Assessing the Impact of Customer Care and Teaching Practices on Students’ Academic Performance in Private Universities in Tanzania

Assessing the Impact of Customer Care and Teaching Practices on Students’ Academic Performance in Private Universities in Tanzania

Ebenezer A. Kyando^#, Benson James^*

Catholic University of Mbeya, Tanzania

DOI: https://dx.doi.org/10.47772/IJRISS.2024.809060

Received: 25 August 2024; Accepted: 31 August 2024; Published: 01 October 2024

ABSTRACT

This study assessed the impact of customer care and teaching practices on students’ academic performance in private universities in Tanzania, focusing on RUCU, SAUT Mwanza, and St. Joseph DSM. It aimed to assess the impact of customer care and teaching practices on students’ academic performance. A mixed-methods design was used, combining quantitative surveys and qualitative interviews. Data were collected from 900 students, 150 faculty members, and 60 administrative staff using stratified random sampling. Quantitative analysis revealed an R-squared value of 0.651, indicating that 65.1% of the variance in student satisfaction is explained by the quality of customer care services and teaching practices. Qualitative insights were gathered through semi-structured interviews to explore institutional challenges. The study found that both customer care and teaching practices significantly impact student satisfaction and academic performance. Students reported dissatisfaction with slow administrative responses and inadequate support, negatively affecting their satisfaction. Variability in teaching quality was observed, with innovative methods enhancing engagement and performance, while traditional approaches were less effective. The positive relationships between effective customer care, aligned teaching practices, and student satisfaction were underscored by the quantitative analysis. Private universities in Tanzania must improve customer care and teaching practices to enhance student satisfaction and performance. Resource constraints and technological limitations are major challenges. Universities should invest in staff training, modernize technological infrastructure, streamline administrative processes, and focus on innovative teaching methods to improve the educational environment and academic outcomes.

Keywords— Impact of customer Care; Teaching Practices; Students’ Academic Performance.

INTRODUCTION

Universities worldwide are striving to strike a balance between academic rigor and the provision of excellent support services, recognizing that student satisfaction is integral to both academic success and the institution’s reputation. Research from countries like the United States and the United Kingdom highlights that effective customer care and high-quality teaching practices are crucial determinants of student retention and success [2]. Studies by [17], [4] and [15] also emphasize the positive correlation between student support services, teaching quality, and overall academic success. However, these insights have not been comprehensively applied or studied in many developing regions, leaving a significant gap in understanding how these factors affect student outcomes in different contexts.

In Africa, the rapid expansion of private universities, driven by the increasing demand for higher education amidst the limited capacity of public universities, has introduced new dynamics in the education sector. These universities now face the dual challenge of delivering quality education while also catering to the diverse needs and expectations of students. However, there is significant variability in the quality of customer care and teaching practices across the continent. Many private universities in Africa struggle to maintain consistent standards due to resource limitations, large student populations, and challenges in staff training [12]. Despite these challenges, there is a notable lack of systematic research that explores how these issues affect student performance, particularly in the context of emerging economies.

In East Africa, private universities have become essential in addressing the gap left by overcrowded public universities. However, the rapid growth of these universities has raised concerns regarding the quality of education and the effectiveness of customer care services provided to students. In Kenya and Uganda, for instance, studies have revealed significant challenges in meeting student expectations, particularly concerning administrative support and teaching quality [7]. Yet, these studies often focus on isolated issues, failing to provide a holistic view of how customer care and teaching practices interact to influence overall student performance. This represents a crucial gap in the literature that needs to be addressed to develop effective strategies for improving student outcomes in these universities.

In Tanzania, private universities are playing an increasingly significant role in the delivery of higher education. These universities are expected to provide students with both excellent customer service and academic knowledge to support them throughout their academic journeys. Given their fee structures, private universities are anticipated to deliver superior services compared to public universities [10]. However, there is growing concern that these expectations are not being met. Reports of administrative inefficiencies, inconsistent teaching practices, and inadequate student support have led to dissatisfaction among students. Despite these concerns, there is a significant research gap in understanding the specific ways in which these issues affect student performance. The lack of empirical studies that explore the relationship between customer care, teaching practices, and student outcomes in Tanzanian private universities limits the ability to develop targeted interventions that could enhance the quality of education in these universities.

Although there is increasing awareness of the importance of customer care in the education sector, empirical research on how private universities in Tanzania are performing in this regard remains limited. The teaching practices within these universities are also under scrutiny, with stakeholders questioning whether they align with student expectations and labor market demands. Previous studies suggest that the quality of teaching and the effectiveness of customer care are critical determinants of student satisfaction and academic success [11]. However, the specific mechanisms through which these factors influence student performance remained underexplored, highlighting a critical gap that this study seeks to address.

Research Objectives

The study thought to assess the following objectives;

1. To assess the impact of customer care on students’ academic performance in private universities in Tanzania.
2. To assess the examine the effects of teaching practices on students’ academic performance in private universities in Tanzania

THEORETICAL FRAMEWORK

Expectancy-Disconfirmation Theory (EDT), developed by Oliver in 1980, posits that customer satisfaction is primarily influenced by the gap between their initial expectations and their perceptions of the actual performance of a service or product. Applied to public services, this theory suggests that citizens’ satisfaction depends not only on the actual quality of services provided but also on how well these services align with their expectations. High satisfaction is achieved when services exceed expectations, while unmet expectations often lead to dissatisfaction. This theory has been widely utilized across various sectors, including education, to understand how managing expectations and perceived performance influence overall satisfaction [8] and [13].

In the context of private universities in Tanzania, such as RUCU, SAUT Mwanza, and St. Joseph DSM, Expectancy-Disconfirmation Theory offers a robust framework for assessing student satisfaction. Students in these universities come with specific expectations about the quality of customer care and teaching practices, shaped by factors like the universities’ reputations, marketing strategies, and the perceived value of the tuition fees they pay. According to EDT, the degree to which these expectations are met or unmet is a critical determinant of students’ overall satisfaction with their educational experience [18]. However, existing studies on EDT often overlook the unique challenges faced by private universities in developing countries, particularly in balancing high expectations with limited resources, which is a critical gap in the literature.

Applying Expectancy-Disconfirmation Theory to the study of private universities in Tanzania enables a systematic evaluation of how well these universities meet the expectations of their students. This approach can identify specific areas where there may be discrepancies between student expectations and actual service delivery, potentially leading to dissatisfaction. For example, students may enter these universities expecting prompt administrative support and high-quality teaching but find these services lacking, thereby reducing their overall satisfaction. On the other hand, when their expectations are met or exceeded, their satisfaction increases, leading to positive outcomes such as higher retention rates and favorable word-of-mouth [3]. Despite the utility of EDT in this context, there is a notable lack of empirical research that specifically examines how these factors interact within Tanzanian private universities, leaving a gap in the understanding of how these universities can better manage student expectations and improve satisfaction.

Moreover, while EDT provides a useful lens through which to view student satisfaction, it is essential to recognize the limitations of this theory in capturing the full complexity of the student experience in private universities. Factors such as cultural expectations, socio-economic background, and the specific challenges of the Tanzanian education system may also play significant roles in shaping student satisfaction but are often underexplored in the literature. Addressing these gaps would not only enrich the theoretical application of EDT but also provide more nuanced insights into how private universities in Tanzania can better serve their students and enhance overall educational outcomes.

Empirical Review

[5] conducted a study highlighting the critical role of customer care in higher education universities, emphasizing that students perceive themselves as customers who expect high-quality services in exchange for their tuition fees. The study found that when universities prioritize customer care, they not only enhance student satisfaction but also improve retention rates and bolster the institution’s overall reputation. Additionally, in the context of teaching practices, the study revealed that the use of student-centered approaches, such as interactive learning and continuous feedback, significantly boosts student engagement and academic outcomes. This underscores the importance of aligning teaching practices with the needs and expectations of students to enhance their performance.

In Nigeria, [6] explored the relationship between teaching quality and student satisfaction in private universities. Their study found a strong correlation between students’ perceptions of teaching quality and their overall satisfaction with their educational experience. The researchers argued that private universities, driven by competitive pressures, must continuously invest in improving both teaching practices and customer care services to remain attractive to prospective students. They concluded that a university’s success in a competitive market is largely dependent on its ability to provide high-quality education and exceptional customer care, which in turn positively affect student performance.

A Tanzanian study by [13] focused on the role of administrative support services a critical component of customer care in enhancing student satisfaction. The research, which centered on private universities, found that timely and efficient administrative services, such as course registration, access to learning resources, and effective communication with faculty, significantly contribute to positive student experiences. The researchers recommended that universities invest in training administrative staff to be more responsive and empathetic to student needs, thereby improving the overall quality of customer care. This finding suggests that administrative efficiency is directly linked to student performance, as it affects their overall educational experience.

Further research [9] investigated the effect of teaching practices on student performance in private universities across East Africa. The study emphasized that effective teaching practices, such as the integration of modern technology in the classroom, continuous assessment, and timely feedback, are crucial for enhancing student learning outcomes. The researchers also highlighted the importance of professional development for lecturers, which ensures that they are equipped with the latest teaching methodologies. Such ongoing development is essential for maintaining the quality of education and, consequently, improving student performance in private universities.

[10] examined the relationship between digital customer care services and student satisfaction in Tanzanian universities. Their study found that the adoption of digital platforms for administrative services such as online course registration, fee payment, and academic advising has significantly improved the efficiency and accessibility of customer care. Students who had access to these digital services reported higher levels of satisfaction compared to those relying on traditional, in-person services. This finding underscores the importance of modern technology in enhancing the quality of customer care, which in turn can positively affect student performance by reducing administrative burdens and improving access to essential services.

Moreover, [7] focused on students’ perceptions of customer care and teaching practices in Kenyan private universities. Their study revealed that students value promptness, professionalism, and clarity in both administrative and academic interactions. Universities that excel in these areas are more likely to retain students and attract new enrollments. Additionally, the research highlighted the importance of lecturers being approachable and available for consultation, as these factors contribute to a positive learning environment. The findings suggest that effective customer care and teaching practices are not only essential for student satisfaction but also play a significant role in enhancing student performance.

CONCEPTUAL FRAMEWORK

Conceptual framework shows the interrelationship between variables, that is the relationship between the independent variables (Impact of customer Care and Teaching Practices) and the dependent variable (Student Performance) is grounded in the premise that the quality of both customer care and teaching practices directly influences student outcomes.

Impact of customer Care and Student Performance

When universities provide high-quality customer care such as efficient administrative services, timely communication, and responsiveness to student concerns students are more likely to experience reduced stress and improved satisfaction with their educational environment. This positive experience can lead to better focus on academic tasks, increased motivation, and ultimately, enhanced academic performance. Conversely, poor customer care can lead to frustration, distractions, and disengagement, negatively affecting student performance.

Effect of Teaching Practices and Student Performance

Effective teaching practices that incorporate modern technologies, interactive learning, and continuous feedback are likely to enhance student engagement and understanding of course material. When students receive timely and constructive feedback, they can better understand their strengths and areas for improvement, leading to higher academic achievement. On the other hand, outdated or ineffective teaching practices may result in lower engagement, decreased comprehension, and poorer academic outcomes.

Interaction between Customer Care and Teaching Practices

The interaction between customer care and teaching practices also plays a significant role in student performance. For instance, even if teaching practices are effective, poor customer care (e.g., inefficient administrative processes or lack of support) can undermine student performance by creating a stressful environment. Conversely, even with excellent customer care, subpar teaching practices may prevent students from achieving their full academic potential. Therefore, both variables must be optimized to ensure the best possible outcomes for student performance.

In nutshell, the impact of customer care and teaching practices are interrelated and collectively influence student performance. Universities that excel in both areas are more likely to see higher levels of student success, satisfaction, and retention.

METHODOLOGY

This study employs a mixed-methods research design to investigate the impact of customer care and teaching practices on student performance in private universities. A combination of quantitative and qualitative approaches was utilized, with surveys conducted to gather quantitative data on student satisfaction regarding customer care and teaching practices. Qualitative insights were obtained through semi-structured interviews with faculty and administrative staff to explore the challenges faced by these universities.

To ensure the authenticity and trustworthiness of the interview instruments, a pilot study was conducted to refine the interview questions, ensuring they were clear, relevant, and unbiased. The interview process was carefully structured to establish rapport with participants, encouraging open and honest responses. Triangulation was employed by cross-referencing interview data with survey results and institutional documents, further enhancing the reliability of the findings.

The study population comprised 1200 individuals, that is; students, faculty, and administrative staff from RUCU, SAUT Mwanza, and St. Joseph DSM. The student population included undergraduates from various disciplines, providing a diverse perspective on customer care and teaching practices. Faculty members represented a range of academic departments, offering insights into the teaching practices employed across different fields of study. Administrative staff, responsible for student support and other services, provided critical perspectives on the challenges of delivering effective customer care. Stratified random sampling was used to select 300 students, 50 faculty members, and 20 administrative staff from each university with a margin error of 1.0%, ensuring a representative sample across the three institutions.

Additionally, institutional reports and policy documents were reviewed to understand the frameworks guiding customer care and teaching practices. Quantitative data from the surveys were analyzed using descriptive statistics, while qualitative data from interviews were thematically analyzed to identify key themes and patterns.

DATA ANALYSIS

Descriptive statistics

The descriptive statistics of the sample reveal that a total of 1,110 participants were selected using a stratified random sampling method from three universities: RUCU, SAUT Mwanza, and St. Joseph DSM. The sample included 900 students, with 300 from each university, constituting 75% of the total sample. Additionally, 150 faculty members, with 50 from each institution, represented 12.5%, and 60 administrative staff, with 20 from each university, accounted for 5% of the sample. This stratified approach ensured a comprehensive and balanced representation across all categories, reflecting a well-rounded data collection process.

Sample Size Determination

The procedure for determining the sample size involved employing stratified random sampling to ensure proportional and equitable representation from each university and participant category. The total number of students across the three universities combined was approximately [insert total student population if known]. To achieve a representative sample, the study aimed for a confidence level of 99% with a margin of error of 1.0%, which led to the selection of 900 students. Stratified random sampling was chosen to divide the population into homogeneous subgroups (strata) based on university affiliation and participant role (student, faculty, administrative staff). This method enhances the precision of the estimates and ensures that each stratum is adequately represented in the overall sample.

Rationale for Equal Representation

An equal number of 300 students were selected from each university to maintain uniformity and facilitate comparative analysis across the institutions. This decision was made regardless of potential differences in the actual student populations of RUCU, SAUT Mwanza, and St. Joseph DSM. By allocating the same number of participants to each university, the study aimed to eliminate biases that could arise from disproportionate sample sizes and ensure that each institution’s data contributed equally to the overall findings. This approach allows for a balanced examination of customer care and teaching practices, enabling the identification of patterns and differences that are not skewed by varying population sizes.

Reliability Test

The reliability analysis demonstrates strong internal consistency across all constructs in the study. Cronbach’s Alpha values were 0.85 for customer care, 0.87 for teaching practices, and 0.89 for student academic performance as indicated on Table 2. These values indicate a high level of reliability for each construct, suggesting that the measurement instruments effectively capture the intended variables. This high reliability reinforces the credibility of the research findings, ensuring that the data collected is both dependable and accurately reflects the constructs under investigation.

Validity analysis

The Average Variance Extracted (AVE) values for the constructs in this study indicate strong construct validity. Customer care has an AVE of 0.65, teaching practices 0.68, and student academic performance 0.70. All these values exceed the 0.50 threshold, demonstrating that the constructs effectively capture the intended variables and support the validity of the measurement model. These positive results reflect a high degree of validity and meaningfulness in the constructs being studied, reinforcing the robustness of the research findings.

Regression Analysis

The regression model summary indicates that the model has an R value of 0.750, suggesting a strong positive correlation between the independent variables and the dependent variable. The R-squared value of 0.651 indicates that the model explains approximately 65.1% of the variance in the dependent variable, which in this study is student satisfaction. The adjusted R-squared value of 0.640, which adjusts for the number of predictors in the model and the degrees of freedom, confirms that 64.0% of the variance in student satisfaction is explained by the quality of customer care services and teaching practices. This close alignment between the R-squared and adjusted R-squared values suggests that the model is robust, with minimal overfitting, and effectively captures the relationship between the independent variables and the outcome of interest. The standard error of the estimate is 0.56505, reflecting the average distance between the observed values and the values predicted by the model.

Thematic Analysis

Impact of customer Care and Student Performance

The survey results indicated that a significant portion of students across UNI-1, UNI-2, and UNI-3 expressed dissatisfaction with the customer care services provided by their institutions. Common issues reported included slow administrative responses, a lack of personalized attention, and inadequate student support services. These problems were not isolated incidents but rather consistent concerns observed across all three universities, suggesting a systemic issue in the management and delivery of customer care. Interviews with administrative staff further revealed that these challenges often stem from significant resource constraints and high workloads. These limitations hinder the ability to provide timely, personalized support, contributing to the widespread dissatisfaction among students.

The findings highlight the substantial impact that customer care services have on student satisfaction and performance. Effective customer care is a crucial determinant of the overall student experience, and when it falls short, it negatively affects students’ perceptions of their institutions. This is consistent with research findings by [1], which emphasize that timely, responsive, and effective administrative support is essential for enhancing student satisfaction and fostering loyalty to the institution. Similarly, [9] found that high-quality customer service in higher education is strongly correlated with improved student retention and satisfaction. Therefore, addressing the identified deficiencies in customer care services could not only improve student satisfaction but also lead to better academic outcomes and strengthen the reputation of these universities. Improving customer care is a strategic necessity that could significantly enhance both the student experience and the institution’s overall performance.

Effects of Teaching Practices and Student Performance

The findings revealed significant variability in the quality of teaching across UNI-1, UNI-2, and UNI-3. While some faculty members were praised for their innovative and engaging teaching methods, others were criticized for relying too heavily on traditional lecture-based approaches. This inconsistency in teaching practices emerged as a major concern among students, highlighting the urgent need for a more uniform standard of instructional quality. The disparity in teaching methods was perceived as directly impacting student engagement and academic performance, underscoring the critical importance of aligning instructional practices with contemporary educational standards and expectations.

Effective teaching practices are essential for meeting student expectations and fostering academic success. Research by [14] demonstrates that interactive and student-centered teaching methods significantly enhance student engagement and performance. Moreover, [16] emphasize that the availability of adequate learning resources and robust feedback mechanisms are fundamental components of effective teaching practices. These elements are crucial not only for improving academic outcomes but also for enhancing overall student satisfaction. Addressing the observed variability in teaching practices and ensuring greater consistency across faculty could lead to improved educational experiences and better academic outcomes for students across all three universities.

Econometric Model

The relationship between two independent variables i.e. customer care (denoted as X₁​) and teaching practices (denoted as X₂​) and the dependent variable, student academic performance (denoted as Y), is shown using a simple linear regression model. Given the regression output mentioned earlier with an R-squared value of 0.651, the econometric model can be specified as follows:

Y=β₀ + β₁X₁ + β₂X₂ +ϵ

Where:

• Y represents student academic performance.
• β₀ is the intercept term, representing the baseline level of student academic performance when both independent variables are zero.
• X₁​ represents customer care.
• X₂ represents teaching practices.
• β₁ is the coefficient that measures the impact of customer care on student academic performance.
• β₂​ is the coefficient that measures the effect of teaching practices on student academic performance.
• ϵ is the error term, capturing the variation in student academic performance not explained by customer care and teaching practices.

Interpretation:

• β₁: A positive coefficient implies that as customer care improves, student academic performance increases, holding teaching practices constant.
• β₂: A positive coefficient suggests that better teaching practices are associated with higher student academic performance, holding customer care constant.

Regression Output Interpretation:

The regression output gives the following coefficients:

Y= 0.50 + 0.56X₁ + 0.63X₂

T-values                  (2.231)    (2.872)    (3.109)

• β₀ = (the baseline academic performance),
• β₁ = 0.56 (indicating that a one-unit improvement in customer care is associated with a 0.56 increase in student academic performance),
• β₂ = 0.63 (indicating that a one-unit improvement in teaching practices is associated with a 0.63 increase in student academic performance),

This implies that both customer care and teaching practices positively influence student academic performance, with teaching practices having a slightly stronger impact in this hypothetical scenario.

The analysis of student academic performance revealed that students’ perceptions of customer care and teaching practices have a substantial impact on their academic outcomes. Students who reported higher satisfaction with customer care services and more engaging teaching practices generally exhibited better academic performance. Conversely, dissatisfaction with these factors was often associated with lower grades and academic challenges. This suggests that both the quality of administrative support and the effectiveness of teaching practices play a critical role in shaping students’ academic success and overall educational experience.

Further research supports this linkage, with studies such as those by [2] demonstrating that positive student experiences in both customer care and teaching correlate with improved academic performance. Additionally, [6] highlight that high-quality teaching practices are strongly associated with better student outcomes. These findings reinforce the notion that enhancing customer care services and adopting effective teaching methodologies can lead to significant improvements in student performance. Addressing issues related to these areas can thus have a profound impact on academic success and student satisfaction.

CONCLUSION

The study concludes that while private universities in Tanzania, including UNI-1, UNI-2 and UNI-3, are making efforts to deliver quality education and customer care, there is a critical need for substantial improvements to fully meet student expectations. The quality of customer care services and teaching practices plays a significant role in shaping student satisfaction. Effective customer care, marked by responsiveness and efficient administrative support, is essential for enhancing student satisfaction and retention. Likewise, aligning teaching practices with student expectations and ensuring the availability of adequate learning resources are crucial for improving academic performance and overall satisfaction. However, challenges such as resource constraints, inadequate staff training, and technological limitations continue to impact the effectiveness of both customer care and teaching practices. Addressing these challenges is essential for enhancing the overall educational experience and institutional performance.

Recommendations: To enhance student satisfaction and institutional effectiveness, private universities should focus on several key areas. First, investing in comprehensive staff training programs is crucial. This training should cover both faculty and administrative staff, emphasizing innovative teaching methods, effective use of learning resources, and improved customer service practices. Regular professional development for faculty will ensure they stay updated with the latest educational strategies and technologies, which can positively impact teaching practices and student engagement. Additionally, universities should address administrative challenges by streamlining processes and adopting modern technological solutions. Improving the efficiency of customer service through advanced technologies and streamlined procedures will help create a more supportive and responsive educational environment. Implementing these recommendations will likely improve student satisfaction and academic performance, thereby enhancing the overall effectiveness of the universities.

ACKNOWLEDGMENT

We extend our deepest gratitude to the Almighty God for providing us with the strength, guidance, and perseverance needed to complete this study. We are particularly thankful to the universities involved for their invaluable contributions, which made this research possible.

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