GUARDIAN'S SATISFACTION SURVEY OF

PARIJAT VIDDHYA PUNJA SECONDARY

SCHOOL

Submitted By:
Amrit Bhandari
Section: B Roll no: 2
MBAe, Fall 2017

Submitted To:
Mr. Pravat Uprety
Ace Institute of Management
Pokhara University

in the partial fulfillment of requirement of the degree of

MASTERS IN BUSINESS ADMINISTRATION

November, 2017
 TABLE OF CONTENTS
CHAPTER I: INTRODUCTION.........................................................................................................................1
1.1 Background of the study....................................................................................................................1
1.2 Problem Statement............................................................................................................................2
1.3 Research Objectives...........................................................................................................................2
1.4 Theoretical Framework......................................................................................................................3
1.4.1 Theoretical framework diagram.................................................................................................3
1.4.2 Research Hypotheses..................................................................................................................4
CHAPTER II: LITERATURE REVIEW................................................................................................................5
CHAPTER III: RESEARCH DEsign....................................................................................................................7
3.1 Type of the Research.........................................................................................................................7
3.2 Source of the data.............................................................................................................................7
3.3 Questionnaire Design........................................................................................................................7
3.4 Population and sample size determination.......................................................................................8
3.5 Field Management and Data Collection.............................................................................................8
3.6 Data management and Data Analysis................................................................................................8
3.7 Reporting...........................................................................................................................................8
Bibliography................................................................................................................................................9
Annex

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 CHAPTER I: INTRODUCTION

1.1 Background of the study

We see that children everywhere are sent to school and our society goes to a great deal of trouble
and expense to provide good schools. The fundamental concepts of schools are similar
worldwide. Children go to school in the morning; they study using different educational tools
such as books, computers, tools prepared by the teachers, nature or artificial environment; then
after learning for certain time, students are tested how much they have learned, through exams or
through assignments. There must be logical reason for why we send children to school even
when they don't want to. Perhaps, if we didn’t send children to school or if school operated in
much easier way, children wouldn't grow to become competent adults. (Gray, 2008)

Although children have to go under a series of difficult as well as joyful moments in their school,
parents must be satisfied with the operations of the school. Here arises the concept of customer
satisfaction. Customer satisfaction is defined as "the number of customers, or percentage of total
customers, whose reported experience with a firm, its products, or its services (ratings) exceeds
specified satisfaction goals." (Ferris, Bendle, & Pfeifer, 2010)

In some places like Toronto, parents design the school and bring new ideas to improve them
(Winsa, 2012). However, in country like Nepal, many parents do not have the capacity to design
the school for their children. Thus, teachers design the operation of the school whereas
Curriculum Development Centre (CDC) designs the curriculum that should be taught. It is, thus,
not necessary that parents are satisfied with the school proceedings and operations. For checking
that and balancing it, parent's satisfaction research is necessary.

Generally, in other areas of study, consumer or the user satisfaction is tried to understand.
However, in case of school, the consumer are children, who are minor and many of them lack the
proper ability to judge and communicate their satisfaction level. So, instead of choosing the
consumer, we choose customer- the parents- who pay for their children's education. However,
some students come to Kathmandu valley from other districts and remain with their relatives

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while pursuing their education. The researcher has proposed to term the fee payer as "guardian",
may they be parents or other relatives.

In this research proposal, the researcher proposes to study the guardian's satisfaction of the
guardian of children who study in Parijat Viddhya Punja Secondary School.

1.2 Problem Statement

Parijat Viddhya Punja secondary school was established in 2050 BS (1994 AD) and the school
records show that satisfaction survey has never been conducted till date. However, there have
been teachers-guardians meetings every year. Seeing the minutes of the meetings, we can say
that guardians have started to give few dissatisfied comments in the recent meetings. The
researcher, being a teacher of the school, has planned to initiate a satisfaction survey among the
guardians.

A short interview was taken with one of the guardians and few previous quantitative and
qualitative research reports have been studied to reach to the following research questions.

Q1. What are the factors affecting guardians' satisfaction?

Q2. How are satisfied and dissatisfied guardians classified on the basis of age, gender, education
background and the class of the student?

Q3. Is there any influence of factors like quality of teachers, spoken English of students, quality
of computer and science laboratory, attitude towards ECA, number of holidays, appearance of
school and teaching method over the guardians' satisfaction from the school?

Q4. What are the areas the school should focus on to keep the guardians satisfied?

1.3 Research Objectives

As per the research questions mentioned in the above sub-chapter, the objectives of the research
are as follows:

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  To identify the percentage proportion of satisfied and dissatisfied guardians on the basis
of factors like age, income, education level, class of the student and gender of the
guardian.

 To examine the influence of quality of computer lab, spoken English, number of holidays
and perceived quality of appearance of school over the guardians' satisfaction.

 To examine the influence of reasonability of fee, teachers' friendliness, attitude towards

health check-ups, value against fee, perspective towards the school's teaching method,
quality of teachers, quality of science lab and extra-curricular activities on the guardian's
satisfaction.

 To understand what should be immediately done to keep guardians satisfied.

1.4 Theoretical Framework

1.4.1 Theoretical framework diagram

A diagramatic illustration of the theoretical framework is presented below:

 Quality of
computer lab

 Spoken English

 Number of
holidays
Guardians'
 Appearance of Satisfaction
school

 Reasonability of
fee

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  Teachers'  Age
friendliness
 Gender
 Health check-ups

 Value against fee

 Education level

 Teaching method  Income

 Quality of teachers  Child's class

 Quality of science
lab

 Extra-curricular
activities

1.4.2 Research Hypotheses

Followings are the research hypotheses used for testing the influence of independent variables
and moderate variables over the guardians' satisfaction.

H0 1: There is no significant association between quality of computer lab and satisfaction.

H0 2: There is no significant association between spoken English of students and satisfaction.

H0 3: There is no significant relation between number of holidays and satisfaction.

H0 4: There is no significant relation between appearance of school and satisfaction.

H0 5: There is no significant association between reasonability of fee and satisfaction.

H0 6: There is no significant association between teachers' friendliness and satisfaction.

H0 7: There is no significant relation between health check-ups and satisfaction.

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H0 8: There is no significant relation between value against fee and satisfaction.

H0 9: There is no significant association between teaching method and satisfaction.

H0 10: There is no significant association between quality of teachers and satisfaction.

H0 11: There is no significant relation between quality of science lab and satisfaction.

H0 12: There is no significant relation between extra-curricular activities and satisfaction.

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 CHAPTER II: LITERATURE REVIEW

Researchers in education and the sociology of education have often used survey responses
(usually from fairly small surveys) to elicit parental preferences for schools, but analysis of
directly observable or stated ratings for school "quality" remains a difficult thing to explore and
explain. In fact, most research in this field has addressed this question using a revealed
preference approach and has looked for evidence of preferences for school "quality" revealed
through hypothesis testing of prevalence of any significant association between the perceived
quality and the features of the school.

A fairly extensive international literature has considered whether house prices respond to
schools‟ academic performance, usually measured in terms of average pupil test scores, and a
survey of recent examples of the hedonic approach is given by Gibbons and Machin, who report
a consensus estimate of around 3-4% house price premium for one standard deviation increase in
average test scores. (Gibbons & Silva, 2009)

According to (Sophia MUNDI Limited, 2015), the importance across areas gave the highest
ranking to:

 Teaching Staff

 Extra-curricular activities

 Feedbacks given by the teachers

 Care

Similarly, as per (Kasaju, 1982), Parents of low ethnic and economic status in rural community
of Nepal expected that their children, after completing a certain level of education, would get
some sort of job in government offices or would undertake some kind of income-generating
activities on their own. In case of girls, parents expect them to be teachers in future.

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Seeing this, we can say that people in rural Nepal are satisfied only if the school can make the
students good enough to pursue a good career.

The research report produced by (Panday, 1974), parents were satisfied with the school only if it
gives all the facilities as well as it is free. The same report also suggested that the parents in
Tansen are curious about the safety of their children. As the parents expected to have a friend for
their child to go to school together, their satisfaction seems to depend on the social life as well.

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 CHAPTER III: RESEARCH DESIGN

3.1 Type of the Research

This research is going to be a quantitative research, however, for making the questionnaire, an
in-depth interview has already been taken from a random guardian. The alternatives of responses
in the questionnaire has been developed on the basis of minutes recorded during previous
teachers-guardians meetings. So, it is a quantitative research being done after a series of
qualitative researches.

This research has the objective to understand what should be done to keep the guardians
satisfied, so it can be classified as an applied research.

It is going to be a descriptive research.

3.2 Source of the data

Primary data will be the key source of the data. Respondents will be asked to fill a structured
questionnaire. The guardians of students in higher classes will be allowed to fill in the self-
administered model with a few help from their child. Meanwhile, the students will already have
been trained about how to help their parents in filling the form, if they need any help.

On the other hand, guardians of students of lower classes will be asked to go through a
researcher-administered model of responding.

3.3 Questionnaire Design

The questionnaire will be designed in such a way that first of all demographic information such
as age, gender, education level and income will be asked. Class of the student will also be asked.
These information will be the moderate variables.

The second part will include close ended and some structured questions. The questionnaire will
consist of structured and close-ended questions like single response, multiple response, number
filling, ranking, likert scale and boolean questions.

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3.4 Population and sample size determination

The population of this research includes the entire guardians of the students of Parijat Viddhya
Punja Secondary School. As conducting census among all the guardians needs long time and
more resources, but the research needs to be completed within a trimester after studying the
course, sampling the population will be done, having the sample size of 94 respondents.

Quota sampling will done for the study. The entire population will be divided into 3 sub-groups
of guardians on the basis of the class in which their child studies. 30 respondents out of 94 will
be taken from quota: 'class 6 and 7' as there are exactly 30 students in those classes. There are
only 21 students in the quota 'class 8 to 10' so all 21 will be taken. Remaining 43 respondents out
of 94 will be taken from guardians of students studying in the quota 'class 3 to 5'.

3.5 Field Management and Data Collection

Data will be collected in two ways. For the guardians of students studying in classes 7 to 10,
students will be trained about how to fill the questionnaire and the questionnaire will be sent to
their parents through them. For this group of guardians, the data collection will be self-
administered with few help from their ward if needed. For the guardians of students studying in
class 3 to 6, researcher-administered data collection will be done when they are in the school
premises for paying the monthly fee.

3.6 Data management and Data Analysis

After the data are collected, the codes of the responses will be entered in SPSS sheet and they
will be analyzed. Statistical data analysis will be done using techniques like chi-square testing, t
testing and F testing, where necessary. Charts and frequency tables will be used to present the
descriptive analysis.

Excel sheet will also be used for illustrating the analyzed data in charts and tables.

3.7 Reporting
When the data analysis will be completed, a draft report will be submitted by the deadline provided.
Final report will be submitted after addressing the feedbacks received.

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 BIBLIOGRAPHY

Ferris, P. W., Bendle, & Pfeifer. (2010). Customer Satisfaction. In Marketing Metrics: The Definitive Guide
toMarketing Performance. New Jersey: Pearson Education.

Gibbons, S., & Silva, O. (2009). School Quality, Child Wellbeing and Parents' Satisfaction. London: Centre
for the Economics of Education.

Gray, P. (2008, August 20). A Brief History of Education. Retrieved from Psychology Today:
https://www.psychologytoday.com/blog/freedom-learn/200808/brief-history-education

Kasaju, P. (1982). Parents' Attitude Toward and Expectations from Education. (p. 18). chitwan: Research
Centre for Educational Innovation and Development.

Panday, R. K. (1974). A Study of Factors Affecting Parental Selection of a Primary School in Tansen Town.
Palpa.

Sophia MUNDI Limited. (2015). Parent Satisfaction Survey Report. Abbotsford Victoria.

Winsa, P. (2012, November 16). Skateboard academy, dude? Alternative schools gathering considers
four new concepts. Retrieved from The Star.com:
https://www.thestar.com/yourtoronto/education/2012/11/16/skateboard_academy_dude_alte
rnative_schools_gathering_considers_four_new_concepts.html

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