YANGON UNIVERSITY OF ECONOMICS
DEPARTMENT OF MANAGEMENT STUDIES
MBA PROGRAMME
THE EFFECT OF STUDENT SATISFACTION ON
STUDENT LOYALTY OF YOUTH INTERNATIONAL
COLLEGE
Linn Sandar Win
EMBA II – 89
EMBA 20th BATCH
MAY, 2025
YANGON UNIVERSITY OF ECONOMICS
DEPARTMENT OF MANAGEMENT STUDIES
MBA PROGRAMME
THE EFFECT OF STUDENT SATISFACTION ON
STUDENT LOYALTY OF YOUTH INTERNATIONAL
COLLEGE
ACADEMIC YEAR (2023-2025)
Supervised By:
Submitted By:
Dr. Khin Thet Htwe
Linn Sandar Win
Professor
EMBA II - 89
Department of Management Studies
EMBA 20th Batch
Yangon University of Economics
2023-2025
YANGON UNIVERSITY OF ECONOMICS
DEPARTMENT OF MANAGEMENT STUDIES
MBA PROGRAMME
THE EFFECT OF STUDENT SATISFACTION ON
STUDENT LOYALTY OF YOUTH INTERNATIONAL
COLLEGE
This thesis is submitted to the Board of Examiners in partial fulfillment of the
requirements for the degree of Master of Business Administration (MBA).
Supervised By:
Submitted By:
Dr. Khin Thet Htwe
Linn Sandar Win
Professor
EMBA II - 89
Department of Management Studies
EMBA 20th Batch
Yangon University of Economics
2023-2025
ACCEPTANCE
This is to certify that this thesis entitled “The Effect of Student Satisfaction on
Student Loyalty of YOUTH International College” has been accepted by the
Examination Board for awarding Master of Business Administration (MBA) degree.
Board of Examiners
---------------------------(Chairman)
Dr. Tin Tin Htwe
Rector
Yangon University of Economics
-----------------------------
-----------------------------
(Supervisor)
(Examiner)
-----------------------------
-----------------------------
(Examiner)
(Examiner)
-----------------------------
-----------------------------
(Examiner)
(Examiner)
---------------------------(Examiner)
MAY, 2025
1
CHAPTER 1
INTRODUCTION
Higher education has become one of the key assets for national development in the
21st century. The quality of higher education is now a concern at both governmental and
international levels, as it is widely recognized as a crucial driver of a nation’s socioeconomic and technological progress. As a result, higher education institutions must seek
innovative and effective strategies to attract, retain, and build strong relationships with
students. In today’s highly competitive global environment, customer satisfaction and
loyalty are critical to the survival of any organization and colleges and universities are no
exception.
Advising refers to helping students successfully navigate their academic journey,
identify and overcome obstacles, and select appropriate course sequences (Hagen & Jordan,
2008). Facilities refer to classroom equipment, library resources, software services,
financial aid services, consulting services, sports equipment, and fitness equipment (Nasser
et al., 2008). Financial assistance and tuition costs refer to the availability of financial
support such as scholarships and loans, as well as the affordability of tuition fees
(Farahmandian et al., 2023). Curriculum refers to the lessons and academic content
delivered in a school, course, or specific program (Chai et al., 2010). Teaching quality
refers to the effectiveness of instruction and the quality of teacher-student interactions,
which ultimately influence student learning. This also refers to not only the teacher’s
qualifications and skills but their ability to create a positive and impactful learning
environment (Ali et al., 2016).
Due to increased pressure of the competition in the education service industry, the
higher education institutions are focusing more on the student satisfaction. Developing
strategies to attract students and creating efficient, effective learning environments are key
initiatives implemented by administrators to connect academic success with concepts such
as student retention and recruitment (Helgesen & Nesset, 2007). The institutions can gain
student satisfaction through delivery of excellent service values such as advising, learning
facilities, financial assistance and tuition cost, curriculum, and teaching quality
(Farahmandian et al., 2023). Those are integral parts in securing a sustainable competitive
advantage in today’s international educational market.
2
Student loyalty is the intention and behaviour of students that shows devotion to the
institution by contributing to expand it (Fernandes et al., 2013). Student satisfaction can be
defined as an attitude resulting from an assessment of students' educational experience,
services and facilities (Kahneman, 2011). A population of satisfied students can provide
numerous benefits to institutions through positive word-of-mouth and by enhancing the
institution’s public image. Huang et al. (2012) stated that colleges and universities can
achieve student satisfaction by delivering services that align with students’ expectations,
thereby gaining a sustainable competitive advantage in the international education sector.
In addition, a positive university reputation can lead to higher student satisfaction, greater
loyalty to the institution, and a stronger competitive advantage for the university.
According to Herbig and Milewicez (1993), reputation is the opinion people have about a
university.
Currently, YOUTH International College provides quality education services to
students by emphasizing factors such as advising, facilities, financial assistances and tuition
costs, curriculum, and teaching quality. This study examines the factors affecting student
satisfaction and their impact on student loyalty at YOUTH International College.
1.1
Rationale of the Study
An educational organization is one of the most important institutional organizations
of a nation. Specifically, higher education plays an important role in socioeconomic
development of a country. Higher education, as a service sector, plays a significant role in
personal, social and economic development globally. The higher education sector has been
expanding substantially in Myanmar.
Student loyalty is crucial for the long-term success and sustainability of educational
institutions. Loyal students are more likely to stay, recommend the institution to others, and
contribute to the institution's reputation and financial stability. In the context of increasing
competition in the higher education market, understanding student loyalty will assist the
universities in attracting learners to continue using services in the future. It is becoming
extremely important that policy makers of educational institutions find ways to increase the
loyalty of their students. Such type of student loyalty can help in marketing the institutions
by spreading a good word of mouth.
Given the intense competition in higher education, student satisfaction and loyalty
is essential for the sustainable growth of universities. When students are highly satisfied,
3
they will be loyal to the chosen institutions. Today, higher education providers (universities
or colleges) are mainly concentrating on the satisfaction of students because of increasing
the force of the rivalry in the education industry. A population of satisfied student will bring
continuous advantages for the universities through positive word of mouth communication
and also provide a better position for them in dealing with other competitors. Being driven
to engage in commercial rivalry, they have to be cautious with not only about the quality
of education they provide to their graduates with enough social principles in terms of
abilities and talents, but also with how students feel about their learning experience in
universities.
In today’s world, in order to be able to create and retain a decent level of
competitiveness, organizations and firms require to emphasize on quality as one of the most
significant success factors in the industry. In addition, universities and all other education
institutions are focusing more on evaluating their students’ perception of the quality of the
service they deliver, the reason being education’s classification as a marketable service, the
rise in the number of full-fee payment students, increasing expectations by the students
from the higher education institutions, the internationalized face of the higher education
and finally, the fierce rivalry that is going on in the higher education industry at the moment
Since the government allowed private institutions to restart in 2012, the number of
private and international schools has risen considerably. Today, Myanmar nationals
seeking to pursue quality in higher education. In Myanmar, many private schools and
colleges are constantly struggling to provide their students with a unique learning
experience in order to improve student satisfaction and loyalty. Most of these schools are
experiencing several challenges, such as increasing tuition rates, critiques of course
curricula, and intensified rivalry at both regional and global levels. Under these conditions,
international schools require to update administrative practices, course curricula and
methods of teaching.
Academic advising is crucial for students because it helps them navigate the
complexities of higher education, develop meaningful educational goals, and ultimately
achieve academic success and career preparation. Quality advising plays an important role
in assisting student success. School facilities are a major factor in ensuring quality
education. The facilities of a school affect the overall learning process as well as the mental
and physical growth of the students. Insufficient or inadequate learning facilities can lead
to student dissatisfaction and negatively impact their learning experience and academic
4
performance. On the other hand, having financial support can be a motivation for students
to make it through their higher education. Financial aid helps students and their families
cover higher education expenses such as tuition and fees, housing and food, books and
other coursework supplies, and transportation. Lower tuition and adequate financial aid can
lead to increased satisfaction and a perception of tuition as a worthwhile investment.
Moreover, a well-designed curriculum is crucial for students because it provides a
structured learning path, fosters critical thinking, and helps them develop essential skills
and knowledge for future success, both academically and in life. Additionally, teachers and
teaching quality are essential to get the best out of students and enable them to graduate as
academically successful and well-rounded young adults.
Higher education institutions are concentrating on the requirements and desires for
their students. One of the international private colleges, YOUTH International College
needs to improve its student satisfaction and loyalty in order to achieve competitive
advantage. Therefore, there is an increasing need to understand the factors that influence
student satisfaction at the college. This study examines how these factors affect student
satisfaction and loyalty towards YOUTH International College.
1.2
Objectives of the Study
The objectives of the study are as follows.
1) To examine factors influencing on student satisfaction of YOUTH International
College;
2) To analyze the effect of student satisfaction on student loyalty towards YOUTH
International College; and
3) To analyze the mediating effect of reputation on the relationship between student
satisfaction and student loyalty towards YOUTH International College.
1.3
Scope and Method of the Study
This study focuses on factors influencing on student satisfaction and student loyalty
towards YOUTH International College. Both primary and secondary data are used. As of
January 2025, there are 210 Higher National Diploma students enrolled. Using the Yamane
formula, a sample size of 138 students over 18 years old was selected through simple
random sampling, conducted online survey method. Primary data were collected using a
structured questionnaire with a 5-point Likert scale. Secondary data were gathered from
5
previous research papers, websites, textbooks, and information provided by YOUTH
International College. Descriptive statistics and linear regression analysis were applied for
data analysis.
1.4
Organization of the Study
This study consists of five chapters. Chapter one presents the introduction of the
study, rationale of the study, objectives of the study, scope and method of the study and
organization of the study. Chapter two presents the theoretical background, previous studies
and conceptual framework for the study. Chapter three presents profile and the effect of
student satisfaction on student loyalty of YOUTH International College. Chapter four
presents analysis on the effect of student satisfaction on student loyalty of YOUTH
International College. Chapter five presents the findings and discussions, suggestions and
recommendations, and needs for further research.
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CHAPTER 2
THEORETICAL BACKGROUND
This chapter presents the literature review of factors affecting student satisfaction
comprising advising, facilities, financial assistance and tuition cost, curriculum, and
teaching quality. In addition, it presents the related literature review of student satisfaction,
school reputation, and student loyalty. Finally, it presents previous studies and the
conceptual framework of the study.
2.1
Factors Influencing Student Satisfaction
Farahmandian et al. (2023) stated that student satisfaction can vary based on their
perceptions of advising, facilities, financial assistance and tuition cost, curriculum, and
teaching quality. Student satisfaction is an important facet for higher education institutions
and specifically, it is highly related to above factors. These factors are described as follows.
2.1.1 Advising
Advising is a decision-making process during which students realize their
maximum educational potential through communication and information exchanges with
an advisor (Grites, 1979). It involves a collaborative process between the student and the
advisor that includes exploring the value of a general education, reviewing institutional
services and policies, discussing educational and career plans, and selecting appropriate
courses. The mission of advising is to assist students in their growth and development by
helping them construct meaningful educational plans.
Kuhn (2008) described advising as situations in which an institutional
representative provides insight or guidance to a college student on academic, social, or
personal matters. This guidance may involve informing, suggesting, counseling,
disciplining, coaching, mentoring, or even teaching. Academic advising can be described
as continuous academic engagement between students and advisers (Himes, 2014). In
academic advising, active engagement between the adviser and student is critical for
student success. When academic advising is provided effectively, students can develop
7
mature educational and career goals. Additionally, effective advising can increase student
satisfaction and improve learning outcomes. Wagner et al. (2001) stated that students’
positive perception of their institution is linked to effective academic advising, and students
are more satisfied when they receive meaningful and effective academic counseling. Kara
et al. (2005) agreed that advising staff are a fundamental part of the higher education system
and can help students continue their college or university education effectively.
Winston and Miller (1982) likened academic advising to the hub of a wheel,
suggesting that an advisor serves as the central point of a student’s college experience, from
which various developmental activities radiate. These activities include coursework, cocurricular involvement, career development, personal counselling, and employment
opportunities. Cuseo (2002) emphasized that effective advising encompasses not only
availability but also counselling and mentoring, alongside a deep knowledge of institutional
resources and academic requirements. Cuseo concluded that knowledgeable, available, and
mentoring constructs are likely the three most important facets of quality advising.
2.1.2 Facilities
The quality and availability of facilities in educational institutions play a critical
role in shaping student outcomes, teacher performance, and overall institutional
effectiveness. According to Earthman (2002), there is a strong correlation between the
condition of school facilities and student academic achievement. Poor infrastructure, such
as inadequate lighting, insufficient classroom space, and substandard sanitation, can
negatively affect learning environments and hinder academic success.
Modern facilities not only enhance the physical comfort of students and staff but
also support a variety of teaching and learning styles. For instance, Barrett et al. (2015)
conducted a comprehensive study on how school design impacts learning and concluded
that elements such as classroom layout, temperature control, acoustics, and natural lighting
have measurable effects on student performance.
Furthermore, the integration of technological infrastructure is becoming
increasingly important in modern educational settings. As noted by Filardo (2016),
investments in information and communication technologies (ICT) infrastructure within
schools are essential for delivering 21st-century education and reducing the digital divide.
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This is particularly relevant in developing countries, where outdated or insufficient
facilities can exacerbate educational inequalities.
Maintenance and management of facilities also influence educational quality.
Schneider (2003) emphasized that poorly maintained facilities can lead to increased
absenteeism and low staff morale, while proactive maintenance strategies can extend the
usability of school infrastructure and ensure safety and hygiene.
In conclusion, the literature underscores the pivotal role that educational facilities
play in student learning and institutional success. Improving the design, maintenance, and
technological readiness of school facilities is essential for fostering effective learning
environments.
2.1.3 Financial Assistances and Tuition Costs
Financial assistance is defined as monetary support provided to students to help
cover educational expenses, including tuition, fees, room and board, books, and supplies.
This assistance can come in various forms, such as grants, scholarships, work-study
programs, and loans, and is designed to make higher education more accessible and
affordable for students (U.S. Department of Education, n.d.). Tuition costs are defined as
the fees charged by educational institutions, such as schools or universities, for the
instruction and services provided to students. These fees cover the costs of teaching,
resources, facilities, and other services provided by the institution (Farahmandian et al.,
2023; Ford et al., 1999).
Students have a lot of choices for selecting a university in higher educations. One
of the significant aspects which influence student satisfaction with a university is the
accessibility of financial assistance such as scholarships and loans and tuition costs. This
availability can encourage students to select a particular university among multiple choices
(Webb et al. 1997). Scholarships, grants, and other forms of financial assistance have long
been employed to broaden access to education. In Ghana, traditional educational
endowment fund most notably the Ghana Education Trust Fund (GET Fund) and
university-based endowment trusts have been especially active in providing financial aid
that enables Ghanaian students to study at every level, from basic through tertiary
education.
Monetary help given by individuals and groups has also been of massive input to
the development of education in the nation. There are a variety of financial aids such as
9
scholarship schemes, endowment funds and grants introduced by traditional communities,
individuals, institutions, religious bodies and non-governmental organisations (NGOs) to
aid individuals and educational institutions to promote education in the country. The overall
students‟ perceived service quality can be affected by the reasonable cost of education
(Ford et al., 1999). There are three different types of funding opportunities a student may
look for, namely: Scholarship, Bursary and Study Loans (Farahmandian et al., 2023).
Normally, traditional endowment funds use community membership as the primary
criterion for determining eligibility for financial support, rather than financial need. While
supporting educational advancement within a traditional area by providing monetary
assistance to local inhabitants is commendable, financial need should be prioritized as the
key standard for selecting beneficiaries. This would help enhance opportunities for
academically capable but financially disadvantaged students to access higher education.
In addition, many educational institutions offer various forms of support, such as
scholarships, grants, and fee rebates, to help students pursue their studies. In most cases,
academic performance is regarded as the primary criterion for awarding such institutional
financial aid (Yakhou et al., 2005).
Furthermore, some wealthy individuals within communities also offer scholarships
and other forms of financial support to students who excel in final examinations, enabling
them to pursue higher education. From the foregoing, it is evident that financial assistance
is awarded based on distinct qualification criteria, such as merit, financial need, and
community membership (Hill, 1995)
2.1.4 Curriculum
Curriculum is a standards-based sequence of planned experiences where students
practice and achieve proficiency in content and applied learning skills. Curriculum refers
to the lessons and academic content taught in a school or in a specific course or program
(LeBlanc & Nguyen, 1997). The curriculum is fundamental to students’ success as it
permeates their learning experiences (Ambler et al., 2021).
In educational institutions the curriculum has considered as academic program
given to students. Also, the curriculum dimension in various articles is known as subject
content, program issues, academic concerns and course content (Tessema & Ready 2012).
According to LeBlanc and Nguyen (1997), the appropriateness of course content and
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educational programs, the number of courses offered as well as the range to which the
purposes of the educational programs are described to the students have related to
curriculum. The curriculum also has been stated as one of the factors of perceived service
quality by students.
In universities, courses are usually grouped under diverse classifications such as
college primary courses, university-wide prescriptions, essential courses and electives in
major. Therefore, when universities provide numerous course offerings for their students
and provide more options and choices for them it can make students more satisfied with
curriculum (Tessema & Ready 2012). Also, Browne et al. (1998) declared that course
quality and other curriculum-related issues connected with a university can effect on overall
student satisfaction.
Course design, in particular, influences student satisfaction (Nortvig et al., 2018).
Course and instructional effectiveness also affect student satisfaction with their educational
experiences (Al-Sheeb et al., 2018). The quality of the degree programs or a well
established and flexible curriculum also impacts student satisfaction (Weerasinghe &
Fernando, 2018). According to Osman and Saputra (2019), the curriculum was an aspect
or essential quality dimension of program quality. The curriculum was also considered a
prerequisite for quality education. According to Vijaya and Jiju (2018), poor curriculum
design could lead to quality failure. On the other hand, a well-designed and relevant
curriculum that aligns with student needs and interests can lead to higher levels of
satisfaction.
2.1.5 Teaching Quality
Teaching quality refer to teacher behavior in the classroom as well as students'
reactions to this behaviour and vice versa (Farahmandian et al., 2023). There are, however,
two broad elements that characterize teacher quality: teacher preparation and qualifications
and teaching practices. Teacher preparation and qualifications encompass preservice
learning (e.g., postsecondary education, certification), teaching assignments, continued
learning (e.g., professional development, collaboration with other teachers, teaching
experience), and general background (e.g., demographics, aptitude, life experience)
(Devinder & Datta, 2003). Teaching practices refer to the actual quality of teaching that
teachers exhibit in their classrooms (Devinder & Datta, 2003). Of course, these two
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elements of teacher quality are not mutually exclusive; excellent teacher preparation and
qualifications are expected to lead to exemplary teaching.
Louden (2000) stated that if instructors know about aspects and criteria which are
directly connected to the professional development of a lecturer, it can increase the teaching
quality of lecturers. In universities considering the quality of teaching staff is more
important for the reason that, one of the main factors which have the main role in the largest
positive effect on student satisfaction is teaching staff in universities. Consequently,
professor by knowing more about student experiences can assist them to adapt their
manners and approaches toward the needs of students. Teaching quality is the quality of
the instructor such as lecture delivery, comment to students during the meeting and on
projects, and the connection with students in the classroom (Hill et al., 2003).
Berliner (2005) described teacher quality as a teacher who shows evidence of
certain qualities of teaching in the lives of students. Berliner (2005) described teacher
quality as a teacher who shows evidence of certain qualities of teaching in the lives of
students. These qualities include more than assessing knowledge on a certification test.
Teacher qualities also must include the logical acts of teaching (defining, demonstrating,
modeling, explaining, correcting, etc.); the psychological acts of teaching (caring,
motivating, encouraging, rewarding, punishing, planning, evaluating, etc.); and the moral
acts of teaching (showing honesty, courage, tolerance, compassion, respect, fairness, etc.).
Teaching quality alludes to teacher-student interactions in the classroom and it is
especially referred to teachers’ behaviors that enhance positive educational outcomes in
students (Smith & Fries, 2005). Quality teaching is focused on teacher performance, teacher
knowledge, and teacher creativity (Blanton et al., 2006). Quality in teaching has become
rousing international discussion (Kennedy, 2008). Furthermore, Berliner (2005) concured
that the teaching quality consists of two different concepts, i.e. good teaching and effective
teaching. Berliner (2005) defined quality in teaching as a high-quality teacher shows
evidence of both good and effective teaching. Good teaching occurs when subject standards
are met, so it is normative. Instead, effective teaching is about achieving goals, about
student learning, what they should have mastered in classroom or a particular subject.
High-quality teaching occurs when teachers come to the classroom with a rich
toolkit of craft knowledge and skills that they utilize following a set of effective practices,
and which lead, over time, to student learning. It also occurs in a supportive environment
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where teachers work as part of a professional community within a workplace that fosters
continuous learning on the part of children and adults (Farahmandian et al., 2023).
2.2
Student Satisfaction
According to Weerasinghe and Fernando (2017), student satisfaction refers to
students feeling of contentment with the quality of educational experiences and services
provided for them by their universities. Higher education tends to care about student
satisfaction in relation to its potential impact on student motivation, retention, recruitment
and academic success. Student satisfaction most commonly refers to subjective assessments
related to individual outcomes and educational experience. Satisfaction represents a shortterm attitude derived from evaluation of educational experiences (Rodic & Lukic, 2020).
They stated that both in-classroom and life on campus experiences affect overall student
satisfaction.
Student satisfaction can be defined as an attitude resulting from an assessment of
students’ educational experience, services and facilities provided by the institution
(Mukhtar et. al., 2015). Elliot and Healy (2001) defined students’ satisfaction as a short
term attitude, resulting from an evaluation of a students’ educational experiences.
According to Liu (2011), the concept of students’ satisfaction came into being in the 1960’s,
which is generally derived from attitude or need and expectation. According to Li (2007),
students’ satisfaction refers to a psychological feeling of joy or disappointment when
students compare their actual feelings of receiving school education services with their
expected expectations as customers receiving school education services. Han (2010)
defined student satisfaction as the degree of satisfaction of students, that is, the degree to
which students’ actual feelings of education are compared with their expectations.
There are personal and institutional factors associated with the concept of student
satisfaction. Appleton-Knapp and Krentler (2006) identified two primary groups
influencing student satisfaction in higher education: personal and institutional factors.
Personal factors encompass age, gender, employment status, preferred learning style, and
student Grade Point Average, while institutional factors include instruction quality,
promptness of instructor feedback, clarity of expectations, and teaching style. Furthermore,
Douglas et al. (2006) highlighted additional determinants of student satisfaction, such as
teaching ability, curriculum flexibility, university status and prestige, independence,
13
faculty care, student growth and development, student-centeredness, campus climate,
institutional effectiveness, and social conditions.
Ilias et al. (2008) identified that the main factors influencing the level of student
satisfaction include students’ perceptions of learning and teaching (e.g., libraries, computer
and lab facilities), the learning environment (e.g., lecture rooms, laboratories, social spaces,
and university buildings), support facilities (e.g., health facilities, student accommodation,
student
services),
and
external
aspects
of
student
life (e.g.,
finances
and
transportation).With all these capabilities, an institution will be able to meet perform
competitively. The students whole exercise is an innovative method to obtain students
satisfaction and the feedback regarding their academic experience, perceptions and
expectations from the higher education institution, and ultimately, to assess their
satisfaction level.
2.3
Reputation
Jøsang et al. (2007) defined reputation as what is generally said or believed about a
character or standing of person or thing. Reputation can be the customer's overall
perception about an institution. Within the university context, reputation is defined as the
sum of the impressions received by stakeholders from the communication and interaction
they have with the university (Rindova et al., 2005).
The term "reputation" refers to the total opinion that individuals construct in their
minds about something or someone (Chen & Esangbedo, 2018). It involves the beliefs,
emotions, views, customs, suitable behaviors, and impressions that a person has about
someone or something (Khoi, 2020). The reputation of an institute is related to the
conceptual depiction of the institute's past, present, and future prospects that define the
institute's general appeal to its stakeholders (Azeem et al., 2019). Furthermore, university
reputation is a construct characterized by the attitude of the institution's students or
employees, as well as the general public, which allows for the comparison and
differentiation of aspects (Delgado-Marquez et al. 2013). According to Loureiro et al.
(2017), reputation is more of an extrinsic signal that develops through user knowledge flow.
University reputation can be seen as perceived external prestige, corporate reputation, and
identity. University reputation has been identified as a strategic component of institutional
character for assessing institutions' credibility.
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An university's reputation is the recognition or subjective and collective assessment
of stakeholders to university, which shows their views, attitudes, evaluations, level of trust,
admiration, good feelings, and appreciation of the university from time to time as a result
of the university's past actions, which can contribute to the achievement of the university's
sustainable competitive advantage (Lupiyoadi, 2016). According to Aula and Tienari
(2011), university's reputation can be built in various ways such as societal significance,
interdisciplinary innovativeness, and symbolic break with the past. Embed the ideals of
becoming the world's top university and building a unique interdisciplinary university that
encourages innovation relevant to business practices through the best research and
teaching.
A strong corporate reputation influences satisfaction (Andreassen & Lindestad,
1998). Reputation is the overall consumer perception of the university, both directly and
indirectly related, and what consumers should get when buying a product or service from
the company (Fombrun & Shanley, 1990). According to Thomas (2011), the university's
reputation can increase student satisfaction and student loyalty by using two dimensions:
perception of the university's general reputation and perception of the study program's
reputation.
2.4
Student Loyalty
Student loyalty generally refers to the formed bond between the student and an
institution (Dehghan, 2012). This bond reflects the sense of belongingness felt by the
students toward their university. Student loyalty refers to students’ loyalty to the university
expressed after the educational experience (Thomas, 2011). In addition, it refers to student
willingness to promote, praise, and recommend the institution to family, friends, and other
people known from different backgrounds whenever opportunities come (Dehghan, 2012).
The success of an educational institution depends both upon the loyalty of formal attendees
and former students. As a result, student loyalty implies loyalty both during and after the
student’s educational experience with the university (Kunanusorn & Puttawong, 2015).
According to Mendezetal (2009), student loyalty can be usedto evaluate the university’s
success and their efforts in retaining students. Loyal students tend to use additional services
provided by the universities in the future.
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Student loyalty is referred as student willingness to provide positive appraise about
their institution and give good recommendation to other people such as friends, family,
employers, and organizations (Sudharshan, 1995). For the education institution, customer
(student) loyalty can be better explained by recommending their institute to the others.
Surridge (2009) defined student loyalty as a student favorable attitude toward the higher
educational institution through positive word-of mouth by recommending the institution to
others.
According to Snijders et al. (2020), student loyalty is the degree of connection
students feel toward their university, and how it is expressed through their attitudes and
behaviors. According to Snijders et al. (2020), loyalty can be expressed in different forms,
such as positive recommendations from students about their university or engaging in
extracurricular programs.This study also explores additional aspects of student loyalty,
including positive word-of-mouth and commitment to the university.
Kieng et al. (2021) highlighted that loyal students are more inclined to speak
positively about their university. Similarly, Mulyono (2020) observed that students'
behaviours such as sharing positive experiences, making recommendations, and providing
referrals—are influenced by their overall satisfaction and the university's brand image.
Additionally, Mulyono (2020) identified "retention" as a key dimension of student loyalty,
characterized by students' decisions to enroll and persist at the university.
2.5
Previous Studies
Farahmandian et al. (2023) examined the perceived service quality and student
satisfaction in higher education. The researchers investigated the levels of student
satisfaction and the relationship between student satisfaction and the quality of service
being provided at the International Business School, Universiti Teknologi Malaysia Kuala
Lumpur. Student satisfaction was examined as a dependent variable and five perceived
service quality factors were considered as independent variables. The independent variables
included student advising, curriculum, teaching quality, financial assistance and tuition
costs and facilities. Farahmandian et al. (2023) used quantitative style and questionnaire as
the research instrument. The population comprised postgraduate students studying at the
International Business School Universiti Teknologi Malaysia Kuala Lumpur. In data
collection, students were selected through simple random sampling method and 250
questionnaires were distributed. Farahmandian et al. (2023) applied regression analysis to
16
analyse the data. Figure (2.1) presents the conceptual framework of Farahmandian et al.
(2023).
Figure (2.1) Conceptual Framework of Farahmandian et al.
Advising
Cuuriculum
Student Satisfaction
Teaching Quality
Financial Assistances
and Tution Costs
Facilities
Source: Farahmandian et al. (2023)
The findings of this research indicate that advising, curriculum, teaching quality,
financial assistance, tuition costs, and facilities had a positive and significant effect on
student satisfaction.
Dehghan (2012) examined the relationships between factors that may lead to
student loyalty in online graduate educational programs. Specifically, the study aimed to
examine the relationships between service quality, technology, trust, commitment and
satisfaction, reputation and ultimately loyalty. The population comprised all master's
students enrolled in online programs in the United States. The research sample included all
the students registered in the online master's programs within a regional Midwestern
university. The survey Uniform Resource Locator was sent to 112 online master's students
at a regional Midwestern university. Dehghan (2012) utilized descriptive analysis. Figure
(2.2) presents the conceptual framework of Dehghan (2012).
17
Figure (2.2) Conceptual Framework of Dehghan
Source: Dehghan (2012)
The study revealed that program service quality was found as one of the key
factors in determining the student loyalty to the program in face to face educational
systems. However, it was found as an insignificant element in assessing the student loyalty
to the program in online courses. Surprisingly, the construct of technology was found as an
important factor. Specifically, the role of using synchronous elements in the online
educational systems was found to be significant. Findings indicated that reputation of the
university as a vital mediator for building a mutually beneficial relationship between
students and universities. On the other hand, student satisfaction with the program was
found as a key predictor for enhancing student loyalty to the program.
2.6
Conceptual Framework of the Study
Based on the literature reviews and previous conceptual frameworks, the
conceptual framework of the study is developed to achieve the research objectives. Figure
(2.3) presents the conceptual framework of the study.
18
Figure (2.3) Conceptual Framework of the Study
Advising
Reputation
Facilities
Financial Assistance
& Tuition Cost
Student Satisfaction
Student Loyalty
Curriculum
Teaching Quality
Source: Own Compilation (2025)
As shown in Figure (2.3), the conceptual framework is structured around the
concepts of influencing factors, customer satisfaction and customer loyalty. In the first part
of the conceptual framework, influencing factors advising, facilities, financial assistance
and tuition cost, curriculum and teaching quality are independent variables and customer
satisfaction is dependent variable based on the papers of Farahmandian et al. (2023). In the
second part of the conceptual framework, student satisfaction is independent variable and
student loyalty is dependent variable while the factor, reputation, serves as the mediating
variable based on the paper of Dehghan (2012).
19
CHAPTER 3
PROFILE AND SERVICE FACTORS OF YOUTH INTERNATIONAL
COLLEGE
This chapter presents profile and organization structure of YOUTH international
college. Then, it describes service factors such as advising, facilities, financial assistance
& tuition cost, curriculum, and teaching quality. Moreover, it presents the profile of the
respondents and reliability test.
3.1
Profile of YOUTH International College
20
YOUTH International College is the particular source of YOUTH Computer
Centre. YOUTH Computer Centre has been founded since 4th March 1997. In 2015,
YOUTH Computer Centre became approved centre of BTEC (Business and Technology
Education Council) by Pearson Edexcel (UK), the largest educational organization. Then,
YOUTH Computer Centre were transformed into YOUTH International College (YIC) that
started opening with HND Diploma in Computing Courses. Then, Level 3 National
Diploma in IT, Level 3 National Diploma in Business and HND Diploma in Business
Courses were extended and opened.
In February, 2019, YOUTH International College became business partners with
James Cook University (JCU Singapore) and also with Management Development Institute
of Singapore and then gave educational services to Myanmar youths who want to study at
those universities. In August 2019, YOUTH International College became Accredited
Centre of National Computing Centre in England and applied program with NCC (UK) for
B.Sc (Hons) Business Computing & Information Systems offered by University of Central
Lancashire.
In March 2022, YOUTH International College became partnership with Magna
Carta College (UK) in England and applied program with Magna Carta College (UK) FOR
B.A (Hons) Business Management of Buckingham Shire New University (UK) in England.
Master of Business Administration (MBA) from Buckinghamshire New University (UK)
can also joined at YOUTH International College.
The vision of YOUTH International College is to become the leading college in
Myanmar that provides quality education to the mass of Myanmar people. The mission of
YOUTH International College is to develop the skill persons who will be responsible
persons of our country’s future human recourses.
3.2
Organizational Structure of YOUTH International College
YOUTH International College has developed organizational chart by aligning the
vision and mission of the company. Figure (3.1) presents the organizational chart of
YOUTH International College.
Figure (3.1) Organization Chart of YOUTH International College
Chancellor
21
Vice Chancellor
Academic
HR & Admin
Finance
Operation
Source: YOUTH International College, 2025
According to Figure (3.1), YOUTH International College has four major
departments with different responsibilities and roles. There is one vice chancellor under
managing chancellor. The vice-chancellor is responsible for the day-to-day operations of
the college and reports directly to the chancellor.
Academic department is responsible for the overall management and organization
of a specific academic discipline within a college, including teaching, research, and student
support. It is also responsible for curriculum development, faculty management, and budget
allocation.
HR and Admin department is responsible for a wide range of functions related to
employee management, support services, and administrative tasks. It is primarily
responsible for overseeing recruitment, onboarding, compensation and benefits, training
and development, performance management, and employee relations. Additionally, it
handles administrative tasks like maintaining employee records, managing payroll, and
ensuring compliance with relevant laws and regulations.
Finance department is responsible for managing all financial aspects of the
institution, including income, expenses, budgeting, and financial reporting. It is also
responsible for ensuring compliance with relevant financial regulations and laws.
3.3
Service Factors of YOUTH International College
To offer values to students, YOUTH International College emphasizes student
advising, good facilities, financial assistances & tuition costs, curriculum, and teaching
quality.
22
3.3.1
Advising of YOUTH International College
YOUTH International College has a team of advisors who work with students to
navigate the University, explore interests on and off campus, and reach their academic and
career goals. Advisors of YOUTH International College assist students by exploring
interests, strengths, and possible career choices. They offer introductory courses,
recommend activities, and provide resources to help students make informed decisions. In
addition, academic advisors actively work with students to identify goals and create a plan
from the first semester to graduation together.
Advisors meet individually with student to help clarify their major and/or career
plans by exploring individual interests, values, talents, etc. They understand the services
of campus resources such as counseling services, career services, disability resources,
engagement programs, etc. They can also refer students to campus services relevant to their
individual needs. Furthermore, advisors of YOUTH International College empower
students to take responsibility for their academic success. They stay informed of current
and changing rules, regulations and program requirements. Advisors of YOUTH
International College are always available to assist students.
3.3.2 Facilities of YOUTH International College
There are enough parking space and school facilities at YOUTH International
College. YIC supports wifi internet free access in the campus joining with high-speed fiber
internet cables. It also provides library in every campus including up to date E-library. The
college also provides email account with personal name at school domain in order to
communicate with teachers and do assignment. Additionally, it contributes free access to
academic resources including course books and materials. YOUTH International College
offers dedicated quiet study spaces for students. These spaces, often found in libraries,
study lounges, or even common areas, are designed to minimize distractions and provide a
conducive environment for focused learning. YOUTH International College has
standardized classroom equipped with projector, air-con, high speed wifi, cctv, and
computer.
23
YOUTH International College also has clean and hygienic cafeteria in campus.
Moreover, for the wellbeing of students, YOUTH International College arranges campus
clinic for the students to take care of their emergency health issue with a medical doctor.
Furthermore, YOUTH International College organizes sport events and seasonal events for
the physical and social improvement of the students. The college also organizes excursion
trips to support workplace experiences of the students. It also promotes job fairs to create
the job opportunities for the students and joining with local and international companies
for the internship programme.
3.3.3 Financial Assistances & Tuition Costs of YOUTH International College
YOUTH International College and its affiliated partners offer various scholarship
opportunities. YIC has partnerships with universities like Buckinghamshire New
University (UK) for programs like B.A (Hons) Business Management and MBA, and may
have scholarship programs for these or other related degrees. The most up-to-date
information on scholarships is available on the official websites of YOUTH International
College and any partner institutions.
YOUTH International College offers financial assistance to international students
primarily through scholarships and grants, which do not require repayment, and private
loans. The college arranges the sponsorships from companies, governments, or individuals
for students to cover tuition costs. It also offers resources like financial literacy workshops
and workshops to help students manage their finances, including loan repayment. YOUTH
International College introduce the founder’s scholarship program, which will provide from
10% to 100% full scholarship with the aim of providing the best support for the education
of young people. Scholarships are awarded up to 100% full Scholar. Founder’s scholarship
program includes academic excellence scholarship for academic excellence, sports
excellence scholarship for sports excellence, artistic excellence scholarship for artistic
excellence, and community impact scholarship for social relations and community service
excellence. By setting fees at a competitive level, YOUTH International College aims to
attract students and become a major player in the education sector. Moreover, YOUTH
International College provides discounts for old students, and makes seasonal promotions.
24
3.3.4 Curriculum of YOUTH International College
YOUTH International College offers a variety of curricula, including the
International Baccalaureate (IB), Cambridge IGCSE, and UK direct updated curriculums.
All IGCSE students study a core curriculum of English, Mathematics, Science, and
Physical Education. Students then have access to a range of Cambridge IGCSE option
courses where they will be able to make a guided and informed choice from subjects such
as: Additional Mathematics, Art, Business Studies, Computer Science, French, Geography,
Global Perspectives, History, ICT Physical Education and the Sciences. In addition,
YOUTH International College offers flexibility in curriculum choices, allowing students to
choose specific courses or subjects based on their interests and future goals. YOUTH
International College selects international curricula designed to be transferable, so that
students can easily transition to other international schools or universities. Thus,
curriculum of YOUTH International College sets a global standard for education, with
programmes that stretch, challenge and inspire students.
3.3.5 Teaching Quality of YOUTH International College
YOUTH International College appoints qualified teachers with master or PhD
diploma. Moreover, YOUTH International College arranges direct training from UK (1
time per year for updated curriculum) for relevant teachers.
In addition, YOUTH
International College organizes well experience external trainer for teachers to improve
teaching quality. Teachers embody the values expected from students, serving as positive
role models. Teachers are strong communicators who are adaptable, engaging, and
empathetic. Academic governance structure of YOUTH International College is designed
to ensure that all programs are of the highest quality and meet the needs of students. To
maintain quality education, YOUTH International College emphasizes the professional
development of their faculty. Continuous training and workshops are conducted to enhance
teaching skills, keep educators updated with the latest pedagogical practices, and promote
a culture of lifelong learning. These initiatives contribute to the overall quality of education
in YOUTH International College.
3.4
Profile of the Respondents
25
Primary data are collected from there are 210 Higher National Diploma students.
By the Yamane formula, 138 Higher National Diploma students over 18 years old attending
YOUTH International College are selected as the sample size by the simple random
sampling method. A demographic profile is crucial for research since it offers critical
details about a population's attributes, including respondents' gender, marital status, age,
education, occupation, and income. The demographic information of those who completed
the survey online is shown in Table (3.1).
According to Table (3.1), among the 138 respondents, 47 are male and 91 are
female. This indicates that females constitute the majority of the student population at
YOUTH International College, accounting for 65.94%, while males represent 34.06%.
Regarding marital status, 136 students (98.55%) are single, while only 2 students
(1.45%) are married. This indicates that the vast majority of HND students at the college
are unmarried.
The age distribution indicates that 56.52% of respondents are between 16 and 18
years old, making them the dominant age group. This is followed by 22.46% aged 19–21,
15.94% aged 22–24, and 5.07% aged 25–27. These figures highlight that the student
population is largely composed of younger students.
Table (3.1) Profile of Respondents
Sr. No.
Particular
Frequency
Percentage
138
100.00
Male
47
34.06
Female
91
65.94
Single
136
98.55
Married
2
1.45
Total
1
2
Gender:
Marital Status
26
3
Age (Years):
4
16 -18
78
56.52
19-21
31
22.46
22-24
22
15.94
25-27
7
5.07
International GCSEs
84
60.87
HND Business
26
18.84
HND Computing
15
10.87
BBM
10
7.25
MBA
3
2.17
Attending Education Program
Source: Survey Data (2025)
Regarding the academic programs, 60.87% of students are enrolled in International
GCSEs, followed by 18.84% in HND Business, 10.87% in HND Computing, 7.25% in
BBM, and 2.17% in MBA programs.
It is concluded that there is a higher proportion of female students at YOUTH
International College. In addition, the majority of students are single people who are 16 18 years old, which is considered young students who are actively studying International
GCSEs at the college.
3.5
Reliability Analysis
A statistical technique called reliability analysis is used to evaluate a system's or
measuring tool's dependability, stability, and consistency. Hair et al. (2010) have identified
five reliability value levels. Table (3.2) displays the Cronbach's alpha value level.
Table (3.2) Value Level of Reliability Cronbach's Alpha
Sr. No.
Cronbach's Alpha Value Level
Level of Reliability
1
0.0 - 0.20
Less Reliable
2
0.20 – 0.40
Rather Reliable
27
3
0.40 – 0.60
Quite Reliable
4
0.60 – 0.80
Reliable
5
0.80 – 1.00
Very Reliable
Source: Hair et al. (2010)
Hair et al. (2010) classified five levels of reliability based on the range of
Cronbach's Alpha values, as shown in Table (3.2). In this study, the dependability value
level Cronbach's Alpha of Hair et al. (2010) is cited. Table (3.3) displays the Cronbach's
Alpha values for the variables used in this investigation.
Table (3.3) Reliability Test
Sr.
Variables
No.
No. of
Cronbach’s
Items
Alpha
1
Advising
5
.888
2
Infrastructure Facilities
5
.810
3
Financial Assistances and Tuition Costs
5
.868
4
Curriculum
5
.912
5
Teachers and Teaching Quality
5
.890
6
Student Satisfaction
7
.880
7
Reputation
5
.898
8
Student Loyalty
7
.922
Source: Survey Data (2025)
Cronbach's Alpha values are computed for advising, good facilities, financial
assistances and tuition costs, curriculum, teachers and teaching quality, student satisfaction,
reputation and student loyalty. all receive scores in the range of 0.80 to 1.00. According to
the findings, each variable's Cronbach's Alpha values are satisfactory, indicating the
validity and reliability of the survey data.
28
CHAPTER 4
THE EFFECT OF STUDENT SATISFACTION ON STUDENT
LOYALTY OF YOUTH INTERNATIONAL COLLEGE
This chapter initially introduces the factors that influence (advising, facilities,
financial aid and tuition fees, curriculum, and quality of teaching), along with student
satisfaction, reputation, and student loyalty. Next, the impact of various factors on student
satisfaction is analysed. Furthermore, it explores how student satisfaction influences
loyalty. Ultimately, it demonstrates the mediating effect of reputation in the relationship
between student satisfaction and student loyalty to YOUTH International College.
29
4.1
Student Perception on Influencing Factors, Student Satisfaction, Reputation
and Student Loyalty
This section presents the student perceptions of influencing factors (advising,
facilities, financial aid and tuition fees, curriculum, and quality of teaching), student
satisfaction, reputation, and student loyalty in terms of mean score and standard deviation.
Structured questionnaire is collected from 138 Higher National Diploma students
over 18 years old attending YOUTH International College. Primary data are collected by
using structured questions with Five-point Likert scale (1=Strongly Disagree, 2=Disagree,
3=Neutral, 4=Agree, and 5=Strongly Agree) was. In this study, mean rating scale of Best
(1977) is referred. Table (4.1) presents the mean rating scale.
Table (4.1) Mean Rating Scale
Sr. No.
Score Range
Mean Rating
1
1.00 -1.80
Strongly Disagree
2
1.81 -2.60
Disagree
3
2.61-3.40
Neutral
4
3.41- 4.20
Agree
5
4.21-5.00
Strongly Agree
Source: Best (1977)
Table (4.1) illustrates that Best (1977) identified five mean rating scales for
analyzing the survey data, which were derived from the range of mean scores. The average
rating scale is utilized in this research to analyze the average score.
4.1.1 Student Perception on Influencing Factors
This section outlines employee views on advising, facilities, financial aid and
tuition fees, curriculum, and quality of teaching. According to the descriptive statistics,
each result is presented as a mean value. In addition, the average value for each variable is
computed to encapsulate employee views on each aspect.
(a)
Advising
30
This section presents student views on advising at YOUTH International College.
Table (4.2) displays the survey findings regarding student perceptions of the advising
service at YOUTH International College, including the mean value and the overall mean
score.
Table (4.2) Advising
Sr.
Description
No.
Mean
Score
1
Having abilities for advising students regarding personal problems.
3.15
2
Being interested in the progress of students.
3.30
3
Responding to student’s requests in a timely fashion (e.g., e-mail, phone
3.44
calls).
4
Providing sufficient time for advising appointments
3.34
5
Providing students with choices and options
3.28
Overall Mean
3.30
Source: Survey Data (2025)
According to mean values (including overall mean) lie between 2.61 and 3.40, it
can be concluded that respondents neither agree nor disagree with student advising service
of YOUTH International College. Most respondents neither agree nor disagree that
advisors are providing sufficient time for advising appointments. They also neither agree
nor disagree that advisors are interested in the progress of students by offering choices and
options. Therefore, students cannot evaluate whether student advisors have abilities for
advising students regarding personal problems.
(b)
Infrastructure Facilities
This section presents student perceptions of infrastructure facilities at YOUTH
International College. Table (4.3) shows the survey findings regarding student perceptions
of the infrastructure facilities, including the mean values and the overall mean value.
Table (4.3) Infrastructure Facilities
Sr. No.
Mean
Description
1
Having quiet places to study.
Score
3.22
31
2
Equipping classrooms with teaching aids
3.20
3
Arranging parking lots inside and near YOUTH International
3.01
College.
4
Providing sports and recreational facilities.
2.58
5
Feeling physically secure anywhere on campus.
3.67
Overall Mean
3.13
Source: Survey Data (2025)
According to mean values (including overall mean) lie between 2.61 and 3.40, it
can be concluded that respondents neither agree nor disagree with infrastructure
facilities at YOUTH International College. Most respondents neither agree nor disagree
with quiet places to study, classrooms equipped with teaching aids, and parking lots inside
and near the college.
According to the mean value of sports and recreational activates lies between 1.81
and 2.60, respondents disagree that center provides sports and recreational facilities. This
means offering a strong sports program can be a key factor in attracting students and
enhancing their job satisfaction.
On the other hand, mean value of sports and recreational activates lies between 3.41
and 4.20, respondents agree that they feel physically secure anywhere on campus as the
college has compound with security guards.
(c)
Financial Assistances and Tuition Costs
This section presents student perceptions of financial assistance and tuition costs at
YOUTH International College. Table (4.4) shows the survey findings regarding these
perceptions, including the mean scores and the overall mean score.
Table (4.4) Financial Assistances and Tuition Costs
Sr.
Mean
Description
No
Score
1
Offering a variety of scholarships for outstanding students
3.30
2
Offering flexible payment plans for student loans and tuition fees
3.51
3
Maintaining competitive tuition fees compared to similar education
3.29
providers
4
Providing different modes and processes for fee payment
32
3.54
5
Ensuring fairness in the scholarship award process
Overall Mean
3.23
3.38
Source: Survey Data (2025)
According to mean values (including overall mean) lie between 2.61 and 3.40, it
can be concluded that respondents neither agree nor disagree with financial assistances and
tuition costs at YOUTH International College. Most respondents neither agree nor disagree
with offering a variety of scholarships for outstanding students. This means the college
offers limited number of scholarships for students. In addition, they neither agree nor
disagree with maintaining competitive tuition fees compared to similar education providers
and ensuring fairness in the scholarship award process. This suggests that the college needs
to be more transparent in scholarship programs.
According to the mean values of different modes and processes for fee payment,
and flexible payment plans lie between 3.41 and 4.20, respondents agree that YOUTH
International College has different modes and processes for fee payment. They also agree
that the college provides flexible payment plans for student loans and tuition fees.
(d)
Curriculum
This section presents student perceptions of the curriculum at YOUTH International
College. Table (4.5) shows the survey findings regarding student perceptions of the
curriculum, including the mean scores and the overall mean value.
Table (4.5) Curriculum
Sr.
Description
No.
Mean
Score
1
Designing an appropriate curriculum for the course
3.43
2
Providing information about module structure
3.34
3
Offering a variety of elective and specialization modules
3.32
4
Ensuring clarity of course objectives
3.36
5
Aligning the curriculum with international standards
3.44
Overall Mean
Source: Survey Data (2025)
33
3.38
According to mean values (including overall mean) lie between 2.61 and 3.40, it
can be concluded that most respondents neither agree nor disagree with curriculum
at YOUTH International College. Most respondents neither agree nor disagree with clarity
of course objectives, information about module structure, and a variety of elective and
specialization modules.
According to the mean values of aligning the curriculum with international
standards, and designing an appropriate curriculum for the course lie between 3.41 and
4.20, respondents agree that curriculum of YOUTH International College aligns its
curriculum with international standards. Respondents perceive that YOUTH college
designs an appropriate curriculum for every course.
(e)
Teachers and Teaching Quality
This section presents student perceptions of teachers and teaching quality at
YOUTH International College. Table (4.6) shows the survey findings regarding these
perceptions, including the mean scores and the overall mean score.
Table (4.6) Teachers and Teaching Quality
Sr.
Description
No.
Mean
Score
1
Having enthusiastic teachers
3.71
2
Using effective teaching methods
3.55
3
Conducting effective lecture sessions to motivate learners to read the
3.41
modules
4
Maintaining closed communication between teachers and learners
3.72
5
Providing effective feedback on learners’ performance
3.70
Overall Mean
Source: Survey Data (2025)
34
3.62
According to mean values (including overall mean) lie between 3.41 and 4.20, it
can be concluded that most respondents agree with teachers and teaching quality of
YOUTH International College. Most respondents agree that there is a closed
communication between teachers and students. Respondents perceive that teachers are
enthusiastic and provides effective feedback on learners’ performance. Teachers conduct
effective teaching methods by delivering effective lecture sessions to motivate learners to
read the modules. Findings suggest that YOUTH International College has qualified
teachers with good teaching quality.
4.1.2 Student Satisfaction
This section presents student satisfaction of YOUTH International College. Table
(4.7) presents survey findings regarding student satisfaction of YOUTH International
College, including the mean scores and the overall mean score.
Table (4.7) Student Satisfaction
Sr.
No.
Description
Mean
Score
1
Feeling satisfied with YOUTH International College
3.22
2
Entering this program as the right decision
3.33
3
Feeling satisfied with the services provided
3.09
4
Feeling satisfied with comfortable classroom
3.51
5
Providing friendly and fast service at the student affairs office
3.21
6
Feeling satisfied with car parking
2.97
7
Feeling satisfied with the campus security system
3.55
Overall Mean
35
3.27
Source: Survey Data (2025)
According to mean values (including overall mean) lie between 2.61 and 3.40, it
can be concluded that most respondents neither agree nor disagree that they are satisfied
with YOUTH International College. Respondents neither agree nor disagree with entering
this program as the right decision, satisfaction, and friendly and fast service at the student
affairs office. Respondents do not perceive that the friendliness or efficiency of the service
at the student affairs office. This reveals that the college needs to improve its student affair
section.
According to the mean values of campus security system, and comfortable
classroom lie between 3.41 and 4.20, respondents agree that the college has a strong
security system in place, including trained security guards, surveillance cameras (CCTV),
secure entry points, emergency response protocols, and well-lit campus areas to ensure the
safety of students and staff. In additions, respondents perceive that classrooms at the college
are comfortable.
4.1.3 Reputation
This section presents student perception on reputation of YOUTH International
College.
Table
(4.8) presents survey findings regarding reputation
of
YOUTH
International College, including the mean scores and the overall mean score.
Table (4.8) Reputation
Sr.
Description
No.
Mean
Score
1
Having a good reputation for the program
3.43
2
Offering high-quality products and services
3.18
3
Offering products and services that are good value for money
3.19
4
Introducing innovative programmes for students
3.28
5
Managing college with ethics and transparency
3.24
Overall Mean
Source: Survey Data (2025)
36
3.26
According to mean values (including overall mean) lie between 2.61 and 3.40, it
can be concluded that most respondents neither agree nor disagree with reputation of
YOUTH International College. Mean values indicate that respondents neither agree nor
disagree with introducing innovative programmes for students, and ethics and transparency
of management of the college. Moreover, respondents seem not to perceive that the college
offers high quality products and services that are good value for money.
According to the mean value of a good reputation for the program lies between 3.41
and 4.20, respondents agree that YOUTH International College has a good reputation for
the program which follows according to the international standards.
4.1.4 Student Loyalty
This section presents student loyalty towards YOUTH International College. Table
(4.9) presents survey findings regarding student
loyalty
of
YOUTH
International
College, including the mean scores and the overall mean score.
Table (4.9) Student Loyalty
Sr.
Description
No.
Mean
Score
1
Recommending YOUTH International College to friends
3.21
2
Considering enrollment in more programs at YOUTH International
3.05
College
3
Speaking positively about YOUTH International College to others
3.38
4
Choosing YOUTH International College as my first option for
3.00
studies
5
Actively participating in YOUTH International College alumni
activities
37
3.33
6
Having a sense of reliance on YOUTH International College
3.16
7
Feeling proud to study at YOUTH International College
3.39
3.22
Overall Mean
Source: Survey Data (2025)
According to mean values (including overall mean) lie between 2.61 and 3.40, it
can be concluded that most respondents neither agree nor disagree that they have loyalty
towards YOUTH International College. Mean values indicate that respondents neither
agree nor disagree with feeling proud and speaking positively about YOUTH International
College to others. They seem not to actively participate in YOUTH International College
alumni activities. In addition, respondents neither agree nor disagree that they recommend
the college to friends by a sense of reliance on YOUTH International College.
4.2
Analysis on the Factors Influencing on Student Satisfaction
This study examines the effect of influencing factors on student satisfaction towards
YOUTH International College. To analzye the effect, linear regression analysis is applied.
The independent variables are advising, infrastructure facilities, financial assistances and
tuition costs, curriculum, and teachers and teaching quality while the dependent variable is
student satisfaction. Regression result is presented in Table (4.10).
Table (4.10) Analysis on the Factors Influencing on Student Satisfaction
Unstandardized
Variable
Standardized
Coefficients
B
Coefficients
Std.
t
Sig
-.023
.982
(Beta)
Error
(Constant)
-.004
.157
Advising
.136**
.068
.137
2.003
.047
Infrastructure Facilities
.445***
.060
.471
7.468
.000
Financial Assistances
.116*
.070
.109
1.657
.100
.189**
.081
.184
2.334
.021
and Tuition Costs
Curriculum
38
Teachers and Teaching
.111*
.058
.123
1.913
.058
Quality
R Square
.795
Adjusted R Square
.787
F value
102.270***
Source: Survey Data (2025)
*** Significant at 1% level, ** Significant at 5% level, * Significant at 10% level
As indicated in Table (4.10), the adjusted R square is 0.787, signifying that this
model accounts for 78.7% of the variance in the dependent variable as informed by the
independent variables. This value reflects a high degree of explanatory power. The overall
significance of the model is represented by the F-value of 102.270, which is significant at
the 1% level. This implies that the model is valid and statistically significant.
Independent variable, advising, has a positive effect on the dependent variable,
student satisfaction, with a coefficient of 0.136, significant at the 5% level. This indicates
that the student advising has a substantial and positive effect on student satisfaction. It is
also found that infrastructure facilities has a positive effect on the dependent variable,
student satisfaction, with a coefficient of 0.445, significant at the 1% level. Wellmaintained classrooms, modern laboratories, reliable internet access, clean restrooms, and
comfortable study spaces contribute to a supportive and conducive learning environment
that can lead to student satisfaction. Financial assistances and tuition cost factor has a
positive effect on the student satisfaction, with a coefficient of 0.116, significant at the 10%
level. This indicates that financial assistance and affordable tuition costs have a substantial
and positive effect on student satisfaction because they reduce the financial burden on
students and their families. Regression result reveals that curriculum has a positive effect
on the student satisfaction, with a coefficient of 0.189, significant at the 5% level. This
indicates that curriculum has a substantial and positive effect on student satisfaction
because a well-designed, relevant, and engaging curriculum aligns with students’ academic
and career goals. Findings also reveal that teachers and teaching quality has a positive effect
on the student satisfaction, with a coefficient of 0.111, significant at the 5% level. This
indicates that teachers and teaching quality has a positive effect on the student satisfaction.
High-quality teaching ensures that complex topics are explained clearly and
understandably. When students grasp concepts easily, they feel more competent and
satisfied with their learning experience. According to the Standardized Coefficients (Beta)
39
values, infrastructure facilities factor is the most effective factor on dependent variable,
student satisfaction.
Research indicates that factors such as improved student advising, enhanced
infrastructure, financial support, affordable tuition fees, a well-designed curriculum, and
high-quality teaching all contribute to greater student satisfaction. Therefore, these
elements play a crucial role in boosting satisfaction levels at YOUTH International College.
By enhancing these key areas, the college can not only improve student satisfaction but
also foster stronger student loyalty over time.
4.3
Analysis on Mediating Effect of Reputation on the Relationship between
Student Satisfaction and Student Loyalty
To test the mediating effect of reputation on the relationship between student
satisfaction and student loyalty, the following steps are followed:
Testing the mediating effect of reputation on the relationship between student satisfaction
and student loyalty involves the following steps:
1. Total effect through regression analysis on effect of independent variable on dependent
variable.
2. Regression analysis on effect of independent variable on mediating variable.
3.Regression analysis on effect of independent variable and mediating variable on
dependent variable.
4. Sobel test for significance of mediating variable.
5. Finding indirect effect, direct effect, and total effect.
Table (4.11) Effect of Student Satisfaction on Student Loyalty
Variable
Unstandardized
Standardized
Coefficients
Coefficients
B
(Constant)
Student Satisfaction
Std. Error
.189
.179
.926***
.053
.832
.692
Adjusted R Square
.689
305.051***
40
Sig
1.053
.294
17.466
.000
(Beta)
R Square
F value
t
Source: Survey Data (2025)
*** Significant at 1% level, ** Significant at 5% level, * Significant at 10% level
According to the Table (4.11), the adjusted R square is 0.689 which means this
model can explain 68.9% of the variance in the dependent variable based on the
independent variables. This value indicates a strong level of explanatory power. The overall
significance of the model is represented by the F-value of 305.051, which is significant at
the 1% level. This implies that the model is valid and statistically significant. Independent
variable, student satisfaction, has a positive effect on the dependent variable, student
loyalty, with a coefficient of 0.926, significant at the 1% level. This indicates that student
satisfaction has a substantial and positive effect on student loyalty.
Table (4.12) Effect of Student Satisfaction on Reputation
Unstandardized
Standardize
Coefficients
d
Variable
Coefficients
B
(Constant)
Student Satisfaction
Std. Error
.467
.164
.855***
.049
Sig
2.855
.005
17.631
.000
（Beta）
.834
R Square
.696
Adjusted R Square
.693
F value
t
310.855***
Source: Survey Data (2025)
*** Significant at 1% level, ** Significant at 5% level, * Significant at 10% level
The effect of student satisfaction (independent variable) on reputation (dependent
variable) is analysed and the result is shown in at Table (4.10). The adjusted R square is
0.693 which means this model can explain 69.3% of the variance in the dependent variable
based on the independent variables. This value indicates a strong level of explanatory
power. The overall significance of the model is represented by the F-value of 310.855,
which is significant at the 1% level. This implies that the model is valid and statistically
significant.
Regression result indicates that independent variable, student satisfaction, has a
positive effect on the dependent variable, reputation, with a coefficient of 0.855, significant
at the 1% level. This indicates that student satisfaction has a substantial and positive effect
41
on college reputation. Then, the third step of testing mediating effect is analyzed. As shown
in Table (4.13), the independent variables are student satisfaction, and reputation and
dependent variable is student loyalty.
Table (4.13) Effect of Student Satisfaction and Reputation on Student Loyalty
Unstandardized
Standardized
Coefficients
Variable
Coefficients
B
(Constant)
Std. Error
t
Sig
-.371
.711
(Beta)
-.060
.162
Student Satisfaction
.472***
.084
.423
5.593
.000
Reputation
.532***
.082
.490
6.468
.000
R Square
.765
Adjusted R Square
.761
F value
291.241***
Source: Survey Data (2025)
*** Significant at 1% level, ** Significant at 5% level, * Significant at 10% level
As shown in Table (4.13), the coefficient value of reputation on student loyalty is
0.532 with standard error value 0.082. To test the mediating effect of reputation between
student satisfaction and student loyalty, the Sobel test is conducted. The result is shown in
Table (4.14).
Table (4.14) Sobel Test Result for Mediating Effect of Reputation on the
Relationship between Student Satisfaction and Student Loyalty
Input
Test statistic
Std. Error
p-value
a
.855
Sobel test:
6.08106347
0.07479942
0
b
.532
Aroian test:
6.07230891
0.07490726
0
Sa
.049
Goodman test:
6.08985601
0.07469142
0
Sb
.082
Source: Survey Data (2025)
Total Effect = .926
Direct Effect = .472
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Indirect Effect = .855 * .532= .454
Direct Effect + Indirect Effect = Total Effect
.472 + .454 = .926
Figure (4.1) presents the analysis result of the direct effect and indirect effect of
reputation on the relationship between student satisfaction and student loyalty.
Figure (4.1) Mediating Effect of Reputation on the Relationship between Student
Satisfaction and Student Loyalty
Reputation
‘
Student
Satisfaction
Student
Loyalty
.472
Notes:
No significant
Indirect effect
Direct effect
Source: Survey Data (2025)
The results indicate that reputation has a significant positive impact on student
loyalty, as illustrated in Figure (4.1). In terms of indirect effects, the analysis reveals that
student satisfaction significantly influences reputation, which in turn has a positive effect
on student loyalty. This confirms the mediating role of reputation in the relationship
between student satisfaction and student loyalty at YOUTH International College.
The findings suggest that the overall impact of student satisfaction on student
loyalty is stronger when reputation acts as a mediator, compared to the direct effect of
satisfaction alone. By recognizing this mediation effect, YOUTH International College can
enhance its offerings and services in a way that not only boosts student satisfaction but also
strengthens its reputation—ultimately fostering greater student loyalty and promoting a
more positive and engaging learning environment.
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CHAPTER 5
CONCLUSION
This chapter presents the findings and discussion based on survey responses from
138 students at YOUTH International College. It then provides suggestions and
recommendations to enhance organizational commitment and reduce turnover intention.
Finally, the chapter identifies areas for further research.
44
5.1
Findings and Discussions
The primary objectives of this study are to identify the factors that influence student
satisfaction, to assess the direct impact of student satisfaction on student loyalty, and to
examine the mediating role of reputation in the relationship between student satisfaction
and student loyalty at YOUTH International College. The study utilizes both primary and
secondary data. Primary data were gathered from 138 Higher National Diploma students,
all over the age of 18, currently enrolled at YOUTH International College.
Regarding the demographic data of the respondents, there is a higher proportion of
female students at YOUTH International College. In addition, the majority of students are
single people who are 16 -18 years old, which is considered young students who are actively
studying International GCSEs at the college.
Based on the descriptive statistics, students expressed a neutral stance regarding the
advising services at YOUTH International College. They neither agreed nor disagreed on
whether advisors allocate sufficient time for appointments, show interest in students’
progress, or provide various options and guidance. Overall, the majority of respondents
remained neutral about the quality of student advising services. Regarding infrastructure,
students generally held a neutral opinion on the availability of quiet study spaces,
classrooms equipped with teaching aids, and nearby parking facilities. However, they
agreed that the campus feels physically safe due to its secure and guarded environment. On
the other hand, students disagreed with the adequacy of sports and recreational facilities.
In summary, most respondents maintained a neutral view of the college’s infrastructure.In
terms of financial assistance and tuition fees, respondents neither agreed nor disagreed on
the variety of scholarships available, the competitiveness of tuition fees compared to similar
institutions, or the fairness of the scholarship distribution process. However, they did agree
that the college offers various fee payment methods and flexible payment plans for tuition
and loans. Overall, the perception of financial assistance and tuition costs remained neutral.
When it comes to the curriculum, respondents were neutral about the clarity of course
objectives, the structure of modules, and the range of electives and specializations offered.
However, they agreed that YOUTH International College aligns its curriculum with
international standards and designs appropriate curricula for each course. In conclusion,
most respondents remained neutral regarding the overall curriculum. In terms of teachers
and the quality of instruction, respondents agreed that there is strong communication
between teachers and students. They believe that teachers are enthusiastic and provide
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constructive feedback on student performance. The findings also indicate that teachers
employ effective teaching methods, including engaging lecture sessions that encourage
students to study their course materials. Overall, the results suggest that YOUTH
International College employs qualified teachers who demonstrate high teaching standards.
In conclusion, most respondents expressed agreement with the quality of teachers and
teaching at YOUTH International College.
As the first objective, the effect of influencing factors (advising, facilities,
financial aid and tuition fees, curriculum, and quality of teaching) on student satisfaction is
examined by multiple regression analysis. Regression result indicates advising,
infrastructure facilities, financial assistances and tuition costs, curriculum, teachers and
teaching quality have positive significant effect on student satisfaction. Among significant
factors, infrastructure facilities factor is the most effective factor on dependent variable,
student satisfaction because it shapes nearly every aspect of student life—academic, social,
and personal—making it a critical determinant of how students perceive their overall
college experience. When these facilities are well-developed, College can create an
environment that supports learning, well-being, and a sense of belonging—all of which are
key drivers of student satisfaction.
As the second objective, the effect of student satisfaction on student loyalty is
examined by linear regression analysis. Regression result indicates that student satisfaction
has a positive effect on student loyaltybecause satisfaction reflects how well a student’s
expectations, needs, and experiences are being met. When students feel content and valued
in their academic journey, they are more likely to develop a sense of attachment and
commitment to the College.
As the third objective, the mediating effect of reputation on the relationship between
student satisfaction and student loyalty towards YOUTH International College is examined
by regression analysis. Regression result indicates that that there is a mediating effect of
college reputation on the relationship between student satisfaction and student loyalty.
College reputation serves as a key mediating variable because it enhances the impact of
satisfaction on loyalty. While satisfaction creates a positive attitude, reputation deepens
students' long-term loyalty to the college.
In conclusion, the study highlights significance of student satisfaction in driving
student loyalty while reputation plays as a key mediator in this relationship. By
implementing better advising, facilities, financial aid and tuition fees, curriculum, and
quality of teaching, YOUTH International College can increase student satisfaction and
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student loyalty by developing its reputation. These findings offer valuable insights for
colleges seeking to optimize their services, reputation, student satisfaction, and student
loyalty.
5.2
Suggestions and Recommendations
The findings reveal that student satisfaction has positive significant effect on
student loyalty. Findings reveal that infrastructure facilities factor is the most effective
factor on student satisfaction. Therefore, YOUTH International College should give top
prioritize to infrastructure facilities to improve student satisfaction of the employees.
YOUTH International College should build or upgrade indoor and outdoor sports facilities
such as basketball courts, football fields, gyms, badminton courts, swimming pools, and
running tracks. The college should utilize open or unused spaces within the campus for
surface parking. In addition, it should partnership with nearby buildings or lots for overflow
parking. By equipping classrooms with both modern and traditional teaching aids, a college
creates an engaging and effective learning environment. Moreover, the college should
provide quiet, well-maintained, and accessible study areas across campus. These spaces are
essential for independent learning, exam preparation, and group assignments that require a
calm environment. When these facilities meet or exceed expectations, students are more
likely satisfied with YOUTH International College.
To revise curriculum, YOUTH International College should offer a wide range of
elective and specialization modules across its programs. It should standardize how module
information is presented across all faculties and departments. In addition, should explain
the course objectives on the first day of class and discuss how each objective connects to
the topics covered. When a college provides clear, detailed, and accessible information
about module structure, it enhances students’ ability to plan, engage, and succeed in their
studies. This transparency contributes significantly to student satisfaction.
To offer better student advising, student advisors should help students choose from
a variety of course offerings based on their interests, learning style, and academic strengths.
College advisors should be trained and equipped to advise students on personal matters.
Then, they contribute significantly to a supportive, student-centered environment.
Moreover, advisors should be easily accessible and open to unscheduled or emergency
47
consultations when students are in distress. By addressing personal challenges of students
with care, YOUTH International College would enhance student satisfaction.
For better teachers and teaching quality, teachers at YOUTH International College
should incorporate discussion, group work, problem-solving, or live demonstrations to
bring the module content to life and use visuals, multimedia, and storytelling to make
concepts more memorable and interesting. To ensure high-quality education and student
satisfaction, the college should adopt varied, inclusive, and interactive teaching
methods. By implementing these strategies, YOUTH International College would create a
positive learning environment that significantly boosts student satisfaction.
To offer better financial assistances and tuition costs, YOUTH International College
should notify applicants of outcomes in a timely and respectful manner, whether they are
selected or not. The college should offers brief explanations or feedback, when feasible, to
help students understand the result. For competitive tution costs, YOUTH International
College analyzes what peer institutions offer at their price points to ensure the college
remains equally or more attractive. It should also ensure that tuition cost reflects the quality
of education, facilities, and student services offered. Additionally, the college should offer
a wide range of scholarships based on merit, need, talent, or community involvement. By
implementing these strategies, YOUTH International College can build a fair and credible
scholarship award process that significantly boosts student satisfaction.
It is found that there is a mediating effect of reputation on the relationship between
student satisfaction and student loyalty at YOUTH International College. The college
should develop its reputation from time to time. YOUTH International College should
collaborate only with international universities that are fully accredited and ranked highly
in global education systems to offer high-quality products and service to students. Then,
students will perceive good value for money for the programs at the college. The college
also should implement more policies on academic integrity, equal treatment, anticorruption, conflict of interest, and data protection. It also needs to ensure that all decisions
and actions are guided by integrity, fairness, and openness, which strengthens relationships
with students, faculty, staff, and the broader community. It should always analyze emerging
trends, labor market needs, and technological developments to offer innovative and relevant
programs for students. By aligning education with current trends, technologies, and market
48
demands, a college can provide students with future-ready skills and meaningful learning
experiences.
5.3
Needs for Further Study
Although the current study provides valuable insights into the relationship between
various institutional factors and student satisfaction, and student loyalty, there remains
considerable scope for further research. This study only focuses on factors affecting student
satisfaction and student loyalty at YOUTH International College. It does not cover other
colleges in Myanmar. Hence, further study should pay attention to factors affecting student
satisfaction, and student loyalty at other colleges to reflect the whole private college
industry. In addition, this study only analyzed the effect of advising, infrastructure facility,
curriculum, financial assistants and tuition costs, teachers and teaching quality. It is
suggested that the further study should find out the other influencing factors (foreign study
opportunities and career preparation support) on student satisfaction.
49