Review of Literature
Student satisfaction refers to the attraction, pride, or positive feeling that the students develop toward the program or institution (Danielson, 1998; Hatcher, et al., 1992). Strike (1984) indicated that the level of students’ positive feeling or satisfaction is associated with students’ being able to find adequate resources to meet their academic and social interests.
The students’ ability to project and implement their self concepts as a students or viewing themselves as part of the institution is also related to their positive feeling of satisfaction (Sedlacek, 1987; Stikes, 1984). The students’ positive feeling and satisfaction is also contingent to the students’ academic and social experiences obtained at the particular institution (Aitken, 1982; Betz, Menne, Starr, & Klingensmith, 1971; Danielson, 1998; Hatcher, et al., 1992; Stikes 1984; Tinto, 1993).
The academic and social experiences of students are the vehicles that drive students into the life of the institution (Tinto, 1993). In his Interaction theory into argues that student persistence can be predicted by their degree of integration. He refers to two kinds of integration; academic and social integration. Academic integration refers to how students perform academically (grades) and social integration is how the students interact with faculty (Suhre, Jansen, and Harskamp, 2006).
Previous studies have shown that students who report positive academic and social experiences expressed greater satisfaction with their overall college experience (Bailey, et al., 1998; Danielson, 1998; Tinto, 1993). Other key determinants of student satisfaction include academic performance, quality of curriculum, quality of instruction, quality of academic advising, student satisfaction with major, and the level of isolation felt by the student (Aitken, 1982). Interaction between faculty members and students is also a factor affecting student satisfaction in their academic experiences (Allen, 1987; Betz, et al., 1971; Love, 1993; Tinto, 1993). This implies that sufficient and positive faculty-student interaction will contribute to overall student satisfaction (Danielson, 1998; Nettles, et al., 1986; Tinto, 1993). Interaction with fellow students is also associated with student satisfaction (Aitken, 1982).