low Medium High Total

1. Joint 2 80 10 0 2 4 6
family

2. Nuclear 6 86 20 10 8 6 24
Family

Total 8 16 6 30 10 10 10 30

Source : Primary Data

It is noted from Table 4.16, out of 8 respondents with a low level of opinion about service

quality in Government Colleges in which 2 respondents live in joint families and the remaining 6

respondents live in nuclear families.

On the other hand , out of 10 respondents with a low level of opinion about service

quality in Private Colleges in which 10 respondents live in nuclear families.

53
Out of 16 respondents with medium level of opinion about service quality in Government

Colleges in which 8 respondents live in joint families and the remaining 8 respondents live in

nuclear families.
 On the other hand , out of 10 respondents with medium level of opinion about service

quality in Private Colleges in which 2 respondents live in joint families and the remaining 8

respondents live in nuclear families.

Out of 6 respondents with a high level of opinion about service quality in Government

Colleges in which 6 respondents live in nuclear families.

Out of 10 respondents with a high level of opinion about service quality in Private

Colleges in which 4 respondents live in joint families and the remaining 6 respondents live in

nuclear families.

‘F’ test is used to find the relationship between the level of service quality and the nature

of the family of the respondents.

Ho – “There is no significant relationship between nature of the family and level of service
of ANOVA is given in Table 4.17

54
Table 4.17
NATURE OF THE FAMILY OF THE RESPONDENTS AND THEIR LEVEL
OF SERVICE QUALITY.
RESULT OF ANOVA
 Source of Sum of Degrees of Table
Mean Sum of
Variation Squares Value
Radio of
Freedom
Squares
‘F’

G P GPG PGP G P

Between to 9.33 16 2 2 4.665 8 0.58 2.67 19. 19.2

9
level of 296
6
service
quality

Between to nature of the family 3.33 108 1 1 3.33 108 0.42 36 18. 5118.51

Error 39.34 16 5 5 7.868 3.2

It could be seen from table 4.17 that obtaining ‘F’ values (0.58,2.67) are less than the table

value (19.296) at 5% level of significance so the null hypothesis is accepted. That there is no

significant relationship between the nature of the family and their level of service quality about

both government and private colleges.

It could be seen from table 4.17 that obtaining ‘F’ value (0.42) less than the table value

(18.51) at 5% level of significance. So the null hypothesis is accepted. That there is no

significant relationship between the nature of the family and opinion of service quality in

government colleges.

55
It could be seen from table 4.17 that obtaining ‘F’ value (36) is more than the table (18.51) at

5% level of significance. So the null hypothesis is accepted, that there is no significant

relationship between nature of the family and opinion of service quality in private colleges.

56
4.9.4 RELATIONSHIP BETWEEN SIZE OF THE FAMILY AND THEIR
LEVEL OF SERVICE QUALITY ABOUT GOVERNMENT AND
PRIVATE COLLEGES.
Table 4.18 shows the size of the Family of the respondents are classified on the Basis of
their level of Service Quality.
TABLE 4.18
SIZE OF THE FAMILY OF THE RESPONDENTS AND THEIR LEVEL OF
SERVICE QUALITY.

S.No Size of Level of Service Quality

the
Government Colleges Private Colleges
Family
Low Mediu High Total Low Mediu High Total
m m

1. Up to 2 0 0 220 0 0 0
Member

2. 2–4 6 8 4 18 8 10 8 26
Member

3. 4–6 2 8 0 10 2 0 2 4
Member

4. Above 6 0 0 000 0 0 0
Member

Total 8 16 6 30 10 10 10 30

Source : Primary Data

It is noted from Table 4.18 out of 8 respondents with a low level of opinion about service

quality in Government Colleges , in which 6 respondents have 2 to 4 members, 2 respondents

have 4 to 6 members.

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On the other hand, out of 10 respondents with a low level of opinion about service quality

in Private Colleges, in which 8 respondents have 2 to 4 members, and 2 respondents have 4 to 6

members.
 Out of 16 respondents with medium level of opinion about service quality in Government

Colleges, in which 8 respondents have 2 to 4 and 8 respondents have 4 to 6 members. On the

other hand, out of 10 respondents with medium level of opinion about service quality in Private

Colleges, in which 10 respondents have 2 to 4 members. Out of 6 respondents with high level of

opinion about service quality in Government colleges, in which 2 respondents have up to 2

members, and 4 respondents have 2 to 4 members. Out of 10 respondents with a high level of

opinion about service quality in Private Colleges, in which 8 respondents have 2 to 4 members,

and 2 respondents have 4 to 6 members. TABLE 4.19

SIZE OF THE FAMILY OF THE RESPONDENTS AND THEIR LEVEL OF

SERVICE QUALITY

Source of Sum of Degrees of Table

Mean Sum of
Variation Squares Value
Radio of
Freedom
Squares
‘F’

G P GPG PGP G P

Between 30 16 2 2 15 838 19. 19.2

level of 296 96
service
quality

Between Size of the family 107 230.66 3 3 35.67 76.89 7.134 19.1 6
76.89 19. 16
Error 51 10.66 5 4 51.5 0.97

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It could be seen from table 4.18 that the ‘F’ value (3,8) is less than the table value (19.296)

at 5% level of significance. So the null hypothesis is accepted, that there is no significant

relationship between size of the family and opinion about service quality in both Government
and private colleges.

It could be seen from table 4.18 that the ‘F’ value 7.134 is less than the table value (19.16) at

5% level of significance. So the null hypothesis is accepted, that there is no significant

relationship between size of the family and opinion about service quality in Government

colleges.

It could be seen from table 4.18 that the ‘F’ value 76.89 is more than the table value (19.16)

at 5% level of significance. So the null hypothesis is rejected, that there is a significant

relationship between size of the family and opinion about service quality in Private colleges.

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CHAPTER-5

5.1 INTRODUCTION

In the present study, an attempt is made to analyse the opinion service quality about

government and private colleges. The present study is based on the primary data collected From
60 respondents in Tirunelveli area. The study reveals some fruitful findings of the study and

suggestions. For improving the awareness and satisfaction of the respondents towards opinion

about service quality.

5.2 FINDINGS

The project was undertaken to find out whether the respondents are satisfied with the

opinion, service quality. As a result of the project, the following are analysed.

Government College

★ In Gender wise classification 80 percent of respondents are Female.

★ 40 percent of the respondents earn a monthly income of Rs.20,000 to Rs.30,000.

★ 73 per cent respondents are having Nuclear Family.

★ 73 per cent respondents have 2-4 members.

Private College

★ In Gender wise classification 80 percent of respondents are Female.

★ 40 percent of the respondents earn a monthly income of Rs.20,000 to Rs.30,000. 60

★ 73 percent of respondents live in a Nuclear Family.

★ 73 per cent respondents have 2 to 4 members.

With Garret rank it is found to be the main reason for location of Government colleges.

With Garret rank it is found that the main reason for reputation of private colleges

Chi-Square:
 The calculated value is less than the table value the null hypothesis is accepted. So that

there is no significant relationship between gender, monthly family income, nature of family, and

size of the family of the respondents and their level of opinion about service quality in both

government and private colleges.

Application of ‘F’Test:

GENDER

➢ The null hypothesis was accepted, that there is no significant relationship between Gender

and opinion of service quality about both Government and Private colleges. ➢ The null

hypothesis was rejected, that there is a significant relationship between Gender and opinion

of service quality in Government colleges.

➢ The null hypothesis was accepted, that there is no significant relationship between gender

and opinion about service quality in Private colleges.

MONTHLY FAMILY INCOME

➔ The null hypothesis is accepted, that there is no significance relationship between monthly

family income and opinion of service quality about Government and private colleges.

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➔ The null hypothesis is accepted that there is no significant relationship between monthly

family income and opinion of service quality about both government and private colleges.

NATURE OF THE FAMILY

➔ The null hypothesis is accepted, that there is no significant relationship between the nature

of the family and their level of service quality about both government and private

colleges.

➔ The null hypothesis is accepted, that there is no significant relationship between the nature

of the family and opinion of service quality in government colleges. ➔ The null hypothesis is

accepted, that there is no significant relationship between nature of the family and opinion of
 service quality in Private colleges.

SIZE OF THE FAMILY

➔ The null hypothesis is accepted, that there is no significant relationship between size of

the family and opinion about service quality both Government and private colleges. ➔ The

null hypothesis is accepted, that there is no significant relationship between size of the family

and opinion about service quality in Government colleges.

➔ The null hypothesis is rejected, that there is a significant relationship between size of the

family and opinion about service quality in Private colleges.

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5.3 SUGGESTIONS:

The following are the suggestions made for present study:

➔ The success at creating a well-managed college depends on the quality of relationship that

teachers forge with students. Staff-students relationships influence everything from the

social climate to the individual performances. When students are fed like and respected by

their teachers, they find more success in college, academically and behaviourally.

➔ As the students are the future pillars of the nation it is the duty of the teachers to impart

essential social skills. Besides curriculum, the teachers must teach, how to share, how to

listen to others, how to disagree respectfully and the like.

➔ Both the colleges must create a shared vision of the college. This can be done by
 developing consistent college rules and ways of defining and meeting student behaviour.

When students believe that the rules are fair and consistently enforced, it goes a long way

towards building trunt. Rules need to be consistent across the building. The same

expectations need to apply in the classroom, playground and cafeteria.

➔ At college, students learn by watching just as they learn by doing. Observing the actions of

others influences how they respond to their environment and cope with unfamiliar

situations. Thus the social groups like teachers, peers, and friends are also having

responsibility in molding them into good human beings.

➔ In the present scenario, being socially responsible is an hourly need. The social

responsibility must be inculcated to the students from college itself. The college

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environment can go environment friendly by recycling, setting up a compost bin, planting

trees and making sure that water is not wanted.

➔ In many private colleges, weak students are given extra coaching classes to maintain cent

percent results. But in government colleges, even though coaching classes are arranged,

the students as well as staff members are only for name sake. So the government college

staff must not hesitate to take coaching classes.

➔ Students should cooperate with the staff concerned.

➔ As the students are the future of our country, knowledge generation must be the motive of

the colleges either private or government. Many private colleges aim at results and high

marks only. Actually education must induce the students to generate knowledge. Thus,

apart from the academics, issues concerning the society must also be addressed to the

students community.

5.4 CONCLUSION
 While developing curriculum there is a need for excellence in education both according to the

national and international specifications. Time tested norms, modernization of infrastructural

facilities, team of faculty, responsiveness to social interests, due weight age to social values,

customs etc. Are some of the key dimensions on which we need intensive care? We have

professional excellence but we lack national excellence. We have awareness but only for personal

gains. We have intelligence but only for manipulation. We find it essential to incorporate

necessary changes in our syllabi in tune with the latest developments across the country but at the

same time have also to be careful of values or not on the bottom of our agenda.

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A fair synchronization of professional and national excellence thus world would serve the

purpose.

In case of private college it is very natural that increasing costs on inputs advocate in favour

of a high fee-structure but we need to explore avenues for adopting a fee-structure that allows

even poor students to taste the flavour and fragrance of expensive and world class educational

institutions. The motive is to open doors for excellent and very excellent poor students.

Regarding distribution of service, the government managed educational institutions need a

basic change in their policy decision. The policy makers bear the responsibility and let’s hope

that they make possible revamping of the whole structure in the face of recent development

across the country. They are also supposed to provide more autonomy to the educational

institutions so that a big gap in between the plan implementation is minimized considerably.
 65
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WEBSITES

1. http://www.google.co.in/search?q:canteen+service&aqs=Chrome.0.69i57j

012j5.22577js.22577j0 sourceid=chrome&ie=UPT-8#canteenservices+

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2. http://www.iafor.org

3. http.//www.recentscientific.com

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