Review of Related Literature and Studies

Foreign Study

The researchers have found numerous references that is relevant in the study. Furthermore, the
corroborations present in this study are all connected in the researchers study.

According to Elliott and Healy (2001), student satisfaction is a short-term attitude based on an
evaluation of their experience with the education service supplied. This study focuses on assessing
significant relationship in the variable of the study. Likewise, Peter Asare-Nuamah (2017) studies have
shown that students satisfaction is an important element that should be given much attention by educators
in their policymaking. Students satisfaction has impact on retention and financial capacity of institutions.
The results of the study shows that there is low satisfaction of students regarding of the university services
offered.

Numerous researchers have investigated different aspects of student satisfaction (e.g. Astin, 1977;
Bryant, 2009; DeShields, Kara, & Kaynak, 2005; Pascarella & Terenzini, 2005) and the majority of them
consider that a student with a higher level of satisfaction has a greater chance of successfully continuing
with his/her studies culminating in graduation. Satisfaction is a well-researched topic in both academic and
non-academic settings. In academic settings, students satisfaction data help colleges and universities make
their curriculum more responsive to the needs of a changing marketplace (Eyck, Tews & Ballester, 2009;
Witowski, 2008). Most of them agree that highly satisfied students are more likely to remain in. Some
researchers also reveals that students satisfaction is inversely related to student complaints regarding
advising, career preparation, and the need for new courses or effectiveness of current courses (e.g., Korn,
Sweetman, & Nodine, 1996). Students satisfaction surveys are important in ascertaining whether colleges
and universities are fulfilling their mission. It is well known that the most important product of educational
institutions is qualified graduates. In order to best prepare students they are sought after by employers upon
graduation, an effective curriculum is needed. Students must understand the value of their education and be
satisfied with their overall experience in order to promote and support their higher educational institution
as students and as alumni. Moreover, satisfaction is an applicable measure because many studies have
demonstrated that other factors being equal, satisfied individuals are likely to be willing to exert more effort
than unsatisfied individuals (Bryant, 2006; zgngr, 2010). Thus, students who are satisfied with the
curriculum are likely to exert more effort in their educational studies by taking actions such as regularly
attending their classes and becoming more involved in their coursework and institution.
 To be more specific in the study of the researchers, the satisfaction that is indicating is satisfaction
in the facilities, indoctrinate present in the institution, and security and safety. According to Adeboyeje
(1984), Adedeji (1998), Owoeye (2000) and Ajayi (2002) submitted positive relationships between school
facilities and school effectiveness. Hallack (1990) also highlighted facilities as a major influencing
achievement in the school system. The researcher emphasized that the availability, relevance and adequacy
of these facilities contribute to students achievement while unattractive school buildings, crowded
classrooms, and surroundings that have no aesthetic beauty can contribute to poor performance. Ahunanya
and Ubabudu (2006) also reiterated the provision of adequate facilities for effective teaching and learning
to take place. Furthermore, the study of School Facilities as Correlates of Students Achievement in the
Affective and Psychomotor Domains of Learning by Ekundayo, Haastrup Timilehin, PhD found out that
there is a significant relationship between school facilities and students achievement in the affective and
psychomotor domains of learning.