FACULTY OF BUSINESS AND MANAGEMENT

MGT648

GROUP ASSIGNMENT: RESEARCH PROPOSAL

FACILITIES AND STUDENT SATISFACTION IN UiTM KAMPUS

BANDARAYA MELAKA

PREPARED BY:

NUR ADRIANA BINTI MUHAMMAD FARHAN 2020489138

NUR BATRISYIA BALQIS BINTI MASLUKANG 2020872582

NUR AFIQA ATASHA BINTI ANUAR 2020470156

HANI IZZATY BINTI KAMALULLAIL 2020897546

MUHAMMAD RIZAL BIN BAINAL 2020827738

MUHAMMAD AZRI AIMAN BIN EISAM 2020827832

CLASS / GROUP: BA243 5B

PREPARED FOR: DR IRZAN BIN ISMAIL

 ACKNOWLEDGEMENT

First and foremost, praises and thanks to the Almighty, Allah S.W.T., for His showers
of blessings throughout our research work to complete the research successfully.

In performing our assignment, we had to take the help and guideline of some
respected persons, who deserve our greatest gratitude. We would like to show our gratitude to
Dr Irzan bin Ismail for giving us a good guideline for this assignment throughout numerous
consultations. We would also like to expand our deepest gratitude to all those who have
directly and indirectly guided us in writing this report.

Next, we were extremely grateful to our parents for their love, prayers, caring, and
sacrifices for educating and preparing for our future. We were very much thankful to them
because being most understanding about our commitment to complete this report. We were
grateful because we have them always pray for our success and support us during our
hardship and through up and down.

Lastly, we would like to thank our classmates that give us such a good motivation for
us to complete this assignment. They also remind us to make progress to complete this report
continually. They also give us moral support and never stop giving good information during
our journey to complete this report.

Thankyou.
Table of Contents

CHAPTER 1: INTRODUCTION..............................................................................................1
1.0 BACKGROUND OF STUDY.........................................................................................1
1.1 PROBLEM STATEMENT..............................................................................................2
1.2 RESEARCH QUESTION................................................................................................3
1.3 RESEARCH OBJECTIVE...............................................................................................3
1.4 DEFINITION OF TERMS...............................................................................................3
1.5 SIGNIFICANCE OF STUDY..........................................................................................4
1.6 SCOPE OF STUDY.........................................................................................................4
1.7 CONCLUSION................................................................................................................5
CHAPTER 2: LITERATURE REVIEW..................................................................................6
2.0 INTRODUCTION............................................................................................................6
2.1 LECTURE ROOMS (IV 1)..............................................................................................6
2.2 LIBRARY FACILITIES (IV 2).......................................................................................8
2.3 STUDENT SATISFACTION (DV).................................................................................9
2.4 RELATIONSHIP BETWEEN LECTURE ROOM AND STUDENT SATISFACTION
..............................................................................................................................................10
2.5 RELATIONSHIP BETWEEN LIBRARY FACILITIES AND STUDENT
SATISFACTION..................................................................................................................11
2.6 RESEARCH FRAMEWORK........................................................................................13
2.7 CONCLUSION..............................................................................................................13
CHAPTER 3: RESEARCH DESIGN......................................................................................14
3.0 INTRODUCTION..........................................................................................................14
3.1 RESEARCH DESIGN....................................................................................................14
3.2 POPULATION AND SAMPLING................................................................................14
3.3 MEASUREMENT..........................................................................................................15
3.4 DATA COLLECTION...................................................................................................15
3.5 DATA ANALYSIS........................................................................................................16
3.6 CONCLUSION..............................................................................................................16
REFERENCES.........................................................................................................................17
 CHAPTER 1: INTRODUCTION

1.0 BACKGROUND OF STUDY

In the educational landscape, an alma mater must have comprehensive and decent
facilities in order to attract students (Mohammad Firdaus Abu Bakar, 2019) This is
because it influences not just the university's image and surroundings, but also the
students' capacity to adapt and do well in their studies. As a result, it is critical to have
decent facilities considering good facilities will stimulate and drive students to achieve
well in their studies (Dr.Ngozi Adizu, 2022)

Satisfying students is important since they are one of the most significant elements in
the university, and it is necessary to keep students competitive and encourage them to
participate in courses that has been offered by the university. Students’ satisfaction can be
defined as a short-term attitude resulting from an evaluation of students’ educational
experience, services and facilities (Fernando, 2017). This is due to the fact that the review
made by the university's current students will influence the university's ability to be
known as well as have a great impact on the student's choice of academic institution.
(Napitulu, 2018)

In this research we would like to study on the correlation between lecture room
facilities and library facilities with students’ satisfaction. A new survey conducted by the
Student Crowd throughout the year of 2021 on the finest institutions with the greatest
facilities concluded that the University of Cambridge is the top university that prepares
the best facilities for students. The University of Cambridge has the most attractive
surroundings, according to the students; and it also has more than 100 libraries, an
exceptional selection of museums with unique exhibits, and an outstanding Language
Support Centre. (StudentCrowd, 2021).

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1.1 PROBLEM STATEMENT
The quality of facilities does give impact towards students’ satisfaction. As stated by
Yusoff et al. (2015), there is a positive, significant relationship between classroom
environments, such as decoration, layout, lighting, cleanliness, and student satisfaction in
Malaysian higher education settings. The study further reported that better-performing
students are more satisfied with the student support facilities and class sizes than are poor
performers. Moreover, Kok et al. (2011) found that facility management services, including
lighting, heating, ventilation, air conditioning, classroom design, audio-visual facilities, ICT
equipment, cleanliness and maintenance had a direct impact on educational outcomes.
However, low-quality, unsuitable facilities have been found to damage and reduce student
satisfaction in higher education (Hassanbeigi and Askari, 2010; Hanssen and Solvoll, 2015).
Accordingly, university facilities are considered one of the key strategic sources in gaining a
competitive advantage in the higher education industry (I.M.S Weerasinghe, 2017).

When compared to other UITM campuses in Malacca and Malaysia, UITM Kampus
Bandaraya Melaka (KBM) is one of the smaller campuses. However, UITM KBM has been
able to develop and construct several facilities for students. UITM has created a library,
lecture room, auditorium, café, prayer place (surau), and computer lab. Regardless of how
well UiTM has prepared such facilities, there are some concerns and issues that emerge
among students.

Considering UiTM KBM is a small campus, it cannot afford to offer appropriate

space for all students. For example, there isn't enough lecture space for all of the students that
have class that day. As a result, UITM KBM has opted to implement hybrid learning.
Furthermore, UITM does not have many lecture rooms with enough size to accommodate a
big number of students. Some students find it difficult to concentrate in class, especially
when they have to combine two or more classes for one topic. Aside from that, even though
UiTM has prepared instructional aids such as a projector, whiteboard, and smart tv, there are
still issues such as certain classrooms still using an outdated version of HDMI that is not
compatible with the current version of student laptops. Students need to find another solution,
such as utilizing their own or the lecturer's adapters to connect HDMI to their computers.

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1.2 RESEARCH QUESTION
Based on the problem statement stated above, our research question is:

a) Are there any relationships between lecture room facilities (IV1), library facilities
(IV2) and students’ satisfaction (DV)?

1.3 RESEARCH OBJECTIVE

Based on the problem statement above, our research objectives are:

a) To examine the relationship between the lecture room facilities (IV1) with the
students’ satisfaction (DV) at UiTM KBM.
b) To examine the relationship between library facilities (IV2) with the students’
satisfaction (DV) at UiTM KBM.

1.4 DEFINITION OF TERMS

1. Facilities

Facilities is the buildings, equipment, and services provided for a particular purpose

2. Student

Student is a person who is studying at a university or other place of higher education.

3. Satisfaction

Satisfaction is a feeling of happiness that obtain when a person fulfilled his or her
needs and desires.

4. Student satisfaction

Student satisfaction is defined as a short-term attitude resulting from an evaluation of

students’ educational experience, services and facilities.

5. Lecture room

Lecture room means a room accommodating several students for the purpose of
instructions.

6. Library

Library means an organized collection of resources made accessible to the public for
reference or borrowing supported with money derived from taxation.

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1.5 SIGNIFICANCE OF STUDY
As we all know, student satisfaction is one of the most essential things that all
universities must prioritize since it can contribute to the university's outstanding or negative
image. As a result, we believe that our work is critical in determining how facilities affect
student happiness.

Discovering a significant correlation between facilities and student satisfaction may

lead to excellent consequences, such as universities maintaining their high reputation and
attracting more students to apply and continue their studies at the institution. Aside from that,
student happiness will lead to strong student accomplishment since the institution has
provided various facilities for them to use during their studies at the university. Next,
considering universities must provide high-quality education to their students, student
satisfaction may be a major factor in quality improvement.

With this research, we also aim to investigate how university facilities, in particular,
might have an influence on student satisfaction. We believe that this study will provide us
with greater knowledge and information about all of the topics we explore. Last but not least,
we plan to do this research to assist other students who may be interested in learning about
student satisfaction, whether it is for facilities or other things that may benefit them in the
future.

1.6 SCOPE OF STUDY

Facilities and student satisfaction are two of the most crucial aspects that most
individuals, particularly those in higher education institutions, should be aware of. This is
because when students are content with the facilities at the institution, they would strive to
attain greater success in academics or co-curricular activities.

The goal of this study is to determine whether lecture room and library facilities have a link
with student happiness. The population we want to focus on in order to achieve our goal is all
of the students at UiTM Kampus Bandaraya Melaka (KBM).

The period of this study will be determined when we successfully establish the
relationship between the dependent and independent variables, and the limitation that we may
face is non-cooperation from the target audience, which is UiTM KBM students.

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1.7 CONCLUSION
In conclusion, student satisfaction is critical since they are one of the most essential
parts in the university, and it is crucial to keep students competitive and motivate them to
engage in courses given by the university. Furthermore, repeated experiences on campus
impact student satisfaction over time. According to current study findings, satisfied students
may attract new students by participating in good word-of-mouth contact with acquaintances
and friends, and they may return to the institution to pursue more courses (Wiers-Jenssen et
al., 2002). Student satisfaction has also a positive impact on fundraising and student
motivation (Elliott and Shin, 2002).

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 CHAPTER 2: LITERATURE REVIEW

2.0 INTRODUCTION
This section defines student satisfaction and discusses studies on the association
between lecture facilities and library room to help you better understand this study.
Satisfaction, according to Kotler and Clarke (1987), is a state of mind experienced by
someone who has gotten performance or an outcome that satisfies his or her expectations. A
comfortable lecture environment is one of the aspects that contribute to student satisfaction.
This might have an effect on students as well. Prof Loh Sau Cheong, director of the
Universiti Malaya (UM) Educational Psychology and Counselling Department, for example,
noted that variables such as school size, location or site, and class size are variables that
impact students' academic performance or achievement.(CHONGHUI, 2020)

2.1 LECTURE ROOMS (IV 1)

Classroom design, according to Mohanan (2002; 2000), is "constructed pedagogy," or
the physical manifestation of educational theories, ideologies, and goals. "Given the idea that
built environments enable and constrain particular patterns of social activity and interaction,"
he writes, "educational structures include curricula and values through design" (2000, p. 1).

Affordances are constructions that are developed within a classroom design that
facilitate or limit involvement. The perceived and real features of items or environments that
determine how the object or environment can be utilised are referred to as affordances
(Gibson, 1979; Norman, 2002). For example, movement chairs, projectors, air-conditioned
lecture rooms, enough desks and smart classrooms provide satisfaction to students. In the
context of this study, the created physical environment is supposed to provide affordances for
learning behaviours and pedagogical practises that stimulate student engagement in the
learning process.

Fong-Ling (2010) investigated the causes of student happiness and discontent in three
popular higher education classroom settings: face-to-face, Web-based, and blended
classrooms. The Critical Incident Technique was used to collect data and categorise
satisfaction and dissatisfaction elements. The findings revealed that student
satisfaction/dissatisfaction variables differed between courses. In face-to-face classrooms, the
instructor's teaching competence and degree of passion are the most important aspects, but
the availability of the online learning system is the most important component in both Web-

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based and mixed learning environments. The blended classroom is popular among students
because of the variety of contact forms.

Yang, Becerik-Gerberb, and Mino (2013) used a statistical technique to measure

ambient, spatial, and technical qualities observed in higher education classrooms using an
online survey performed in six classrooms at a university in the United States. By connecting
two Likert scales: one assessing student satisfaction with classroom qualities and the other
rating the influence of these attributes on student performance, the article gave information
for future evaluation of higher education learning environments. The findings demonstrated
that student perceptions are substantially influenced by spatial qualities, namely visibility and
furniture, as well as ambient attributes, specifically air quality and temperature, which are
heavily influenced by classroom design, administration, and maintenance.

Rajesh, Akhil, Muhammad, Sachin, and Vishnu (2014) investigated students'

perceptions of the present teaching-learning environment in India. A total of 178
questionnaires were distributed to students at one of the engineering institutes in the Indian
state of Kerala. The findings revealed a weak 'Technology' interface, i.e., utilization of
current IT & Communication facilities is low, and internet access is insufficient. Heat-stress,
glare, and audibility are causes for concern in the 'General environment' dimension, whereas
physical configuration owing to furniture arrangement is a cause for concern in the 'Work
environment' dimension. The authors advised that technology be enhanced by providing
stable internet access and connection, that the 'Work environment' be improved through
ergonomic design of furniture and its arrangement, and that the 'General atmosphere' be
improved through greater air circulation or air-conditioning. The report found that traditional
classrooms with rows of desks facing the instructor and the board do not meet today's
educational requirements and expectations, and that adaptation to new settings and roles in
education is recommended.

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2.2 LIBRARY FACILITIES (IV 2)
Satisfaction can be defined as the fulfilment of a self-desire or self-need, as well as
the happiness that results from that fulfilment. (Stoltenberg, 2011). Satisfaction was defined
as the feeling of disappointment or delight following the fulfilment of a need, wish, or
appetite. (Stoltenberg, 2011). In the library context, user satisfaction can be defined as what
the library provided has met the needs and wants of library users (Amin & Shoid, 2017). One
of the factors that contribute to student satisfaction is having the best library facilities. These
factors can also have an impact on students. Many students, for example, spend time in the
library because of the availability of computers (computer access), specific academic
materials, electronic databases, traditional print resources, and library study spaces that can
meet students' academic needs. When all the needs and requirements of students can be met,
it will lead to high student satisfaction with the resources, facilities and services provided by
the library. (Posey, 2009).

The main goal of the library to provide different types of services, resources, and
facilities to students is to meet their needs for academic information and also to make
students satisfied with the library (Larson & Owusu-Acheaw, 2012). Students require a
location where they can meet their academic-related information needs. As a result, the
library was established to provide useful academic information to students by providing a
variety of resources, facilities such as discussion rooms, and services to meet students'
academic information needs. (Adeniran, 2011).

Saufi, Rusuli, Tasmin, Norazlin and Afifah (2012) found that the library space can
influence students' behavior and mood. It is possible to argue that the library environment has
an impact on student’s satisfaction. Library users expect a quiet library environment and
having a fast internet connection will help them be more satisfied as users. In addition, better
reference services, participation in user education programs, user involvement in the selection
of materials, convenient location of the library, and the subject background of librarians also
affect student satisfaction and their performance (Mairaj & Naseer, 2013). For example,
Saikia and Gohain (2013) revealed that the majority of students (82.39%) went to the library
to borrow books, followed by access to e-journals (79.87%) and reading newspapers
(75.47%). They are most satisfied with the library's collection of e-journals (39.63%) and
textbooks (37.74%). It can be concluded that students will be satisfied with library resources
if the collection meets their needs.

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 In line with the advancement of information technology today, user needs also change
from time to time (Mairaj & Naseer, 2013). Therefore, libraries need to improve their
facilities, resources, and services to achieve user satisfaction, especially for students so that
they can last longer. Bhatti (2010) discovered that most university students use the library for
purposes other than research. However, there is a problem in which the lack of journals in the
library dissatisfies them because they did not expect such a situation to occur in the library.
As a result, Parvathamma and Reddy (2009) advocate for libraries to be aggressive in
encouraging students to use library facilities, resources, and services. Students will not return
to the library if it fails to provide quality facilities, resources, and services because they are
dissatisfied with the poor facilities (Joy & Idowu, 2014).

According to this entire review, we can see that the level of student satisfaction will be
higher when user expectations are met and they will reuse the facilities, resources and
services provided also to achieve a higher level of satisfaction (Amin & Shoid, 2017). As a
result, it is important to conduct a consistent survey of the library's facilities to meet students'
expectations so that students are ready to fully utilise the facilities, resources, and services
provided, which can lead to reuse actions and a higher level of satisfaction that little helps
they are in the lesson.

2.3 STUDENT SATISFACTION (DV)

Satisfaction is defined as a person's attitude or feelings about various factors affecting
a specific situation (Bailey & Pearson, 1983). Student satisfaction is defined more precisely
as students' perceptions of the perceived value of education and experience gained at an
educational institute (Astin, 1993). It is widely assumed in the field of human-computer
interaction that user satisfaction is the manifestation of affections gained through
communication (Mahmood, Burn, Gemoets & Jacquiz, 2000). The concept of user
satisfaction represents the level of conformity between the users' information systems and
their requirements (Cyert & March, 1963).

Students' satisfaction was defined by Elliot and Healy (2001) as a short-term attitude
resulting from an evaluation of a student's educational experiences. It is a multifaceted
process influenced by a variety of factors. According to Walker-Marshall and Hudson, the
most influential factor on student satisfaction is GPA (1999). According to Kotler and Clarke
(1987), satisfaction is a state experienced by a person who has received performance or an
outcome that meets his or her expectations. Satisfaction is determined by the relative level of
expectations and how performance is perceived. The expectation may extend as far as before

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the students enter higher education, implying that it is critical for researchers to first
determine what the students expect before entering university (Palacio, Meneses and Perez,
2002). Carey, Cambiano, and De Vore (2002), on the other hand, believe that satisfaction
encompasses issues of students' perceptions and experiences during their college years.

While most student satisfaction studies focus on the customer's perspective,

researchers are struggling to develop a standard definition for student satisfaction,
necessitating the selection and modification of customer satisfaction theory to explain the
meaning of student satisfaction (Hom, 2002). Although it is risky to regard students as
customers, given the current environment of the higher education marketplace, there is a new
moral prerogative that students have become "customers" and can, as fee payers, reasonably
demand that their views be heard and acted upon (William, 2002).

According to Powers and Rossman (1985), peer interaction, student-faculty

interaction, and a sense of academic inspiration of both the student and the students' peers all
have a strong influence on student satisfaction. These aspects of student satisfaction were also
revealed in studies of online courses at the graduate and undergraduate levels (Diekelmann &
Mendias, 2005; Rosenfeld, 2005). Certain issues have also been identified in research studies
on online courses, such as prompt and helpful communication with the instructor; clear
guidelines regarding course expectations; enrollment support; student assignments and
requirements; and data security. If these issues are addressed properly, they may increase
student satisfaction (Choy, McNickle & Clayton, 2002; Hara & Kling, 1999; Vonderwell &
Turner, 2005). The aforementioned areas can be divided into those that deal primarily with
programme content and delivery.

2.4 RELATIONSHIP BETWEEN LECTURE ROOM AND STUDENT

SATISFACTION
Lyons (2001) outlines the role of physical environment to educational attainment by
describing known research correlations between classroom settings and learning. The
importance of the classroom environment on focus, listening, and writing is reinforced by
study findings that show greater test scores and more positive student outlooks in improved
satisfaction to students. For example, Heschong (2003) discovered that window
characteristics had as much power in explaining variations in student performance on
standardized tests as the number of computers or teacher characteristics, and Englebrecht
(2003) discovered that classroom colour was important to student mood and productivity.

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 Young et al. (2003) emphasize the relevance of the physical environment, noting that
aspects such as lighting, noise, and climate management have an influence on student
success. The authors also discuss student perceptions of the physical environment, noting that
kids as early as elementary school age is aware of the physical qualities of their learning
environment and have an idea of whether it is suitably updated and conducive to learning.

Researchers at universities have lately investigated the components of improved, or

"smart," classrooms that may affect student learning and their satisfaction. Griffin (1990)
describes the possible influence of architectural design, visual elements, auditory factors, and
physical stimulation on college students using person-environment interaction theory.
According to Banning (1993), the physical environment of a college classroom can influence
student learning by indicating desired instructional conduct and expressing the level of
formality required in classroom engagement. Vartabedian (2002) describes the computer
technology, audiovisual components, and network structures that are commonly seen in
classroom upgrades.

Given the amount of money that institutions intend to spend on facility and classroom
enhancements (Valenti 2002), it is critical to understand the importance that college and
university students place on physical classroom spaces. While significant study has revealed
that physical environments impact elementary and secondary school pupils, such effects may
not be transferred to college level students since college students are older and often spend
less time in an individual classroom building. Based on the above literature review, this study
had formulated one research hypothesis to be analyzed as below:

Hypothesis 1 (H1): There is a relationship between lecture room and student’s satisfaction.

2.5 RELATIONSHIP BETWEEN LIBRARY FACILITIES AND STUDENT

SATISFACTION
In the context of a library, user satisfaction can be defined as whether or not what the
library provided met the needs and desires of library users (Amin & Shoid, 2017). According
to Tiemo and Ateboh (2016), dissatisfaction occurs when a product or service fails to meet
student expectations. If the library's relevant facilities meet users' expectations, it will
undoubtedly increase their satisfaction. Aderinan (2011) also demonstrated that students are
more satisfied when the library has well-organized and relevant reading materials that are
managed by qualified and efficient staff.

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 Saufi, Rusuli, Tasmin, Norazlin, and Afifah (2012) discovered that the library space
has a significant impact on student behaviour and mood. Students who use the library prefer a
quiet environment, which will increase their level of satisfaction. As a result, library staff
should be responsive and respond quickly to library users' requests. The findings show that
users are pleased with staff who provide services with courtesy, individual attention, and
confidence (Dahan et. al, 2016).

Several studies have found a link between collection adequacy, service, and consumer
perception (Mairaj & Naseer, 2013). User satisfaction can be determined by library
collections such as reference collections, periodic loan collections, archival materials, and
electronic resources (Iwhiwhu & Okorodudu, 2012; Sivathaasan, 2013). It can be concluded
that students will be satisfied with library resources if the collection meets their needs.
Undergraduates were dissatisfied with the availability of research journals and current library
facilities, according to Abbasi, Malik, Chaudhry, and Imdadullah (2011). Joy and Idowu
(2014) discovered that information materials that are unavailable or out of date, as well as
inadequate facilities, will not achieve the maximum level of satisfaction in users, or may end
up falling short of expectation’s student.

As a result, libraries must improve their facilities, resources, and services to ensure
user satisfaction and longevity. Bhatti (2010) discovered that respondents use libraries to
supplement their research by updating their knowledge. The lack of journals in the library, on
the other hand, made them unhappy because they did not expect such a situation to occur in
the library. Parvathamma and Reddy (2009), as a result, encourage libraries to improve all
library facilities, resources, and services. Students will not consider the library to be effective
and satisfied if it does not provide quality facilities, resources, and services (Joy & Idowu,
2014). When consumer expectations are met, the level of use rises, contributing to a higher
level of satisfaction. Based on the literature review above, this study formulates a research
hypothesis to be analyzed as below:

Hypothesis 2 (H1): There is a relationship between library facilities and student satisfaction.

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2.6 RESEARCH FRAMEWORK

Lecture room facilities

H1

Student Satisfaction
H2

Library facilities

Figure 1: Research Framework

Based on the research framework above, the proposed model in this research included the
independent variables which are lecture room facilities and library facilities and dependant
variable which is student satisfaction among students in UiTM KBM.

1. H1: There is a relationship between lecture room facilities and student satisfaction in
UiTM KBM.
2. H2: There is a relationship between library facilities and student satisfaction in UiTM
KBM.

2.7 CONCLUSION
Finally, we can observe in this chapter how the independent variable was related to
the dependent variable. Aside from that, we can examine what the independent and
dependent variables are and how they affect each other. This chapter also provided us with
some guidelines and a structure for conducting the hypothesis. Next, this chapter is critical
since it may provide us with a basic overview of what we want to perform in our study as
well as explain the route of earlier research and how a current project is related to it.

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 CHAPTER 3: RESEARCH DESIGN

3.0 INTRODUCTION
On this chapter; matters regarding methodology such as research design, sampling design,
measurement, data collection, and data analysis will be covered.

3.1 RESEARCH DESIGN

These components include the aim of the study, the types of investigation, the method of
study, the study setting, the time horizon, and the unit analysis. The overall aim of this study
is to investigate the link between lecture room and library facilities and student satisfaction at
UiTM. We used a casual approach as an indicator in this study to illustrate the relationships
between lecture room facilities and library facilities and student satisfaction among UiTM
students. For this study, we choose to have minimal interference in normal workflow as our
research method. Other than that, this study will be undertaken in a natural, non-contrived
setting, where we will employ a field study to evaluate the relationship between lecture room
and library facilities and student satisfaction at UiTM.

Considering our study will be limited to UiTM students, we will do group analysis. The
temporal horizon for this research will be cross sectional since the data will be gathered just
once using online questionnaires in order to accomplish the research purpose of identifying
the relationship between lecture room facilities and student satisfaction. The quantitative
approach was used in this investigation. In this study, quantitative analysis occurs when all
data is gathered by questionnaires. This study used a survey research approach to examine the
relationship between lecture room and library facilities and student satisfaction at UiTM.

3.2 POPULATION AND SAMPLING

Population refers to the entire group of people, events, or things of interest that the
researcher wishes to investigate. Hence, the population of this research are all the UiTM
Kampus Bandaraya Melaka students from all the courses included First until Fifth year
students. Therefore, the overall population is 3,500. Based on Krejcie and Morgan (1970)
table, if the population size 3,500, the sample size for this research would be 346.

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 For this research, we decided to use non-probability as a sampling technique. Non-
probability sampling is a type of sampling where an element selected is based on non-
probabilistic consideration. We decided to use non-probability sampling because, it will be
faster and more cost-effective than probability sampling. Furthermore, the respondent will
respond quickly and easy to sample as the questionnaire will be open for all UiTM students.

3.3 MEASUREMENT
The items in a research study to which the participant replies are referred to as
measurements. Survey questions, interview questions, and manufactured settings are
examples of research measurements. It is critical that the questions in interviews and
questionnaires properly connect to the study topics.

There were four types of measurement in research. The terms nominal, ordinal, interval,
and ratio are all used. Each scale of measurement has qualities that influence how data is
analyzed. The reason for measuring is to provide trustworthy data with which to answer
research questions and evaluate change ideas. Inaccurate measurement might result in
untrustworthy data, making it challenging to draw appropriate conclusions.

3.4 DATA COLLECTION

Data collection refers to the systematic compilation of data or measurements. Data
gathering helps to obtain first-hand expertise and characterized by a wide range into the study
challenge, whether to conducting a study for business, administration, or academic
objectives.

There are several data gathering approaches that may be used to collect, retain, and
process information. Here are some of the most often used data collecting methods. Research,
questionnaires, observation, sociology, secondary data collecting, archival research, and
interviews/focus groups are all examples of research methods. Moreover, keep in mind that
the data gathering method employed will be determined by the sort of organization. As a
result, not all forms of data gathering procedures are suited for the corporate study or
research. As a result, being aware of different strategies can help people pick the ideal one for
their requirements

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3.5 DATA ANALYSIS
Data analysis is defined as the process of cleaning, transforming, and modelling data in
order to find useful information for business decisions. The goal of data analysis is to extract
useful information from data and make decisions based on that information.

Cronbach's alpha was used to analyse reliability values. It is considered good if the
reliability value is greater than 0.7. We use descriptive analysis for demographic data, such as
mean and frequency. Following that, we used the mean and standard deviation for the
variables to test the association, which is the Pearson correlation. Finally, we used multiple
regression analysis to test the relationship.

3.6 CONCLUSION
Finally, we can see in this chapter that in order to obtain an accurate and valid result, it is
critical to decide how the data will be gathered. Aside from that, to ensure that the data
obtained is sufficient and can be used as a benchmark, the method applied was critical since it
would display the results of the study, and the targeted respondents must be knowledgeable
about the subject that was studied.

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