Quality Education Factor Effects on Student Satisfaction in Saudi Arabian Universities

This research examines the level of student satisfaction in Saudi Arabian universities. The research studied factors such as classroom facilities, available courses, learning environment, e-learning methods, type of leadership, and instructor's expertise. Four-hundred students responded to a questionnaire on three different campuses with a 5-point Likert scale. Regression analysis results of student responses showed a significant impact on students’ satisfaction with varying degrees of strength. Most importantly, classroom facilities and instructor expertise had a more substantial effect among all variables, whereas learning environment and type of leadership had the least impact. Hence, university policymakers should focus more on classroom facilities and instructor expertise to increase students’ satisfaction in their universities.

educational organizations should relate dissatisfaction levels to the rates of retention. A recent analysis assessed the psychological factors for university persistence, such as social competence and support, self-esteem, and personal conscientiousness (Carales, 2020;Napoli & Wortman, 1998). Another study provided a model that relates education quality to student loyalty and concluded that teaching quality and students' emotions are vital for building student loyalty (Wu & Cheng, 2020).

Theoretical Framework
Based on the above literature review, the current study allocated educational service factors to measure their influence on student satisfaction. These factors included classroom facilities, available courses, learning environment, e-learning methods, type of leadership, and instructor's expertise. These are the factors to measure student satisfaction that are included in the questionnaire on the three university campuses and are designed to answer the following research questions: Research Question 1: Which educational service factor has the most effect on student satisfaction in Saudi Arabian universities? Research Question 2: What are the different effects and significance of educational service factors on student satisfaction in Saudi Arabian universities?

Research Design
The research design in this study is based on the reviewed literature that suggests a link between the educational service factors and student satisfaction level. Based on that, the research design is in Figure 1.

Study Procedure
This research studied educational service factors that influence student satisfaction: classroom facilities, available courses, learning environment, e-learning methods, type of leadership, and instructor's expertise. The questionnaire had explicit instruction for the respondents to help them complete the answers correctly. The questionnaire was distributed among 500 students on three different Saudi campuses of two universities using a 5point Likert scale. The students were divided into two categories: male and female. The questionnaire was based on the instruments used by (Aldemir & Gülcan, 2004;DeShields, Kara, & Kaynak, 2005;Mai, 2005) in their research. SPSS was used to perform analyses, regressions, and independent sample t-tests. The questionnaire comprised 8 sections: 1-Section 1: demographical attributes such as age, gender, college, credit hours completed, and discipline.

Participant profiles
There were 400 participants from 3 different campuses of two Saudi Arabian universities. The questionnaire was distributed to 550 students; 430 students responded with incomplete answers and 400 responded with complete answers. Table 1 shows the profile of the participants and their frequency.  Table 2 provides the results of the questionnaire that relates the educational service factors to the university students' satisfaction. It summarizes the male and female levels of satisfaction with the statistical data. .0000 The t-test is used based on the assumption of the equality of variance (p>.05) to state the difference by gender of participants' satisfaction levels. The statistical data results in Table 2 summarize the participant's questionnaire answers in Table 1. The mean value of responders for male was 1.6399 and for females was 1.9392. Thus, the female level of satisfaction was less than that observed for males. This result may be due to the separation in buildings and classrooms between male and female sections. Another question arising in this context is whether females were less satisfied with the educational service factors analysed in this study. These questions will be answered explicitly later in this section. There were also fewer female participants than males, an issue that may also have affected the questionnaire results.  Table 3 provides statistical data and the regression analysis related to the educational service factors based on respondents' answers. The F-statistics and R2 values demonstrate a substantial positive relationship between the dependent variables and predictors, and because the p-value was less than 0.05, the data fitted the model well. The independent variables were 61% of the dependent variables. The regression coefficient for classroom facilities was .402, demonstrating that this factor was highly related to student satisfaction levels. The regression coefficient for the learning environment was .223; hence, this factor was also substantially associated with student satisfaction, as was E-learning methods (.291). Leadership type was the factor least related to student satisfaction (.114), whereas instructor expertise and available courses were both highly related to such satisfaction (.312 and .304, respectively). These results supported the presented hypothesis.

4.Conclusion and Recommendations
Saudi universities play a significant role in the socioeconomic development in the country. The higher education sector has been rapidly increasing globally, with increased digital and industrial mass production requiring educators and university leaders to improve or invent new learning methods and classroom environments in higher education. This research analyzed various educational service factors that affect the level of student satisfaction in Saudi Arabian universities. The results, in general, showed that most students are satisfied with their universities, with a higher degree of satisfaction in males than females. All factors were found to have a strong relation with student satisfaction, to varying degrees of significance. The order of factors in terms of their significance from