Student support system and perceived quality outcomes in Ethiopian higher education institutions
Résumé
This study investigated the availability, accessibility, and quality of student support system in Ethiopian higher education institutions to ensure that all students receive the necessary resources to thrive academically and personally. A questionnaire was used to gather data from 355 randomly chosen postgraduate students at three first-generation higher education institutions using a quantitative research approach. Both descriptive statistics, such as percentages, mean scores, and standard deviation, and inferential statistics, such as one-sample t-tests and one-way ANOVA, were used to examine the data. The study found flaws in the institutional student support system that hinder both the overall quality of higher education and the efficacy of student learning. According to the survey, the overall assessment for the student support system was below the moderate level of the expected support system (M = 2.57). Research and publishing support systems varied considerably amongst universities, according to one-way ANOVA analysis results (F = 30.346, p < 0.05). The study showed that student support systems were extremely few and of lower quality in higher education institutions. Additionally, the majority of postgraduate students expressed general discontent because there was insufficient student assistance available at these academic institutions. Generally, the findings highlight a serious weakness in the way higher education institutions serve their students. The availability, accessibility, and quality of the support system are limited, which influence academic performance and general well-being in addition to student satisfaction.
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