Undergraduate Students’ Satisfaction and Perception of Knowledge Gained in Public Universities in Balochistan

Abstract

The study investigated the undergraduate’s student’s perception and satisfaction level regarding their knowledge gained in the public universities of Balochistan.  The overall objective of the study was to assessed the effects of the student satisfaction on perceived acquisition of knowledge as well as determine how academic facilities, teaching practice can affect student satisfaction and knowledge acquisition. The population of the study is consisted to 2500 undergraduate students 1300 (Male) and 1200 (Female) from different department in the public sectors universities of Makran Division Balochistan. The sample size of the subjects were evaluated through   Yamane (1967) formula, calculating the sample size and an error of 0.05% and a confidence level 95% (p= 0.05). Stratified sampling techniques was applied to select samples of 345 undergraduate’s students from the target population in order to ensure the proportional representation a cross Districts and gender, thereby achieving a balanced and academically reliable sample.  A quantitative method and descriptive survey design was used to collect data from the validated and structured questionnaire consisting of 24 items. The reliability of the instrument was measured by using Cronbach’s Alpha, which yielded a coefficient of 0.877, indicating a high level of internal consistency. Descriptive statistics, correlation analysis, and multiple regression analysis were utilized to examine the relationships among the study variables. The regression results revealed that academic facilities (β = .387, t = 7.691, p < .001) and teaching practices (β = .151, t = 3.013, p = .003) had significant positive effects on student satisfaction. Furthermore, student satisfaction (β = .452, t = 9.311, p < .001) was found to have a significant positive effect on students’ perceived knowledge gained. Based on these findings, the study revealed teaching methods and academic facilities that have no significant effect on student satisfaction, was rejected. The results shows that library, lecture room, teaching methods and classroom management significantly contribute to enhancing student satisfaction. The study concludes that improved these variables that enhanced student satisfaction, which subsequently promotes students’ perceived knowledge requisitions. These findings provide valuable insights for academic side and university administrators in the province of Balochistan to strengthen educational conditions and institutional support systems within higher education institutions.