DESCRIPTIVE STATISTICS - QUESTIONNAIRE DATA ANALYSIS

CHAPTER FOUR - DATA ANALYSIS

4.2 QUESTIONNAIRE DATA ANALYSIS

4.2.1 DESCRIPTIVE STATISTICS

Section A

Table 4.1 Percentage of respondents based on the sample chosen

Respondent

Valid Student SRC member Management Total

Frequency 236 17 7 260

Percent 90.8

6.5 2.7 100.0

Table 4.1 represents the total of 260 questionnaires that could be utilised and the percentages in terms of the categories they represent. The choice of SRC members is to make sure that they are represented as they are regarded as the voice of the student body

Table 4.2 Respondents classified according to gender

Gender

Valid Male Female Total

Frequency 153 107 260

Percent 58.8 41.2 100.0

Table 4.2 represents 58.8 percent of males to 41.2 percent females who completed the questionnaires and this represents a fair proportion of the student population. Seven of these respondents are however, from the management echelon of the College comprising six males and one female.

Table 4.3 Age categories of respondents

Age

Valid 15-24 25-34 35-44 45-54 55 & above Total

Frequency 216 37 2 2 3 260

Percent 83.1 14.2 .8 .8 1.2 100.0

Table 4.3 indicates that the majority of students attending classes at the College are school- leavers who have either completed grade nine to twelve or earlier and hence make up the majority in the 15-24 age group category. The 25-34 age category represents a much smaller percentage with the percentage comprising mainly part-time students and those studying skills/practical courses. The 35-55 & above age categories represent the management of the College. The maturity level of the students to fully appreciate the quality of service is questionable, but nonetheless represents the bulk of the student population being catered for.

Table 4.4 Highest Educational Qualifications of Respondents

Highest Educational Qualification

Valid 0

Grade 8 and below Grade 9

Grade 10 Grade 11 Grade 12

Diploma/Higher diploma Degree/Higher degree Total

Frequency 2 1 6 7 14 217 8 5 260

Percent .8 .4 2.3 2.7 5.4 83.5 3.1 1.9 100.0

Table 4.4 represents the educational qualifications of students. The majority of students fall between the categories of grades 8 to 12, with 3.1 percent having attained a diploma/higher diploma and 1.9 percent having attained a degree or higher degrees. The management of the College attained these degrees or higher degrees. The majority of students are matriculants and therefore well educated in understanding the content of the questionnaire.

Table 4.5 Full time and Part time status of respondents

Valid 0 Full time Part time Total

Frequency 7 244 9 260

Percent 2.7 93.8 3.5 100.0

Table 4.5 represents the registration status of the students with 93.8 full-time and 3.5 percent part-time. This is a fair representation of the student population and hence inferences can be made to the entire population of students.

Table 4.6 Campus that the respondent represents

Campus

Valid .0 Umlazi V Umlazi BB Umbumbulu Swinton MASC Durban Total

Frequency 1 75 24 12 73 8 67 260

Percent .4 28.8 9.2 4.6 28.1 3.1 25.8 100.0

Valid Percent .4 28.8 9.2 4.6 28.1 3.1 25.8 100.0

Cumulative Percent

.4 29.2 38.5 43.1 71.2 74.2 100.0

Table 4.6 represents the data of fully completed questionnaires per campus. The Swinton, Durban and MASC campuses represent a high completion rate whilst the fully completed returns from the Umbumbulu, Umlazi BB and Umlazi V campuses were much lower.

However, the percentages of fully completed questionnaires still warrants findings to be drawn.

Table 4.7 Home language of respondent

Home language

Valid English Zulu Afrikaans Other Total

Frequency 59 173 2 26 260

Percent 22.7 66.5 .8 10.0 100.0

Table 4.7 indicates the home language of respondents. The majority of respondents have Zulu as their home language with the 10 percent of respondents indicating primarily Xhosa as their home language. However, all respondents are taught in the English medium and as such are able to respond to the questionnaire with ease.

Table 4.8 Previous registration status of respondents

Previous registration

Valid 0 NC(OR) N1-N3 N4-N6 Module 1-3 Module 4-6 Maths/Science NIC/NSC Total

Frequency 66 3 123 54 4 1 3 6 260

Percent 25.4

1.2 47.3 20.8 1.5 .4 1.2 2.3 100.0

Table 4.8 represents the previous registration status of respondents at the College. The respondents that did not respond to the question or had not registered at the College previously was 25.4 percent, which included the 6 Campus Managers and the Rector. The balance, which represents the majority of students, had enrolled at the College previously and would therefore be in good position to be critical of the quality of service offered, realizing an improvement or deterioration in the quality offered.

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e 4.11 Percentages in terms of responses per question - EXPECTATIONS DE1 DE2 DE3 DE4 DE5 0 Count Table % 2 4 3 2 2 .8% 1.5% 1.2% .8% .8%

Strongly disaqree Count 9 10 14 10 10 Table % 3.5% 3.8% 5.4% 3.8% 3.8%

2 Count Table % 5 2 3 2 4 1.9% .8% 1.2% .8% 1.5%

3 Count Table % 5 10 7 14 4 1.9% 3.8% 2.7% 5.4% 1.5%

4 Count Table % 40 20 23 14 17 15.4% 7.7% 8.8% 5.4% 6.5%

5 Count Table % 32 35 48 35 30 12.3% 13.5% 18.5% 13.5% 11.5%

6 Count Table % 31 29 57 59 44 11.9% 11.2% 21.9% 22.7% 16.9%

Strongly agree Count Table % 136 150 105 124 149

52.3% 57.7% 40.4% 47.7% 57.3% e 4.11 represents the percentage of responses for expectations in terms of the Value dimension. The high percentages in e strongly agree column indicates that the respondents regard this dimension as important. e 4.12 Percentages in terms of responses per question - PERCEPTIONS DP1 DP2 DP3 DP4 DP5

0 Count 1 0 2 2 1 Table % .4% .0% .8% .8% .4%

Strongly disagree Count 46 43 35 41 36 Table % 17.7% 16.5% 13.5% 15.8% 13.8%

2 Count 15 17 11 14 8 Table % 5.8% 6.5% 4.2% 5.4% 3.1%

3 Count Table % 29 24 27 17 10 11.2% 9.2% 10.4% 6.5% 3.8%

4 Count Table % 74 36 43 40 37 28.5% 13.8% 16.5% 15.4% 14.2%

5 Count Table % 29 55 45 43 43 11.2% 21.2% 17.3% 16.5% 16.5%

6 Count Table % 28 36 47 50 56 10.8% 13.8% 18.1% 19.2% 21.5%

Strongly agree Count Table % 38 49 50 53 69

14.6% 18.8% 19.2% 20.4% 26.5% e 4.12 represents the percentage of responses for perceptions of the Value dimension. The majority of respondents d a score of 4 for question 1, score of 5 for question 2 and closely related scores of 5-7 for questions 3 to 5. Hence the e was moderate in terms of overall perception of the College with regard to the Value dimension.

Tables 4.13 to 4.15 describe the first objective of the research, ie. to ascertain the customer satisfaction level at the Coastal KZN FET College using a measurement scale.

To create the dimensions such as tangibles etc, the scores for the items that comprise the dimension were totalled. The minimum possible score would range from 1 (ie the lowest code) multiplied by no. of items in the dimension. The highest possible score is 5 multiplied by the no. of items in the dimension.

Table 4.13 Descriptive statistics for the five SERVQUAL Dimensions - Expectations

Descriptive Statistics

Expectations Tangibles Expectations Reliability Expectations

Responsiveness Expectations Assurance Expectations Empathy Valid N (listwise)

N 260 260 260 260 260 260

Minimum 8.00 5.00 3.00 3.00 4.00

Maximum 35.00 35.00 28.00 28.00 28.00

Mean 28.0731 30.7000 22.6231 23.7577 22.7808

Std.

Deviation 5.91758 5.63449 5.05302 4.91854 4.89760

The mean scores are close to the maximum indicating a high degree of expectations that the respondents have from the College.

Table 4.14 Descriptive statistics for the five SERVQUAL Dimensions - Perceptions

Descriptive Statistics

Perceptions Tangibles Perceptions Reliability Perceptions

Responsiveness Perceptions Assurance Perceptions Empathy Valid N (listwise)

N 260 260 260 260 260 260

Minimum 5.00 3.00 4.00 .00 .00

Maximum 35.00 35.00 28.00 28.00 28.00

Mean 17.5577 22.9385 17.2769 17.5538 15.8308

Std.

Deviation 8.14069 7.38281 6.18382 6.20445 5.95756

The mean scores are virtually midway for four of the five dimensions, with reliability indicating a higher than average number. Therefore the respondents have an average perception of the College in respect of the four dimensions, but have a higher degree of confidence of the College in terms of reliability. This is the most significant dimension in terms of Quality and augers well for the College.

Table 4.15 Descriptive statistics for the Dimension of Value - Expectations and Perceptions

Descriptive Statistics

Expectations Value Perceptions Value Valid N (listwise)

N 260 260 260

Minimum .00 5.00

Maximum 35.00 35.00

Mean 28.9577 22.1615

Std.

Deviation 6.47554 8.10625

The mean score for expectations is close to the maximum indicating high expectations and the perception score is above average indicating that students are relatively happy with the Value dimension of service quality offered by the College as a whole.

Dalam dokumen Towards a conceptualisation of service quality at an educational institution. (Halaman 63-72)