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EXPLORING INTERNATIONAL STUDENTS‟

SATISFACTION OF THEIR EDUCATIONAL EXPERIENCES IN IIUM

BY

ABIDAH MARZUKI

A thesis submitted in fulfilment of the requirement for the degree of Master of Education

Institute of Education

International Islamic University Malaysia

JULY 2011

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ABSTRACT

This study analyzed the international students‟ satisfaction of their educational experiences in the International Islamic University Malaysia (IIUM). It aimed at examining the nature of international students‟ satisfaction level based on their educational experiences in IIUM. It also determined the predictors of the following factors, namely gender, sponsorship, nationality, faculty/kulliyah, and English proficiency, toward students‟ overall satisfaction in their educational experiences. The present research used a modified questionnaire from the International Students Satisfaction on Campus Survey which was adapted from Otsu in 2008. The questionnaire was administered to 180 international students in IIUM. A 4-point Likert scale was used to measure the students‟ satisfaction in their educational experiences.

Descriptive and multiple regression analysis were administered. This study found that the majority of international students at IIUM are satisfied with different aspects on campus. None of the participants' background information remained as the significant predictors for students‟ satisfaction in terms of their academic experience. For campus environment, there is one variable, faculty/kulliyah, which predict students‟

satisfaction in term of their campus environment. The finding also suggests that all variables are not predictors of students‟ satisfaction in term of their interpersonal relationship except one variable which is nationality. Lastly, the findings showed that all predictors remained as non-significant factors (predictors) for students‟ overall satisfaction in their educational experiences.

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8002

020

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion it confirms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education.

……….

Siti Rafiah Abd Hamid Supervisor

I certify that I have read this study and that in my opinion it confirms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Education.

……….

Nik Ahmad Hisham Ismail Examiner

This thesis was submitted to Institute of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education.

……….

Siti Rafiah Abd Hamid

Director, Institute of Education

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Name: Abidah Marzuki

Signature: ………. Date: ………

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AFFIRMATION OF FAIR USE UNPUBLISHED RESEARCH

Copyright © 2011 by Abidah Marzuki. All Rights Reserved

EXPLORING INTERNATIONAL STUDENTS’ SATISFACTION OF THEIR EDUCATIONAL EXPERIENCES IN IIUM

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below:

1. Any material contained in or derived this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Abidah Marzuki

……….. ……….

Signature Date

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vii Dedicated to

my beloved father, Tgk. H.Marzuki Mahmud, and mother, Hj. Mardhiah Abdullah.

And to all teachers/lecturers, administrators and students who value life-long students’ educational experiences

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ACKNOWLEDGEMENTS

In the name of Allah, the al-Mighty, the Most Benevolence and the Most Merciful.

Alhamdulillah, finally I could reach at the final point of my studies in Master‟s Degree. First of all, I would like to extend an honorable gratitude to my supervisor, Dr. Siti Rafiah Abd Hamid, who gave me her hand in doing my works. Thank you for your guidance and support that encouraged me to be a motivated and independent learner. Also thanks to my co-supervisor, Prof. Nik Ahmad Hisham Ismail, for his careful proof-reading and suggestions.

My sincere appreciation goes to Prof. Mohammad Sahari Nordin, Prof. Sidek Baba, Assoc. Prof. Dr. Yedullah Kazmi, Assoc. Prof. Dr. Noor Lide Abu Kasim, Dr.

Che Noraini bte Hashim, Dr. Mohd Johdi Salleh, Dr. Mohyani Razikin, Dr. Nik Suryani Nik Abd. Rahman, Dr. Nor Azian Md Noor, and Dr. Sharifah Shariah, who shared their knowledge and ideas during my period of study. May Allah reward them for their good deeds. Last but not least, thanks to my beloved friends; Noviana Mustapa, Nazliati, Lissa Edwar, Shochrul Rohmatul Ajija, Ratna Dewi, Witri Annisa, Huda Al-Zubairi, Hasanah Pairoh, Agisa Ali, Diana Fitri Husni, Eva Noviana Budiyanti, Halah Azizah, Mia Fathia, Yuni Yulia Farikha, Syarifah Hasanah, Ratna Mulyani, Hafas Furqani, Mukhtar M. Diah, Winda Astuti, Dewi Saniati, Nurjannah and other colleagues for their never-ending company, help and support. Also, thanks to Hafeeza Husein and Madam Alina Ranee for her assistance in editing my work.

I would like to express my highest gratitude to all students and administrators of IIUM for their help and assistance during I did my study. Thank you for your participation and cooperation.

Ultimately, I would like to dedicate an endless gratitude to my beloved family particularly my father, Tgk. H. Marzuki Mahmud and mother, Hj. Mardhiah Abdullah, for their genuine love, prayer, and trust.

Wassalam, Abidah Marzuki

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TABLE OF CONTENTS

Abstract ... ii

Abstract in Arabic ... iii

Approval Page ... iv

Declaration ... v

Acknowledgements ... viii

List of Tables ... xi

List of Figures ... xiii

CHAPTER ONE: INTRODUCTION ... 1

Background of the Study ... 1

Statement of the Problem ... 3

Theoretical Framework ... 6

Objectives of the Study ... 11

Research Questions ... 11

Significance of the Study ... 12

Limitation of the Study ... 13

Definition of Terms ... 14

CHAPTER TWO: LITERATURE REVIEW ... 16

Introduction ... 16

International Islamic University Malaysia (IIUM) ... 16

International Students ... 18

Measurement of Students‟ Satisfaction ... 20

Determinants of Students‟ Satisfaction in Term of Educational Experiences ... 27

Academic Experience ... 27

Campus Environment ... 31

Interpersonal Relationship ... 32

Students‟ Satisfaction on Gender, Sponsorship, Nationality, Faculty/Kulliyah and English Proficiency ... 35

Satisfaction and Gender ... 35

Satisfaction and Sponsorship ... 37

Satisfaction and Nationality ... 39

Satisfaction and Faculty/Kulliyah ... 43

Satisfaction and English Proficiency ... 45

Summary ... 47

CHAPTER THREE: METHODOLOGY ... 48

Introduction ... 48

Research Methodology ... 48

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Sample and Sampling Procedure ... 50

Instrumentation ... 52

Validity of the Instrument ... 54

Reliability of the Instrument ... 54

Data Collection Procedures ... 55

Data Analysis ... 56

Summary ... 57

CHAPTER FOUR: DATA ANALYSIS AND RESULTS ... 58

Introduction ... 58

Part One: Students‟ Demographic ... 59

Part Two: Characteristics of International Students in IIUM ... 60

Part Three: Students‟ Satisfaction of Their Educational Experiences ... 62

Academic Experience ... 64

Campus Environment ... 68

Interpersonal Relationship ... 72

Part Four: Determine the Predictors of Demographic Variables Toward Students‟ Overall Satisfaction of Their Educational Experiences ... 75

Summary ... 76

CHAPTER FIVE: DISCUSSIONS AND RECOMMENDATIONS ... 79

Introduction ... 79

Findings ... 80

Discussion on Findings ... 81

Recommendations ... 95

Implications ... 96

Summary ... 96

BIBLIOGRAPHY ... 98

APPENDIX ... 105

Questionnaire ... 105

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LIST OF TABLES

Table No. Page No.

2.1 Statistics of Total Population of International Undergraduate 17 Students Semester 1, 2010/2011

3.1 Statistics of International Undergraduate Students at IIUM

Gombak, Semester 1, 2010/2011 50

3.2 Sample 52

3.3 The Item Variables of Students‟ Satisfaction in Their

Educational Experiences 53

3.4 Reliability of Students‟ Satisfaction in Educational

Experiences Conducted by Otsu (2008) 55

3.5 Reliability of Students‟ Satisfaction in Educational

Experiences 55

4.1 Distribution of Valid Respondents (n) 59

4.2 Characteristics of International Students at IIUM 61 4.3 Descriptive Statistics of Students‟ Satisfaction in Their

Educational Experiences 62

4.4 Descriptive Statistics for Composite Variable "Academic

Experience" 66

4.5 Means, Standard Deviations, and Intercorrelations for

Academic Experience and Predictors Variables (N=180) 67 4.6 Descriptive Statistics for Composite Variable "Campus

Environment" 68

4.7 Means, Standard Deviations, and Intercorrelations for

Campus Environment and Predictors Variables (N=180) 70 4.8 Multiple Regression Analysis Summaries for Gender,

Kulliyah, Nationality English Proficiency and Sponsorship

Predicting Students‟ Satisfaction in Campus Environment 71 4.9 Descriptive Statistics for Composite Variable

"Interpersonal Relationship" 72

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4.10 Means, Standard Deviations, and Intercorrelations for Interpersonal Relationship and Predictors Variables

(N=180) 73

4.11 Multiple Regression Analysis Summary for Gender,

Kulliyah, Nationality English Proficiency and Sponsorship

Predicting Students‟ Satisfaction in Interpersonal Relationship 74 4.12 Means, Standard Deviations, and Intercorrelations for

Students‟ Overall Satisfaction in Their Educational

Experiences and Predictors Variables (N=180) 75

4.13 Summaries of the Results 77

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LIST OF FIGURES

Figure No. Page No.

1.1 Maslow's Hierarchy of Needs Theory (Maslow, 1954, 1970) 7 1.2 The Conceptual Framework of Students' Satisfaction in

Their Educational Experiences 10

4.1 Frequency Distribution of Students‟ Satisfaction in

Their Educational Experiences 63

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CHAPTER ONE INTRODUCTION

BACKGROUND OF THE STUDY

Malaysia is progressively becoming a center for education as there has been a huge influx of international students at the Malaysian universities and colleges.

The high academic standards in the Malaysian education system is still attracting many international students from both Muslim and non-Muslim countries. According to Yeasmeen (2008), Malaysia has an established educational system, which is slightly different from those of western countries, on the basis of its own needs. In 1996, an educational reform bill was passed by the Malaysian parliament to improve the quality of university level of education while widening its scope. According to Abdullah Ahmad Badawi (2006), currently there are around 39,577 foreign students in Malaysia, and this number is expected to grow to 100,000 by 2010. At present, the numbers are increasing in several universities including the International Islamic University Malaysia (IIUM).

IIUM started with only 153 students in 1983, but today about 3,000 students enroll each year. As of 2005, there were about 20,000 students from over 40 Islamic countries studying in IIUM, and also students from non- Islamic countries, such as Germany, China, Japan, India, United States of America, Russia, Kyrgyzstan, Vietnam, Sri Lanka, Philippines and Thailand.

Until today, IIUM has produced 38,832 graduates including bachelor, master

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and doctoral level. Of these 38,832 graduates, 4,270 were international students who are from more than 100 countries (Wikipedia, n.d).

Based on the above issues, it can be assumed that international students at IIUM come from all over the world every year. According to Otsu (2008), when international students come to other countries, they pursue their study for degrees such as bachelor's degree, master's degree, and doctoral degree. Most of them will go back to their home country to pursue their career and some may seek advanced positions due to their education and degree that have been acquired in other countries. During studying, some of these students are financially supported by their government or companies, while others are self- sponsored.

In addition, studying at a foreign university will require students to struggle with the local environment such as English, social and culture. It also means that students need to adapt to a new environment (Otsu, 2008). As the metaphor used by Scott (1997), “jumping into cold water,” shows that starting a life in a new land causes a variety of adjustment problems to international students especially undergraduate students. These issues can influence their satisfaction on campus life if the campus itself does not deal properly with those students.

Moreover, Kuh et al. (2005) stated that in higher education, students succeed academically and socially when they are satisfied with their undergraduate experiences. Students‟ satisfaction can be one of the positive students‟ measurements toward students‟ experiences at the university where they studied. Markham and Hagan (2002) suggested that the analysis of students‟ satisfaction with their study is an important research area to evaluate

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the students‟ educational experiences. With the growing concern for accountability in educational outcomes, the need for meaningful and stable measures should be grown in order to deal properly with new students.

New students experience differences in educational systems and instructional facilities. Confusion about these differences may influence their process of adjustment to the new system. The new environment of culture, material goods, and administration structures is threatening and then the experience of difference is persistent. Under these circumstances, new students, especially new international students are easily to feel isolated, have lower self-esteem and may have problems with psychological well-being. All these may, in turn, affect their satisfaction in their study (Yeasmeen, 2008).

Further, the more quality resources available to deal with students‟

satisfaction in their educational experience, the more likely for these students to be satisfied (Yeasmeen, 2008). Therefore, faculty interaction both inside and outside the classroom, high quality university programs and policies of university commitment to students are necessary for students‟ growth simultaneously enhancing students‟ satisfaction in their educational experiences.

STATEMENT OF PROBLEM

Many studies have been done on international students at IIUM. Yeasmeen (2008) studied the cultural gap and psychological adjustment at IIUM, focusing on Bangladeshi students. She found that Bangladeshi students studying in IIUM are experiencing a cultural gap manifested in the themes of

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homesickness, food problems, financial problems, and language problems such as English proficiency. Among the methods used by the Bangladeshi students to adjust to the gap were looking at the positive aspects of the local culture and involving in co-curricular activities.

Another study by Ayesa (2009), found that there are many of the students had challenges with language (either with English, Arabic, or Bahasa Melayu) and social or academic adjustment issues. They reported feeling happy and grateful for being at IIUM, gaining experiences which they cannot attain in their own countries, but there is still much space for improvement regarding their study experiences and also the implementation of the Islamic rules and regulations on the campus.

Therefore, to sustain the quality of education and facilitate the learning requirements for international students, it is necessary for the institution and educators to have a deeper understanding of the academic requirements of these students to more efficiently meet their needs to enhance their satisfaction with the university. These studies showed that students in IIUM experienced dissatisfaction in their educational experiences due to the issues mentioned above.

International students come from all over the world; they belong to different cultures, speak different languages, and they have experienced different systems of education. Different cultures have different academic emphasis, philosophies of education, and methods of assessment (Hutchison, 2005, as cited in Kaur, 2006). Most international students come to the host country with high hopes of enhancing their academic lives and their main purpose is to excel academically (Chang, 1997, as cited in Kaur, 2006). In

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fact, international students have more difficulties than domestic students because of the differences in terms of cultural, social and educational backgrounds. Most of them, especially at the graduate level, are adult learners, have differences in terms of their requirements. They have high expectation towards the new university‟s services (Wang, Martin, & Martin, 2002).

According to Rummel et al., (1999), the university has to recognize students‟ expectation because students may leave the college or university that they attend when they are dissatisfied with their undergraduate experiences.

When students are satisfied with their experiences, they invest themselves in the academic and social aspects of a higher education community and persevere towards graduation. Moreover, satisfaction with specific institutional characteristics impacts student decisions to persist at the institution, transfer to another institution, or drop out of higher education altogether (Kamuche, 2005).

Further, based on a survey and interviews with overseas students, Suziena (2007) found that there are still dissatisfactions with respect to strict immigration rules, inferior facilities at dormitories, and inexperienced front- line staff of agencies which deal with international students or matters pertaining to them. Thus, this may affect students‟ satisfaction in studying in higher institutions in the host country.

This study intends to explore international students‟ satisfaction of their educational experiences and its relationship with several independent variables namely academic experience, campus environment, and students‟

interpersonal relationship at IIUM.

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6 THEORETICAL FRAMEWORK

This investigation explores the nature of international students‟ satisfaction and the relationship between students‟ satisfaction and several independent variables namely academic experience, campus environment and interpersonal relationship. This study can be understood by examining Maslow‟s Hierarchy of Needs theory (1954, 1970). Maslow postulated that there is a hierarchy of needs‟ recognition and satisfaction which human nature instinctually has.

Maslow suggested that human needs form a five-level hierarchy, from basic physiological needs to higher order needs, including safety, belonging, esteem, and self actualization.

According to Schorpp (2008), Maslow introduced his Hierarchy of Needs to explain the individual‟s attempt to reach desired levels of satisfaction and fulfillment in life. However, the main objective of Hierarchy of Needs is for development and growth of an individual, not only for satisfaction. Maslow categorized five levels of needs starting from low priority to high priority.

Maslow stated that as higher needs are met, satisfaction increases. This, in turn, motivates individuals to progress upward to a higher level of needs in order to maintain satisfaction and reach fulfillment. Schorpp (2008) also concluded that Maslow‟s theory also can be applied to students‟ academic achievement; student needs fundamental educational resources, and progress to well-being and protection, belonging to the college community, and ultimately self actualization. When the learning needs are met in the educational environment, students‟ academic satisfaction may be realized and higher levels of learning may be achieved.

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Maslow‟s Hierarchy of Needs theory provides a relevant conceptual framework for this study. Maslow‟s theory is based on the internal drive of individual‟s needs to achieve certain goals. Maslow organized this concept into a hierarchy of needs. The first level needs consist of food, water and shelter. The second level needs consist of a feeling of security and protection from personal harm, and the third level needs is that people need to experience love and belonging. Self esteem needs follow at the fourth level, and the highest or fifth level need is self actualization in which people fully realize their potential. Maslow's theory is often depicted as a pyramid (Figure 1.1).

Figure 1.1: Maslow‟s Hierarchy of Needs Theory (Maslow, 1954, 1970).

Maslow's theory had a sound framework for evaluating factors that contribute to satisfaction on education. According to Maslow (1954, 1970), basic needs must be met before the individual can move forward to a

self

actualization needs self esteem needs love and belonging

needs safety and security

needs psysiological needs

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higher level of satisfaction and achievement. As lower level needs are satisfied, higher level needs become significant as motivators.

This theory is related to educational experience, providing basic educational needs to students could motivate them to become more self- confident, develop competencies and achieve greater academic success (Espeland & Indrehus, 2003). When Maslow‟s theory is applied to students in the educational experiences, each level of needs become an essential prerequisite to student when they are in the university.

The first level of needs consists of educational resources such as experienced faculty; library holdings, course and curriculum design that could facilitate students‟ progress. The second level in Maslow‟s theory addresses safety and security. Within the educational setting, this includes campus safety personnel, as well as standard locks and security codes on buildings and personal property. Provisions for safety among students also included adequate instruction and preparation and practice in mastering skills needed for their well-being during study. When students are prepared and feel safe, they are better motivated to participate in the educational system (Goudreau &

Chasens, 2002).

The campus community affords its members opportunities for a sense of belonging. This is the next level in Maslow‟s hierarchy, and when it is applied to the education system; it is the next level of importance of needs for students‟ satisfaction. Students need opportunities for interactions within the college community among their peers in the faculty and administration to achieve their satisfaction at this level. The next level, esteem, is based on self- respect and recognition by others in the college community. Faculty needs to

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be supportive and responsive to individual learning methods with appropriate teaching strategies and assignments. This level of needs also included a concern within students who may be struggling to reach their potential. The educational environment needs to provide adequate resources for students to conquer the complex learning strategies to enhance student success (Schorpp, 2008).

Lastly, Schorpp (2008) stated that the fifth and highest level of needs is the need for self actualization. When this theory is applied to international students‟ satisfaction on their educational experiences, it may become the level of satisfaction in which students succeed in their academic experiences, campus environment and interpersonal relationships. When the university environment encourages success, and continued with positive reinforcement from other students, faculty, and administration, students may realize the achievement of satisfaction in the university. Therefore, the university is sustainable in the long run.

Based on the discussion above, it is evident that many factors affect students‟ satisfaction with educational experiences. However, the researcher intends to examine students‟ satisfaction in their educational experiences specifically in terms of their academic experiences, campus environment and interpersonal relationship. Further, the conceptual framework of these factors can be seen in Figure 1.2.

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Figure 1.2: The Conceptual Framework of Students‟ Satisfaction in their Educational Experiences

Neumann and Neumann (1981) identified some of the primary determinants of students‟ satisfaction with a university; such as satisfaction in academic experience, campus environment, and interpersonal relationship.

Satisfaction with the academic experience, campus environment, and interpersonal relationship were the components of educational experiences integration which were significantly related to the variable of intent to persist in a university.

Satisfaction can be achieved when the students‟ expectations are met (Cabrera, Nora, & Castaneda, 1993). Borden (1995) found that students‟

satisfaction is related to the match between student priorities and the educational experiences. Student-development studies have also identified the effects of social factors‟ satisfaction such as peer relationships, student/faculty

Inter perso

nal relati onshi p Cam

pus envir onm ent Acad emic exper ience Students

satisfacti

on on educatio

nal experien

ces

Students‟

satisfaction in their educational experiences Academic

experience

Campus environment

Interpersonal relationship

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relationships, living arrangements, and students' self-evaluations may affect students‟ satisfaction in their educational experiences (Bean & Bradley, 1986).

Students‟ satisfaction data have high utility, especially in terms of academic experiences, campus environment and interpersonal relationship as the measurements in different types of student outcomes assessment, undertaken by institutions of higher learning in response to external pressures for accountability (Upcraft & Schuh, 1996, as cited in Otsu, 2008). Many colleges and universities use students‟ satisfaction data of these variables to inform decision-making and assess institutional effectiveness (Beltyukova &

Fox, 2002).

OBJECTIVES OF THE STUDY

The objectives of this study are:

1. To examine the nature of international students‟ satisfaction level based on their educational experiences in IIUM

2. To determine the predictors of the following factors, namely; gender, kulliyah, nationality, sponsorship and English proficiency, toward students‟ overall satisfaction with their educational experiences.

RESEARCH QUESTIONS

The research questions of this study are:

RQ1: What is the nature of international students‟ satisfaction level based on their educational experiences in IIUM?

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