Assessing the Effect of Academic Support Services on Students’ Satisfaction with Service Quality at Regentropfen University College in the Upper East Region
Abstract
This research work was carried out with the aim of investigating the effect of academic support services on undergraduate students’ satisfaction with customer service quality at Regentropfen University College in the Upper East Region of Ghana. A quantitative approach and a descriptive design were used to guide the research process. Census sampling technique was employed and data was collected from an accessible population of 464 students, through a closed-ended questionnaire. Descriptive statistics and simple linear regression were the data analysis tools used. The results indicated that students had a positive perception of academic support services, with tutoring services rated positively (M d= 3.17, SD = 1.11), again positive rating for tutors' availability to offer advice to students (M = 2.98, SD = 1.16) and resource adequacy (M = 2.75, SD = 1.15). Statistical analysis revealed a significant relationship between academic support services and student satisfaction (r² = 0.028, p < 0.001). The findings underscored the need for continuous improvement in support services to enhance student experiences and satisfaction. This study has established the evidence that when universities offer tailored and effective academic support services to students, the universities would be contributing to enhancing the educational experiences for their students and potentially raising the academic success of these students. It is recommended that universities' Academic Support Services Departments increase accessibility (for instance, setting longer hours or online options), thus removing barriers to the services for students in terms of accessibility and support when they need it. Additionally, it is recommended that the Office of Institutional Research periodically assess academic support services as a way to gain student feedback on the accessibility and usefulness of the supports provided on campus. The data would be useful to implement improvements to the support provided.
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Copyright (c) 2025 Suglo Kabinaa Enoch, Stanley Appiah Essuman, Charles Baba Campion, Sherif Ziblim
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