SUNYANI TECHNICAL UNIVERSITY
FACULTY OF BUILT ENVIRONMENT AND APPLIED ART
DEPARTMENT OF BUILDING TECHNOLOGY
SOURCES OF INFORMATION AND INDIVIDUALS INFLUENCING STUDENTS’
HIGHER EDUCATION INSTITUTION SELECTION
AMISSAH SIMON KWAME ESSUMAN
SALAM LAALE AWAL
TAY JUSTICE
SEPTEMBER, 2022
SUNYANI TECHNICAL UNIVERSITY
SCHOOL OF BUILT ENVIRONMENT AND APPLIED ARTS
DEPARTMENT OF BUILDING TECHNOLOGY
SOURCES OF INFORMATION AND INDIVIDUALS INFLUENCING STUDENTS’
HIGHER EDUCATION INSTITUTION SELECTION
A PROJECT WORK SUBMITTED TO THE BUILDING DEPARTMENT OF SUNYANI
TECHNICAL UNIVERSITY IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE AWARD OF
HIGHER NATIONAL DIPLOMA
BY
AMISSAH SIMON KWAME ESSUMAN
(06190094)
SALAM LAALE AWAL
(06190212)
TAY JUSTICE
(06190221)
SEPTEMBER, 2022
DECLARATION
I hereby declare that, except for reference to other people’s work, which has been duly
acknowledged, this dissertation consists of my own work produced from research undertaken
under my supervision and that no part has been presented for any degree elsewhere.
Amissah Simon Kwame Essuman
(Student)
Salam Laale Awal
(Student)
Tay Justice
(Student)
………………….
Signature
………………….
Signature
………………….
Signature
………………….
Date
………………….
Date
………………….
Date
Declaration by Supervisor:
I declare that, the preparation and presentation of this dissertation were supervised in accordance
with the guidelines on supervision of dissertation laid down by the Sunyani Technical
University.
Mr. Jacob K. Sie
(Supervisor)
………………….
Signature
………………….
Date
Certified by:
Mr. Abel Nimo-Boakye
(Head of Department)
………………….
Signature
i
………………….
Date
DEDICATION
This research is dedicated to Mr. Christopher A. Ahoku for the wisdom he shared, the knowledge
he impacted, and the motivation he gave us.
ii
ACKNOWLEDGEMENT
We wish to express our sincere gratitude to the Almighty God for his mercies and protection
throughout this work.
We are greatly indebted to Mr. Jacob K. Sie our dissertation supervisor for his sacrifices,
objective criticisms and useful suggestions through all the stages of this work.
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TABLE OF CONTENT
DECLARATION ....................................................................................................................... i
DEDICATION ..........................................................................................................................ii
ACKNOWLEDGEMENT ...................................................................................................... iii
TABLE OF CONTENT ........................................................................................................... iv
LIST OF TABLES ................................................................................................................... vi
LIST OF ABBREVIATIONS .................................................................................................vii
ABSTRACT .......................................................................................................................... viii
CHAPTER ONE ....................................................................................................................... 1
INTRODUCTION .................................................................................................................... 1
1.0 Background to the Study ..................................................................................................... 1
1.2 Statement of the Problem .................................................................................................... 2
1.3 Aim of Study ....................................................................................................................... 2
1.3.1 Specific objectives include............................................................................................... 2
1.4 Research Questions ............................................................................................................. 2
1.5 Methodology ....................................................................................................................... 2
1.6 Scope of the Study .............................................................................................................. 3
1.7 Significant of Study ............................................................................................................ 3
1.8 Limitation and Delimitation of the study ............................................................................ 4
1.9 Organization of the Study ................................................................................................... 4
CHAPTER TWO ...................................................................................................................... 5
LITERATURE REVIEW ......................................................................................................... 5
2.1 Introduction ......................................................................................................................... 5
2.2 Selection Criteria used by Senior High School and NABPTEX Graduates. ...................... 8
2.3 Admission Criteria for Prospective Students .................................................................... 10
2.4 Sources of Information Used in Selecting Universities .................................................... 11
2.5 Individuals Influential in Selecting HEIs .......................................................................... 13
CHAPTER THREE................................................................................................................. 15
METHODOLOGY.................................................................................................................. 15
3.1 Introduction ....................................................................................................................... 15
3.2 Study Area......................................................................................................................... 15
3.2.1 Sunyani Technical University ........................................................................................ 17
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3.3 Research Design ................................................................................................................ 18
3.4 Participants and Population ............................................................................................... 19
3.4.1 Sampling Technique ...................................................................................................... 19
3.4.2 Sample Size. ................................................................................................................... 20
3.5 Ethical Consideration ........................................................................................................ 20
3.6 Data Collection Method .................................................................................................... 20
3.6.1 Questionnaire ................................................................................................................. 21
3.7 Research Procedure ........................................................................................................... 21
3.8 Data Analysis .................................................................................................................... 22
CHAPTER FOUR ................................................................................................................... 23
DATA PRESENTATION, ANALYSIS AND DISCUSSION. .............................................. 23
4.1 Introduction ....................................................................................................................... 23
4.2 Questionnaire respondent rate ........................................................................................... 23
4.3 Demographics ................................................................................................................... 23
4.3.1 Gender ............................................................................................................................ 23
4.3.2 Age Profile ..................................................................................................................... 24
4.3.3 Entry qualification into the university ........................................................................... 24
4.3.4 University search during Secondary Education. ............................................................ 25
4.4 Sources of Information for choosing a university ............................................................. 25
4.5 Individuals Influencing HEIs Selection ............................................................................ 26
CHAPTER FIVE..................................................................................................................... 28
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS. ................ 28
5.1 Introduction ....................................................................................................................... 28
5.2 Summary of Findings ........................................................................................................ 28
5.3 Conclusion ........................................................................................................................ 28
5.4 Recommendation .............................................................................................................. 29
REFERENCES........................................................................................................................ 30
APPENDIX A (QUESTIONNAIRE) ..................................................................................... 36
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LIST OF TABLES
Table 4.1 Gender ……………………………………………………………………….…….. 25
Table 4.2 Age Profile of the Respondent …………………………………………………….. 25
Table 4.3 Entry Qualification into University ………………………………………………... 26
Table 4.4 University search during Secondary Education ….………………………………... 26
Table 4.5 Source of Information for Selecting a University ……….………………………… 27
Table 4.6 Individuals Influencing Students HEIs Selection ……....………………………….. 28
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LIST OF ABBREVIATIONS
BT
-
Building Technology
COTVET
-
Commission for technical and vocational education and training
E-WOM
-
Electronic Word of Mouth
GCE
-
General certificate examination
HEIs
-
High Education Institutions
HND
-
Higher National Diploma
IGF
-
Internally Generated Fund
NABPTEX -
National Board for Professional and Technician Examination
PNDCL
-
Provisional National Defense Council Law
PNDCL
-
Provisional National Defense Council Law
RII
-
Relative Importance Index
SHS
-
Senior High School
SSCE
-
Senior Secondary Certificate of Education
STU
-
Sunyani Technical University
SUTECH
-
Shiraz University of Technology
TVET
-
Technical and Vocational Education Training
UIS
-
University of Illinois Springfield
URC
-
Uniform Resources Characteristics
WAEC
-
West African Examination Certificate
WASSCE
-
West African Senior School Certificate Examination
WOM
-
Word of mouth
vii
ABSTRACT
Tertiary education institutions are facing increasingly complex challenges like changing demand
patterns and intensifying national competition. Such context demands deeper understanding of
the factors which prospective and currently enrolled students resort to when selecting tertiary
education institutions. This research centers on students’ decision-making basis for selecting
tertiary education institutions. The aim of our study was to find the sources of information and
individuals influencing student’s higher education institution selection. This study made use of
quantitative research approach using questionnaire which was distributed to Higher National
Diploma in Building Technology students currently enrolled in Sunyani Technical University.
Results indicated that, source of information used by current students in selecting Sunyani
Technical University include Internet Sources, Word of Mouth, University website and
University prospectus. In addition, the results showed that individuals influential in student
higher education institution selection are SHS teachers, Past university students, current
university students, brothers or sisters. It is recommended that Information sources such as
Internet Sources, Word of Mouth, University website and University prospectus could increase
student’s enrollment into the University. Again, university administrators and management
should appoint some current and past students as student ambassadors. These ambassadors could
influence or market the university to prospective students.
viii
CHAPTER ONE
INTRODUCTION
1.0 Background to the Study
The Competition among Higher Education institutions for freshmen keeps getting tougher
and tougher, this is because of the rise in good results by the Senior High School and
Commission for Technical and Vocational Educational Training (SHS and COTVET)
candidates (Misran, Norbahiah, Aziz, Arsad, Hussain, Zaki, and Sahuri, 2012). This can
be likened according to the 2020 West African Senior School Certificate Examination
(WASSCE) report by the West African Examination Council (WAEC), “Analysis of this
year’s performance of the WASSCE candidates reveals that the average performance of
the candidates is the best, when compared with WASSCE results within the past six years,
with all four core subjects (English, Mathematics, Integrated Science and Social Studies)
recording above 50 per cent pass marks” (Severious, 2020).
This increase in competition has forced Higher Educational Institutions (HEIs) to look for
areas of competitive advantage and attract students from national boundaries (Mishra and
Gupta, 2021).
HEIs selection is an important decision for all aspiring students of higher education and it
affects the commitment, motivation to study and career prospects. A wrong selection may
lead to poor motivation, low grades and an unemployment situation in the future amongst
students, therefore deciding on HEIs a very important one (Mishra and Gupta, 2021).
1
1.2 Statement of the Problem
With the increase in competition for students among HEIs, understanding how students
select higher educational institution or the factors that influence them is critical not only to
Sunyani Technical University but to other universities alike. Understanding how students
select tertiary institutions is very essential to HEIs because, most of the funds which are
used to run HEIs are internally generated through the payment of fees therefore making
students the lifeblood of HEIs. This study seeks to identify the factors that influence the
decision-making of students in selecting Sunyani Technical University (STU).
1.3 Aim of Study
The aim of the study is to identify the sources of information and individuals influencing
students’ higher education selection.
1.3.1 Specific objectives include
•
Understanding the source of information used by SHS graduates in their selection
process.
•
Identifying individuals influential in shaping their choices.
1.4 Research Questions
•
What sources of information do SHS graduates use in their selection decision?
•
Which individuals are influential in shaping students’ choices?
1.5 Methodology
A descriptive survey involves asking the same set of questions (often prepared in the form
of a written questionnaire) of a large number of individuals either by mail, by telephone, or
2
in-person” and the advantage of survey research is that it has the potential to provide a great
deal of information obtained from a large sample of individuals (Fraenkel, Wallen, and
Hyun, 2012)
The targeted population in the study, are the students in Sunyani Technical University from
the HND BT3. Regarding the methodology, the research will be carried out using the
quantitative research approach, that is, questionnaires will be designed and printed out and
given to the targeted population.
1.6 Scope of the Study
The scope of the primary data covered third year Higher National Diploma in Building
Technology Students enrolled at Sunyani Technical University based on which selecting
decision was established.
1.7 Significant of Study
The significance of this study would among other things include:
•
Informing the HEIs of the criteria students use in selecting programs and HEIs.
•
HEIs can use these decision criteria as a marketing tool to increase students’
enrolments.
•
Increasing students’ enrolments implies an increase in HEIs Internally Generated
Funds (IGF).
3
1.8 Limitation and Delimitation of the study
The study was limited to time and other financial resources constraint that made it not
possible to widen the scope of primary data collection throughout the entire university.
Also, some of the students decided not to participate in the survey.
The research is delimited to selected technical university and within a particular
department. Hence the results are likely to be constrained even though the findings would
serve an index of Technical University selection.
1.9 Organization of the Study
The study is organized into five chapters. The first chapter gives the background to the
study and highlights issues such as the statement of the research problem, aim and
objectives of the study, scope of the study, significance of the study, limitation and the
delimitation of the study and the context of the dissertation. The second chapter reviews
the literature related to the study at hand. The third chapter discusses the methodology
for conducting the study. It deals with such issues as the study area, study design,
population, sample and sampling techniques, data collection production and data
analysis. The fourth chapter presents and analyses the results gathered from respondents
while chapter five gives a summary, conclusion of the study, suggestions for future.
4
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
There are so many factors which influence the choice of tertiary institutions of potential
students. This chapter presents a review of literature covering topics like the criteria of
selection, source of information used and individuals influential in shaping their choices.
These will be examined and discussed from books and other publications on the topic.
According to the theory put forth by Aurum, Svahnberg, and Wohlin, (2012), students should
choose their own tertiary education. According to Tang, Fouad, and Smith's, (2014) research,
students make their own decisions while selecting their university of study. Additionally,
they discovered that students choose their college based on their potential and level of
awareness.
The higher education market in Ghana has exploded recently. Only between 2009 and 2015
saw tertiary enrolment quadruple, going from 203,337 students to 417,534 students in just
six years (UIS data). Similar to other African nations, this rise has been accompanied by a
swift expansion of the private sector. From just two private HEIs in 1999 to 81 private
universities and colleges now, the number of private HEIs has increased significantly.
Generally speaking, the rising demand for education makes it harder and harder for the
Ghanaian system to properly deliver mass education while upholding standards of quality.
Consider how, as of 2017, teacher-to-student ratios in well-liked fields like business have
risen to a whopping 161 to 1 due to a lack of skilled educators (Mehwish, Yigu and Stefan,
2019).
5
In Ghana, the Polytechnics were initially founded as technical colleges that provided
education in crafts. Technical education became essential for the nation in 1960 as a result
of the industrial development program and the quickening pace of technological
advancement in many different fields. There was a vacuum in the country's requirement for
people because technical institutions (polytechnics) only offered second-cycle craft courses
while universities only offered higher tertiary courses (Nsiah-Gyabaah, 2005). As a result of
this awareness, numerous technical institutions were established to educate lower- and
middle-level skilled personnel to fill the gap. In Takoradi, Kumasi, and Accra, these
technical colleges were established. In order to offer non-tertiary studies, the technical
institutes were renamed polytechnics in 1963. The Tamale and Ho technical institutes were
granted polytechnic status in 1984 and 1986, respectively. The Cape Coast Polytechnic,
which was created with the intention of being a polytechnic, opened its doors in 1986. In
order to make suggestions for modifications to the management, curriculum, and financial
support of higher education in Ghana, the Ghanaian government established the University
Rationalization Committee (URC) in 1987. The government published a white paper on the
reforms to the tertiary education system in 1991 as a result of the submission of the URC's
report. Following the adoption of the Polytechnic Law, 1992 (PNDCL 321), which was
highlighted in the White Paper, the Polytechnics were elevated to tertiary status in 1993. The
Sunyani, Koforidua, Wa, and Bolgatanga polytechnics were also founded in accordance with
the government's aim of creating the polytechnics regionally oriented institutions. The
polytechnics started offering HND programs in 1994. The White Paper specifically stated
that the Polytechnics have a unique and significant role to play in the development of middlelevel manpower and that programs and courses were to be offered at the middle level of
technical training leading to the award of higher national diplomas while not deviating from
6
curricula dedicated to practical training. By offering such programs, technical education will
be completed, and higher-level technician training and applied research will be made
possible (Boakye-Agyeman and Amakie 2006).
The Ghanaian government decided in 2013 that it would be wise to turn polytechnics into
technical institutions, and as a result, legislation supporting the migration from polytechnics
to universities was passed (Nutifafa, 2017).
The movement sparked a variety of responses across the nation, and while it was welcomed
by some classes of people, others disagreed. The project was opposed by some who felt that
it was ill-timed, poorly planned, and just a determined attempt by the government in power
at the time to score political points. The conversion of polytechnics to technical universities
occurred just a few months before the general election, which contributed to the expression
of the aforementioned opinions (Nutifafa, 2017).
Ho Technical University, Accra Technical University, Cape Coast Technical University,
Kumasi Technical University, Takoradi Technical University, Sunyani Technical
University, Koforidua Technical, and Tamale Technical Universities are among the
institutions that have been elevated to the status of technical university.
In 1967, the university was founded as Sunyani Technical Institute (SUTECH) to provide
technical and vocational education and training to Middle School Leavers and later to Junior
Secondary School graduates in programs for intermediate block-laying and concrete,
carpentry and joinery, furniture craft, and painting and decorating. Additional programs
included Electrical Installation, Auto Mechanics, Mechanical Engineering Craft Practice,
Welding and Fabrication, Cookery for the Catering and Hospitality Industry, and Business
7
Studies with options in Accounting and Secretarial Management. It is noteworthy that the
Council for Technical and Vocational Education and Training still hosts some of these
courses for the University's various target populations (COTVET) (Our History, 2022).
With the implementation of the Technical Universities Act 2016, Sunyani Polytechnic was
renamed Sunyani Technical University (STU) and given a new mission (Act 922 as
amended). The University is required under the TUs Act to offer higher education and grant
degrees, diplomas, and other credentials in fields connected to engineering, science, and
technology as well as technical and vocational education and training (TVET), applied arts,
and allied fields. Increased investment in staff capacity development and infrastructures,
reforms to internal governance structures, realignment of programs and departments, and the
formulation and implementation of the second corporate strategic plan for 2015 to 2020
which is currently being replaced by a new strategic plan for 2020 to 2025 have all been
made necessary by the conversion to Technical University (Our History, 2022).
2.2 Selection Criteria used by Senior High School and NABPTEX Graduates.
Many factors constitute the decision-making in terms of selecting HEIs among students
(Dostey, 2019). Therefore, choosing a university and deciding on a major is one of the most
important milestones in every person’s life since they shape people’s future careers, and thus
they have a great impact on their whole life. In addition, choosing a suitable major or
university affects students’ enthusiasm and commitment to study. That is, students who
choose their major without considering their priorities may lose their learning motivation;
they may face difficulties in succeeding in the courses and finding a desirable job. Therefore,
investigating the factors that affect students’ university preferences is essential to guide them
8
for more appropriate decisions and thus ensure the students’ future pleasantness and success
(İlğan, Yurdunkulu and Ataman, 2018).
Selection criteria can be defined as the knowledge, abilities, skills and personal attributes
that are required for someone to be able to perform on the job. They provide a standardized
framework and reference point for evaluating candidates, making it much easier to select the
most highly qualified.
It can also be said the popularity of the institution counts in the selection criteria. Moreover,
the aesthetic conditions of the environment also can be said to be part for a certain student.
In a different study, Maniu and Maniu, (2014) identify the main university selection criteria,
through a comprehensive review of literature. They found that institutional reputation, cost,
employment opportunities, parents’ influence, educational offer, and location are the main
factors that influence students’ selection of universities.
According to Donaldson and McNicholas, (2004), a student's choice of institution and course
for postgraduate studies is influenced by the reputation, nature of the courses, location and
address, financial considerations, facilities, social climate of the department, program
structure, and accreditation factors. The student selection criteria generated by Strasser,
Ozgur, and Schroeder, (2002) include:
1. Interest in the subject:
•
Personal preferences
•
Ability in handling the subject matter
•
Challenging
•
Enjoyable
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2. Influence of other:
•
Parents
•
Advisors
•
Peers
3. Career:
•
Compensation – earning potential and growth
•
Job availability and growth
•
Job requirements
2.3 Admission Criteria for Prospective Students
Every HEIs has criteria that it filters applying students through when accepting them,
applying students, therefore, must be aware of these criteria. All the criteria or requirements
are posted online on the various websites of the HEIs depending on the kind of program the
students want to offer. Every program has its criteria so it can be said it varies from program
to program.
The main criteria selection for students can be said to be the grades they acquired and the
kind of program they intend to offer. Every program has its cut-off-point which is the limits
or the minimum grade that a student must have in other to pursue a particular program. For
example, in the case of Sunyani Technical University, the general student must have the
following requirement:
1. SSSCE holders with credit passes (A-D) in English Language, Mathematics and
Integrated Science plus credit passes (A-D) in Three Elective Subjects relevant to the
program of study
10
2. WASSCE holders with credit passes (A1-C6) in English Language, Mathematics and
Integrated Science plus credit passes (A1-C6) in Three Elective Subjects relevant to the
program of study
3. NABPTEX CERTIFICATE II HOLDERS: Certificate II Applicants with Passes in six
(6) subjects comprising three (3) core subjects (English, Mathematics and Integrated
Science) plus three (3) passes in relevant elective subjects
4. HND Applicants with HND in the relevant program area will start at level 300.
5. ADVANCED LEVEL holders with credit in at least five (5) subjects at the GCE ‘O’
Level (or its equivalent) including English and Mathematics, plus at least two passes in
the subjects relevant to the program of study.
6. TECHNICAL SCHOOLS APPLICANTS: Technical School applicants with Passes in
English Language, Mathematics, and Integrated Science plus three (3) relevant elective
subjects.
7. POST SECONDARY TEACHER TRAINING CERTIFICATE APPLICANTS: Passes
at the final Post–Secondary Teacher Training Examination plus five passes at the
GCE O’Level/SSSCE/WASSCE including English and Mathematics (Sunyani
Technical University, 2022).
2.4 Sources of Information Used in Selecting Universities
Obermeit, (2012) claims that, today’s higher-education environment has become
increasingly competitive, and as a result, many public colleges and universities have
adopted market-oriented strategies; student recruitment is an increasingly important
topic for universities in this ever-increasing competition in the global market. For this
purpose, to develop sophisticated recruitment strategies, recruitment officers at
universities need to have a clear understanding of how and why students choose
11
universities. Similarly, universities need to know what messages they should convey by
using various media channels, identification of time and target groups are important
parameters to be noticed by students, and consequently convincing them to apply and
enroll.
Areces et al, (2016) claims that, to develop effective strategies for student recruitment,
universities need to understand the information sources that students use in their
decision-making process. Collins, Şimşek, and Takır, (2022) argues that, the internet
source is one of the sources of information. Gai, Xu, and Pelton, (2016) offers that, the
word of mouth is often the first resource for potential students to learn about school and
program. Willich, Buck, Heine, and Sommer, (2011) points out that, University website
from and about universities are also the most used and bestarred sources. Armstrong and
Lumsden, (2000) concludes that, the most commonly used publication materials include
University prospectus and booklets that are mailed to prospective students or that are
distributed through high school guidance counsellors at schools.
Le, Robinson, and Dobele, (2020) suggest that, Word-of-mouth (WOM) is person-toperson communication regarding brands, products, services, companies, and
organizations that have an impact on consumers’ decisions to purchase. This type of
communication is a more reliable form of marketing and can be an efficient tool.
Someone’s direct recommendations possess power and have an impact on purchase
decisions as well. WOM is also an effective promotional tool for the international
education market. WOM has a significant influence on consumer behavior and has a
special influence on the choice of study abroad (Herold, 2015). As modern society
becomes more and more communication intense and engaged in content sharing,
12
universities need to adapt the latest changes in communications strategies to differentiate
themselves and to make their message memorable.
Social media is one of the new mediums that has been widely used in student recruitment
Quijada, Muñoz, Corrons, and Olmo-Arriaga, (2021). Mangold and Smith, (2012) claims
that, social media has become a key part of human interaction and communication that
has a big influence on people’s behavior and choices and is classified as Electronic
Word-Of-Mouth (E-WOM).
2.5 Individuals Influential in Selecting HEIs
Domino, Libraire and Tian, (2006) suggest that, parents, guardians, friends, and career
counselors were considered to be the most significant impacts on college choice. Hu and
Hossler (2000) offer proof that parents' and other family members' viewpoints have a
significant impact on students' consideration of institutions.
Fernandez, (2010) claims that, parental influences play a proactive and motivating role
in HEIs selection. Parents set high educational goals for their kids on a motivational
level, and they get involved in educational issues on a proactive level.
Johnston, (2010) points out that, Parents are the most influential persons which
information about higher education is gotten from. Sukhawatthanakun, (2016) also
agrees and suggests that students talk to their parents before making a decision about a
university. Liên, Hòa and Anh, (2015), suggests that peers, family members and SHS
teachers are important people affecting students’ university selection. Hu and Hossler,
(2000) also agrees with Liên, Hòa and Anh that the opinions of peers, SHS teachers,
13
brothers and sisters and other family members have a strong influence on students’
considering institutions.
14
CHAPTER THREE
METHODOLOGY
3.1 Introduction
This chapter presents the research methodology used for the study. It describes and
justifies the methods and processes that was used in order to collect the data which was
used in answering the research questions. The chapter is presented under the following
sections namely: Study Area, Research Design, Participants and Population, Ethical
Consideration, Data gathering tools and Data analysis.
3.2 Study Area
Sunyani is a city and the capital town of the Bono Region (Sunyani 14 year old final year
JHS, 2021) and the Sunyani Municipal of Ghana (Sunyani Central Rotary, 2021).
Sunyani had a population of 74,240 (summary of final results population, no date) at the
2010 population and housing census. The city consists mainly of the Bonos by tribe
(World Gazetteer online, 2007).
Sunyani is surrounded by the forested uplands in the mid-south western part of Ghana.
The city of Sunyani rose as an outpost camp for elephant hunters during the 19th century;
its name derives from the Akan word for elephant, 'Osono' (Touring Brong Ahafo
Region Archived, 2012). In 1924, the colonial government designated Sunyani as a
district headquarters (Touring Brong Ahafo Region Archived, 2012). Following the
construction of a road connecting Sunyani and the city of Kumasi, Sunyani became an
important hub for the distribution of cocoa, kola nuts, and staple foods such as maize
and yams (Touring Brong Ahafo Region Archived, 2012). Today Sunyani is home to
the Brong-Ahafo regional government and high court. Although considerably smaller
than Kumasi, Sunyani is growing rapidly and has effectively engulfed the suburbs
15
of Fiapre and Abesim, amongst others. Sunyani is a clean and well-maintained city with
a thriving economy (Touring Brong Ahafo Region Archived, 2012).
The economy of Sunyani is predominantly agrarian with approximately 48% of the
population engaged in agriculture production. About 24 percent of the population is
employed in the service sector, followed by commerce and industry which employ 15%
and 13% of the populace, respectively (Touring Brong Ahafo Region Archived,
2012). Many women and unskilled people are engaged in commerce notably in the Bono
Region (Sunyani 14-year-old final year JHS, 2021) Wednesday Market. The city's
growth is boosted by Sunyani's high-quality water supply. Sunyani is provided with
electricity by the Volta River Authority (Touring Brong Ahafo Region Archived,
2012). Water sources include rain water and water from streams, rivers and springs.
However, in severe harmattan (dry) conditions, water can become more difficult to
access.
Sunyani is home to several higher education institutions in the country, including
the Sunyani Technical University the then, Sunyani Polytechnic, the University of
Energy and Natural Resources at Fiapre near Sunyani formally the Kwame Nkrumah
University of Science and Technology - Agric School, Catholic University College of
Ghana at Fiapre and the College of Science, Arts and Education at Penkwase - Law
School. Other institutions with satellite centers in the city include University of Cape
Coast, and the Kwame Nkrumah University of Science and Technology. Kwame
Nkrumah University of Science and Technology that holds part-time and long-distance
programs in Sunyani (Schools in Sunyani Archived, 2012).
16
Sunyani has numerous Senior High Schools with St. James Seminary, which has been
rated among the best five Senior High Schools in Ghana (Schools in Sunyani Archived,
2012). Others include Sunyani Business Senior High School, Sunyani Secondary
School, and, attracting students from throughout the Brong-Ahafo region and beyond,
the highly ranked Senior High School (Sunyani Senior High School - best academic
performing school in WASSCE since 2011).
Several primary, other secondary and technical schools can be found within Sunyani and
its suburbs, including: St. Mary's; Lawrence Demonstration; Wesley's; Divine
Montessori; Ridge Primary; Twene Amanfo Secondary Technical School; Sunyani
Business Senior High School; Notre Dame High School (Ghana) and Don Bosco
Vocational Technical Institute.(Schools in Sunyani Archived, 2012)
3.2.1 Sunyani Technical University
The Sunyani Technical University (formally known as Sunyani Polytechnic) is a public
tertiary institution in the Bono Region of Ghana (Sunyani 14-year-old final year JHS,
2021). It is located northeast of Asufufu, STU was established as a Technical Institute in
1967, as a non-tertiary institution, under the Ghana Education Service. It was
subsequently upgraded to a Polytechnic in 1997 by the Government of Ghana, to run
Higher National Diploma (HND) programs. The Polytechnics Act, 2007 mandated the
Polytechnics in Ghana to run and award Higher National Diploma (HND) Certificates,
Diplomas and other higher degrees, subject to the approval of the Polytechnic Councils
(Boakye, Edna, 2021).
Again, the polytechnic was converted to technical university to run Bachelor of
Technology and M. Tech Degree in the future. currently, Sunyani Technical University
runs a number of Bachelor of Technology programs namely: Bachelor of Technology
17
(B-Tech) Degree in Building Technology, Bachelor of Technology (B-Tech) Degree in
Electrical and Electronics Engineering, Bachelor of Technology (B-Tech) Degree in
Mechanical Engineering, Bachelor of Technology (B-Tech) Degree in Civil
Engineering, Bachelor of Technology (B-Tech) Degree in Agricultural Engineering,
Bachelor of Technology (B-Tech) Degree in Sustainable Energy Materials and Systems
Engineering, Bachelor of Technology (B-Tech) Degree in Welding and Metallurgical
Engineering,
Bachelor
of
Technology
(B-Tech)
Degree
in
Materials
Engineering, Bachelor of Technology (B-Tech) Degree in Hospitality and Tourism
Management, Bachelor of Technology (B-Tech) Degree in Tourism Management,
Bachelor of Technology (B-Tech) Degree in Agriculture and many more.
3.3 Research Design
Nachmias and Nachmias (2014) defines research design as a logical plan for getting
from here to there, where here may be defined as the set of questions to be addressed,
and there is some set of conclusions about these questions. Again, research designs are
types of inquiry within qualitative and quantitative approaches that provide specific
direction for procedures in a research study. Others have called them strategies of
inquiry (Denzin and Lincoln, 2011).
Marczyk, DeMatteo and Festinger, (2005) offers that, quantitative research involves
studies that make use of statistical analyses to obtain their findings. Key features include
formal and systematic measurement and the use of statistics. On the other hand,
qualitative research involves studies that do not attempt to quantify their results through
statistical summary or analysis. Qualitative studies typically involve interviews and
observations without a formal measurement. This study used the quantitative research
approach in data collection because, with a quantitative survey.
18
3.4 Participants and Population
The study population was the Higher National Diploma in Building Technology 3
students currently enrolled in Sunyani Technical University. The class is made up of 168
students from diverse backgrounds that is, some from SHS, Technical Institute,
Vocational Institutions and Senior High Technical Schools, which is relevant to the
research (Anon, 2022).
3.4.1 Sampling Technique
Sampling is a technique of selecting individual members or a subset of the population to
make statistical inferences from them and estimate characteristics of the whole
population. There are two main types of Sampling Technique, they are Probability and
Non-Probability sampling (McCombes, 2022).
Probability sampling involves random selection, allowing you to make strong statistical
inferences about the whole group. Non-probability sampling involves non-random
selection based on convenience or other criteria, allowing you to easily collect data.
There are two types of non-probability sampling they are Convenience sampling and
Purposive sampling (McCombes, 2022).
Convenience sampling involves using respondents who are “convenient” to the
researcher. There is no pattern whatsoever in acquiring these respondents, they may be
recruited merely asking people who are present in the street, in a public building, or in a
workplace, for example (McCombes, 2022).
And purposive sampling, also known as judgmental, selective, or subjective sampling,
is a form of non-probability sampling in which researchers rely on their own judgment
when choosing members of the population to participate in their surveys. This research
used the Purposive sampling technique in its data collection. This is because it helps you
19
make the most out of a small population of interest and arrive at valuable research
outcomes and it also allows the researcher to gather responses, which leads to better
insights and more precise research results (McCombes, 2022).
3.4.2 Sample Size.
The data was gathered from HND BT3 class which was made up of 168 students
according to the information from the Building Technology Department, and it is made
𝑁
up of 166 male and 2 females to be specific. The Yemane formular (𝑛 = 1+𝑁(∝)2) was
used in determining the sample size. From the formula, N = sample frame (168), ∝ =
margin of error which is 5% with a confident level of 95%. the outcome of the equation
168
𝑛 = 1+168(0.05)2 gave a sample size of 118.
3.5 Ethical Consideration
Ethical considerations in research are a set of principles that guide your research designs
and practices. Scientists and researchers must always adhere to a certain code of conduct
when collecting data from people (Bhandari, 2022).
The respondents were provided with a box to tick if they certify that, they were 18 years
or older. Again, respondent who were not interested in answering the questionnaires had
the freedom to opt out of the survey.
3.6 Data Collection Method
This research employed the use of primary data collection through the use of
questionnaire designed for Building Technology students currently enrolled in Sunyani
Technical University.
20
3.6.1 Questionnaire
Bhandari (2022) defines questionnaire as a list of questions or items used to gather data
from respondents about their attitudes, experiences, or opinions. Questionnaires can be
used to collect quantitative and/or qualitative information.
Questionnaires are commonly used in market research as well as in the social and health
sciences. There are two types of questions and these are: opened ended and closed ended
questions (Bhandari 2022).
Closed-ended question, or restricted-choice, offer respondents a fixed set of choices to
select from. Open-ended, or long-form questions allow respondents to give answers in
their own words. Because there are no restrictions on their choices, respondents can
answer in ways that researchers may not have otherwise considered. Bhandari (2022)
suggests the following advantages of closed ended questions:
• Easier and quicker to answer
• Help in obtaining measurable and quantitative data
• Better understanding through answer options
• Subjects/respondents are more likely to respond
• Help to get rid of irrelevant answers
In this study of understanding the information sources and individuals influencing
students HEI, closed ended questions were used.
3.7 Research Procedure
The data was gathered in July, 2022 during Contract Administration lecture period after
permission was sought from the lecturer responsible. The purpose of the research was
communicated to the students. The questionnaire consisted of three sections. In addition
to instructions to the respondents, Section A covers Demographics or Students
Characteristics such as gender, age group of respondents, entry qualifications into the
university and university search stage during Senior High School education. Section B
21
focused on students Source of Information for selecting a university and Section C,
covers Individuals Influential, in students’ university selection. Regarding the Source of
information for selecting a university, respondents were asked to indicate their level of
agreement or disagreement on a five – point likert scale response: 1 = Strongly agree; 2
= Disagree; 3 = Neither agree nor disagree, 4 = Agree and 5 = Strongly disagree.
Again, with respect to individuals’ influential in students HEI selection, respondents
were asked to indicate their level of Influence on a five – point likert scale response
ranging from 1 = Not influential at all; 2 = Slightly influential; 3 = Somewhat influential;
4 = Very influential and 5 = Extremely influential.
3.8 Data Analysis
Data analysis is a practice in which raw data is organized so that useful information can
extracted from it. The Data was computed and analyzed with the use of Microsoft Excel.
Microsoft Excel is a spreadsheet developed by Microsoft. It features calculation or
computation capabilities, graphing tools, pivot tables, and a macro programming
language called Visual Basic for Applications. Rehman (no date) claim that, the
advantages of Microsoft excel are
•
Tables are easy to create
•
Tables are dynamic
•
Tables have calculated columns
•
Tables come with more than 50 predefined table Styles
•
Tables come with slicers
•
Tables have structured references
•
Column headers of the Excel table always stay visible
•
Retrieve data deleted using the in-built User form of Excel
22
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION.
4.1 Introduction
This chapter deals with the analysis and discussion of the data collected from the
questionnaires designed. The chapter also represents the results of the analysis and
discussion in the form of figures and tables. The questionnaire used for the analysis was
based on the students of HND BT 3 class.
4.2 Questionnaire respondent rate
The data collection began in July and ended in August 2022 with 118 questionnaires
distributed to registered students. By the end of August 2022, 100 questionnaires were
received by the researchers representing a response rate of 85%. In the final analysis, 72
complete questionnaires were used as the remaining 28 questionnaire were incomplete.
4.3 Demographics
This section focusses on the demographic’s characteristics of the HND BT3 students, in
terms of their gender, age, entry qualification, and the year they started searching for
universities. The findings are presented in the figures below.
4.3.1 Gender
Table 4.1 shows the gender of the respondents. The males were more than the females.
Out of a total of 72 respondents, the males were 70 representing 97.2 percent, while the
females, constituted 2 people representing 2.8 percent. The results indicate a dominance
of males in the study population compared to females.
23
Table 4.1 Gender
Gender
Female
Frequency
Male
Total
Source: Field survey, 2022
Percent
2
2.8
70
97.2
72
100
4.3.2 Age Profile
Table 4.2 provides the data gathered about the age group of the respondents. More than
half of the respondent representing almost 60% were in the age bracket 21 – 25 years.
Also 26 of the respondents representing 36% fell within the age group 26 – 30 years old.
Only 1 respondent fell within the age group of 31 – 35 years.
Table 4.2 Age Profile of the Respondents
Age
18-20 years old
Frequency
Percent
2
2.8
21-25 years old
43
59.7
26-30 years old
26
36.1
31-35 years old
1
1.4
Total
Source: Field survey, 2022
72
100
4.3.3 Entry qualification into the university
Table 4.3 displays the entry qualification of the respondents. According to the findings,
it has been noted that, the HND BT3 class has a higher number of NABTEX students
making 47 students of the population representing 66.7 percent. Again, WASSCE/SSCE
was the second highest population with 23 students representing 31.9 percent and
MATURED EXAMS however, had 1 student indicating 1.4 percent. This indicates that
majority of the respondents gained admission to the university using NABPTEX
certificates.
24
Table 4.3 Entry qualification into university
Entry qualification
NABPTEX
Frequency
48
WASSCE/SSCE
MATURED EXAMS
Total
Percent
66.7
23
31.9
1
1.4
72
100
Source: Field survey, 2022
4.3.4 University search during Secondary Education.
Table 4.4 shows when the respondents started making their decision in selecting a
university. That is, 45 students out of the 72 which is 62.5 percent. Also, 17 students
which is 23.6 percent started their university search in their second year at SHS. And 10
students representing 13.9 percent started their decision making in their SHS. It was
noted that, majority of the students started making university search decisions in their
third year at SHS
Table 4.4 University search during secondary education.
University search
First year
Frequency
10
Percent
13.9
Second year
17
23.6
Third year
Total
45
62.5
72
100
Source: Field survey, 2022
4.4 Sources of Information for choosing a university
Table 4.5 displays the Sources of Information for choosing a university by the
respondent. On the first ranking was Internet Source, which had a mean of 3.583, a
standard deviation of 1.2190 and relative important index (RII) of 0.717.
Word of mouth was one of the major sources of information the students used in their
selection of HEIs. This was ranked second having RII of 0.658, a standard deviation of
25
1.3473 and mean 3.292 which from the likert scale used, indicates neither agree or
disagree.
On the third rank was the university website, with a mean of 3.194 a standard deviation
of 1.3701 and RII of 0.639.
According to the results collected, it was noted that, internet source was the most used
source of information. Though it was the most used source of information, it shows that
the average of the response was neither agree nor disagree thereby indicating that there
was no evidence that, internet source which was identified by the literature as a source
of information had maximum impact in HEIs selection.
Table 4.5 Sources of Information for selecting a University (N = 72).
Std.
Information sources
Mean
RII
Ranking
Deviation
Media advertisement.
2.764
1.3686
0.553
10th
Internet source.
3.583
1.2190
0.717
1st
University website.
3.194
1.3701
0.639
3rd
University Brochures.
2.972
1.3837
0.594
7th
Visit to university.
2.722
1.3964
0.544
11th
Word of mouth.
3.292
1.3473
0.658
2nd
University prospectus.
3.069
1.3873
0.614
4rd
University staff visit to my
2.875
1.5917
school.
0.575
9th
Course specific prospectus.
2.889
1.4492
0.578
8th
Higher education fairs.
2.639
1.2925
0.528
12th
Social media.
3.042
1.4577
0.608
5th
Students’ handbook.
3.014
1.4964
0.603
6th
Source: Field survey, 2022
4.5 Individuals Influencing HEIs Selection
Table 4.6 displays that, SHS teachers were the major individuals that influenced the
respondents HEIs selection. With a mean of 3.111, a standard deviation of 1.5794 and
RII of 0.622, it was ranked first among the individuals who influenced their selection.
26
Second to the first rank was Past University Students which has a mean of 3.028, a
standard deviation of 1.6356 and a RII off 0.606. The value for the mean indicated that,
most of the respondent choose neither agree nor disagree according to the likert scale.
The current university student which came third in ranking had a mean of 2.847, a
standard deviation of 1.5624 and a RII of 0.569.
Table 4.6 Individuals Influencing HEIs Selection (N=72)
Individuals influential in students’
Mean
choice.
Std.
Deviation
RII
Ranking
Parental influence
2.431
1.5907
0.486
7th
Friends / peers
2.708
1.5604
0.542
6th
SHS teachers
3.111
1.5794
0.622
1st
Guidance and counselors
2.264
1.4339
0.453
8th
Family members
2.708
1.4577
0.542
5th
Brothers/sisters
2.722
1.5311
0.544
4th
Current university students
2.847
1.5624
0.569
3rd
3.028
1.6356
0.606
2nd
Past university students
Source: Field survey, 2022
27
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.
5.1 Introduction
Summary of the findings, and recommendations are the issues covered in this chapter.
Additionally, it identifies opportunities for additional investigation into the study
conducted to identify characteristics that influence.
5.2 Summary of Findings
1. Male students dominate the Built Environment programs especially Building
Technology.
2. More than half (60%) of the respondent are within the age group (21 – 25) years.
3. Learners pursuing Building Technology at Sunyani Technical University are
predominantly NABPTEX graduates.
4. It appears that, learners surveyed did not used the source identified from the
literature in selecting Sunyani Technical University. However, in the overall
ranking, internet source, Word of Mouth, and University website were the sources
of information used in that order.
5. Again, SHS teachers, current university students and past university students were
the individuals who influenced the respondent’s university selection.
5.3 Conclusion
The main purpose of the study was to examine the source of information and individuals
influencing students’ higher education selection in the context of Sunyani Technical
University. The study used mean values to rank the factors based on the students’
responses. The findings revealed that the main source of information influencing
students’ higher education selection is the internet source followed by Word of Mouth,
Universities website and so on, details are recorded in table 4.16.
28
Moreover, the findings revealed that the main individuals influential in the HEIs
selection of students are SHS teachers, followed by the past students, currents students
and so on. Refer to table 4.25 for detailed ranking.
5.4 Recommendation
According to the findings of this study, it can be suggested that, serious attention should
be paid to the internet sources by the HEIs bodies and they must strategies a way to use
the internet to their advantage to attract more students to the school.
Moreover, as it has been discovered that, SHS teachers are the most influential
individuals to students’ selection of HEIs, the HEIs bodies must put on measure to make
their institution well known to the SHS teachers to enable the teachers recommend
students to STU. Again, some current and past university students could be appointed as
student ambassadors.
A topic that can be deduced is, “How Higher Educational Institutions’ influence students
school selection via the internet.”
Further studies should be conducted using larger samples to understand students HEI
selection criteria
29
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35
APPENDIX A (QUESTIONNAIRE)
/Introduction
Introduction:
For most questions simply indicate with a tick (√) in the box or the number that corresponds to
your answer.
Before continuing, please indicate your consent with the terms of the survey.
I certify that I am 18 years old or older and voluntarily agree to participate in this study
(Ticking the box is required before you can continue)
Section
SectionA:A:
Demographics
Demographics
Please indicate with a tick (√) in the box that corresponds to your answer
1. Gender
2. Age group
3. Entry qualification into this University?
4. Which year in your
SHS /COTVET / NABPTEX
did you start searching for a university?
36
Female
1
Male
2
18-20 years old
1
21-25 years old
2
26-30 years old
3
31-35 years old
4
36 years or older
5
NABPTEX / COTVET
2
WASSCE / SSCE
1
2
Matured Exams
3
First year
1
Second year
2
Third year
3
Section B:
Sources of Information for choosing a University
Below is a list of information sources which influence your choice of a university/ you used in
selecting the university.
Please indicate with a tick (√) your level of agreement/disagreement with the following sources
of information.
Disagree
Neither
agree nor
disagree
Agree
Strongly
agree
Code
Information sources
Strongly
disagree
SOI 1
Media advertisement
1
2
3
4
5
SOI 2
Internet source
University
website
University
Brochures
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
SOI 5
Visit to university
1
2
3
4
5
SOI 6
SOI 7
Word of mouth
1
2
3
4
5
University prospectus
1
2
3
4
5
SOI 8
University staff visit to my
school
1
2
3
4
5
SOI 9
Course specific prospectus
1
2
3
4
5
SOI 10
Higher education fairs
1
2
3
4
5
SOI 11
Social media
1
2
3
4
5
SOI 12
Students’ handbook
1
2
3
4
5
SOI 3
SOI 4
37
Section C:
Individuals who influence MY University choice /selection.
Below is a list of Individuals/persons who influence your university selection. Kindly indicate
the level of influence each individual had on your selection process with a tick (√).
Code
Individual’s
influential in
students’ choice.
Not
influential
at all
Slightly
influential
Somewhat
influential
Very
influential
Extremely
influential
IUS 1
Parental influence
1
2
3
4
5
IUS 2
Friends / peers
1
2
3
4
5
IUS 3
SHS teachers
1
2
3
4
5
IUS 4
Guidance and
counselors
1
2
3
4
5
IUS 5
Family members
1
2
3
4
5
IUS 6
Brothers/sisters
1
2
3
4
5
IUS 7
Current university
students
1
2
3
4
5
IUS 8
Past university
students
1
2
3
4
5
38