A STUDY ON STUDENTS SATISFACTION OF COACHING

INSTITUTION IN CHENNAI

A CAPSTONE PROJECT
Submitted in partial fulfillment of the requirements for the award of the
Degree of
BACHELOR OF COMMERCE (ACCOUNTS AND FINANCE)

Submitted By
SURYA.S(201411601053)
SWATHI.D(201411601054)
UMA DEVI.V(201411601055)
VEZHAVENDHAN.D(201411601056)
YAKESH.K(201411601057)
YAMIN AHMED.A(201411601058)
AKTHAR FARVES.M(201411601059)

Under the Guidance of

Dr.N.INDUMATHI
M.Com.,M.phil., SET., Ph.D.

Submitted to

The Department of Commerce,

School of Social Science and Humanities,
B. S. Abdur Rahman Crescent Institute of Science and Technology
(Deemed to be University)
Vandalur, Chennai – 600 048

April 2023
 A STUDY ON STUDENTS
SATISFACTION OF COACHING
INSTITUTION IN CHENNAI
 ACKNOWLEDGEMENT

First and foremost, I would like to Thank God Almighty for giving me the strength,
knowledge, ability and opportunity to undertake this research and to persevere and
complete into my utmost satisfaction. Without his blessings, this achievement would not
have been possible.

I am deeply indebted to B. S. Abdur Rahman Crescent Institute of Science and

Technology, Chennai, which has accepted me for B. Com program and provided me with
an excellent opportunity to carry out the Capstone project.

I place on record, My Sincere Thanks to Dr. Ayub Khan Dawood, Dean, School
of Social Science and Humanities, for his continuous encouragement. I am extremely
thankful and indebted to him for sharing his expertise, valuable guidance and
encouragement.

A Big Thanks to k. Soundarapandiyan, Head, Department of Commerce, he has

been very kind and warm as a person. My refreshing encounters and experience with him
are noteworthy. His wisdom, knowledge and commitment to the highest standards
inspired, motivated and encouraged me to accomplish this project.

I would like to express My Sincere Gratitude to My Supervisor Dr.N.Indumathi

for the continuous support by her patience, motivation, and immense knowledge. Her
guidance greatly helped me in my research work and writing of this dissertation. I could
not have imagined having a better Advisor and Mentor for My Capstone Project. I take
this opportunity to express gratitude to all of the Department faculty members for their
help and support.

And I have to thank My Parents for their love and support they have given me
throughout my life. Thank you both for giving me strength to reach for the stars and chase
my dreams. And I need to mention my large family for their encouragement and they
deserve my wholehearted thanks as well.

Place: CHENNAI
 TABLE OF CONTENT

CHAPTER NO. CONTENT PAGE NO.

CHAPTER I INTRODUCTION 1-6

CHAPTER II REVIEW OF LITERATURE 7-13

CHAPTER III RESEARCH 14-15

METHODOLOGY

CHAPTER IV DATA ANALYSIS AND 16-39

INTERPRETATION

CHAPTER V FINDINGS,SUGGESTIONS 40-42

AND CONCLUSIONS

BIBLIOGRAPHY

APPENDIX-
QUESTIONNAIRE
 LIST OF TABLES

TABLE
PAGE
NO.
PARTICULARS NO.
1 GENDER 17

2 STREAM OF COACHING 18

3 AGE 19

4 BEST PROFESSION ACCORDING TO STUDENTS 20

5 HOW DO STUDENTS ABLE TO KNOW ABOUT

21
COACHINGCENTRES

6 REASON FOR CHOOSING COACHING CENTRES 22

7 INSTITUTE ENVIRONMENT 24

8 FACULTY 26-27

9 CURRICULAM 29

10 ATTITUDE TOWARDS STUDENTS 31-32

11 LIBRARY/DIGITAL CONTENT 34

12 MANAGEMENT OF INSTITUTION 36

13 STUDENTS OVERALL SATISFACTION 38

 LIST OF CHARTS

FIGURE PARTICULARS PAGE

NO. NO.
1 GENDER 17

2 STREAM OF COACHING 18

3 AGE 19

4 BEST PROFESSION ACCORDING TO STUDENTS 20

HOW DO STUDENTS ABLE TO KNOW ABOUT

5 21
COACHINGCENTRES

6 REASON FOR CHOOSING COACHING CENTRES 22

 CHAPTER 1
INTRODUCTION
 1

1.1 COACHING INSTITUTES IN INDIA:

Coaching institutes in India have become a part of the modern education system
due to their immense popularity. These institutes provide students with several benefits
such as preparing them for competitive examinations and also providing specialized
courses to help them understand their chosen field of study. The faculty at these institutes
is highly qualified and experienced and they provide individual attention to the students
which help them understand their topics better. Coaching institutes also help students build
their confidence which is essential for cracking competitive examinations. In addition, the
classes are conducted in small groups which enable students to ask questions and get
clarifications on their doubts. The course materials provided by the coaching institutes are
designed keeping in mind the latest trends and syllabus. The fees charged by these
institutes are also affordable and worth it considering the quality of education provided.
Overall, coaching institutes in India are a great option for students who are preparing for
competitive examinations or want to excel in their chosen field of students.
Coaching institutes have also become an integral part of the academic landscape in
India. These institutes provide students with an array of courses designed to prepare them
for various entrance examinations and competitions. There is a wide variety of coaching
institutes catering to different levels of academic requirements and interests. These
institutes provide students with the guidance and resources they need to succeed in their
studies. Coaching institutes provide lectures, seminars, tutorials, and other instructional
services to help students build their knowledge base and develop strong academic skills.
The faculty at these institutes are highly qualified and experienced intellectuals who are
well-versed in the topics they teach. Coaching institutes also provide regular assessment
tests to monitor the progress of their students. In addition, these institutes also offer student
support services such as counseling, career guidance, and scholarship advice to help
students make informed decisions about their future. Coaching institutes are indeed a boon
for students looking to excel in their studies and gain a competitive edge over their peers.

EXAMINING THE SATISFACTION OF STUDENTS IN A COACHING

INSTITUTE:
Examining the satisfaction of students in a coaching institute is an important
exercise that can be helpful in determining the overall quality of service that the institute
provides. It is essential to assess the level of satisfaction of the students with regards to
their learning experience in the institute, their interactions with the faculty, and their
 2

overall opinion about the institute. This can be done through surveys, interviews, or other
methods and can provide invaluable information about the quality of service and how it
can be improved. Gathering input from the students regarding their learning and teaching
experiences can be beneficial in improving the overall quality of education and ensuring
that the institute is providing top-notch service to its customers.
Student’s satisfaction on coaching institute is an important factor in determining the
quality and success of a coaching institute. The satisfaction of students is essential for the
success of any coaching institute as it helps to build credibility amongst students, parents,
and other stakeholders. A coaching institute needs to ensure that the students are satisfied
and happy with the teaching experience they are receiving. This can be done by providing
quality teaching and support, a comfortable learning environment, and effective assessment
methods. The faculty of the coaching institute must focus on delivering superior value to
the students so that they can reap the best rewards by attending these institutes. Moreover,
it is important to maintain an open and transparent communication system with students so
that their feedback can be gathered on regular basis to ensure that the quality of education
is maintained.

HISTORY OF COACHING INSTITUTES IN INDIA:

The coaching institutes in India dates back to the early twentieth century when
coaching centers first started to offer education to students who wanted to pursue higher
levels of studies like engineering or medical. Since then, these coaching institutes have
grown exponentially in both size and scope. These days, coaching institutes are responsible
for grooming thousands of students all over India who appear for competitive examinations
such as the IIT-JEE, GATE and CAT, making them more employable and competent for
their respective fields. They also provide a reliable platform for students to receive support
and guidance from experienced mentors and professionals. Coaching institutes offer
comprehensive study material and guidance, helping students enhance their knowledge
base and confidence levels. Additionally, they also offer a plethora of services ranging
from library access, online tutoring, online test series, placement assistance and even
career counseling. Therefore, the presence of coaching institutes in India is sure to
continue to remain strong in the years to come.
 3

THE RELATIONSHIP BETWEEN STUDENTS AND COACHING INSTITUTE:

The relationship between coaching institute and students is of utmost importance. It
is essential for the institute to nurture a positive and encouraging environment for the
students, as it helps in better learning. A coaching institute should have a collaborative
ecosystem where students and teachers can interact with each other in order to resolve
queries and understand the concepts in a better way. Having a strong and supportive
relationship between students and teachers will help in setting higher expectations for the
students, and in turn will aid them in achieving their desired goals. The institute should
also be aware of the individual needs of each student and provide individual attention to
them so that they can grow and develop as an individual. Hence, it is important for both the
student and the institute to work together in order to foster an effective learning
environment.
The relationship between coaching institutes and students is very important, as it
helps the students to learn and grow. It provides a platform to discuss the problems and the
solutions that can be applied to the same. Coaching institutes provide a conducive learning
environment where the students can gain knowledge and understanding of a particular
subject or topic. The quality teaching and guidance provided by the trainers help the
students to be successful in their academic journeys. The feedbacks of the students also
help in improving the quality of teaching as well as letting the institutes know about the
areas of improvement. The institute also provides guidance in terms of choosing the best
career options. Thus, coaching institutes and students are mutually beneficial for each
other, as both strive to excel in their respective fields.

THE ROLE OF COACHING INSTITUTES IN DEVELOPMENT OF STUDENTS:

The role of coaching institutes in the development of students is very crucial. It
provides a supportive and guided environment in which students can develop and hone
their academic skills. Coaching institutes also provide access to resources and support that
can help students excel in their studies. Coaching institutes also provide a platform for peer
learning and interaction, which can greatly benefit the development of students.
Furthermore, the presence of mentors and experienced teachers at coaching institutes can
help students develop the motivation and discipline needed to succeed in their academic
 4

careers. Ultimately, coaching institutes are an invaluable asset to any student's academic
journey, providing invaluable guidance, support, and resources that help ensure success.
They provide them with personalized guidance, teaching and mentorship that helps
to inculcate in the students a natural urge to learn, think and practice in their own unique
ways. Coaching institutes help to prepare the students for competitive examinations and
various other important tests that they need to qualify. They make sure that they are well
trained and equipped with the knowledge and skills required to excel in exams. Coaching
institutes also help the students develop their skills, knowledge and abilities which are
essential for success in their academic life as well as professional career. They teach the
students how to analyze their strengths and weaknesses and use them for their benefit.
They also provide career counseling and guidance that helps students make informed
decisions about their future with confidence. Coaching institutes not only help in building
confidence but also build a strong foundation for personal growth and success.

1.2 STATEMENT OF THE PROBLEM:

The statement of the problem on the research topic of student satisfaction on

coaching institutes highlights a crucial area of concern in the education sector. Coaching
institutes play a significant role in providing additional academic support and guidance to
students to improve their performance and prospects of success. However, there is limited
research on student satisfaction levels in coaching institutes, despite the potential impact on
their academic progress and overall satisfaction with the learning experience. The problem
addressed in this research study is the need to investigate and analyze the factors that
influence student satisfaction in coaching institutes so that appropriate interventions can be
implemented to address any gaps in the quality of education offered. The study seeks to
examine the quality of faculty, infrastructure, curriculum, learning environment,
communication, and other factors that affect student satisfaction to generate recommendations
for improvements that could benefit both students and coaching institutes. By addressing this
research problem, the study aims to contribute to a more comprehensive understanding of the
dynamics of coaching institute education, which could inform policy and program-level
decision-making in the education sector.

This study examines the various factors that influence student satisfaction so that
educational institutions can plan their strategy according to the level of satisfaction. It will
enable a competitive advantage.
 5

1.3 NEED FOR THE STUDY:

Students are the backbone of educational institutions and their satisfaction is crucial for
the success of coaching institutes. The study on research topic student satisfaction on
coaching institute is important because it helps the institute to understand the needs and
expectations of students. By conducting such a study, the institute can identify the strengths
and weaknesses of their services and make necessary modifications. This can result in an
enhanced learning experience for students, leading to better academic performance and
improved reputation of the coaching institute. Therefore, the need for the study on student
satisfaction in coaching institutes is imperative to help them provide quality education to their
students.
The educational industry is keenly dependent on its customers i.e the students. The
satisfaction of students is an essential component of the educational system, particularly for
coaching institutes that cater to students' needs beyond textbooks. Thus, the study of Student
satisfaction on coaching institutes is a vital area of research as it helps institutes to identify the
factors and variables that impact student satisfaction. The study focuses on various aspects
regarding the students' experience such as the quality of teaching, the overall infrastructure of
the institute, the behavior of faculty members, the quality of guidance, mentoring support, etc.
It is an inevitable fact that students who are satisfied with their coaches tend to show a better
academic performance, and the institute, in turn, gains a positive reputation. Identifying areas
of student dissatisfaction can also aid the institute to identify the factors that may be leading
to a lack of interest and low attendance in students. Thus, this research helps in evaluating the
level of satisfaction of students, highlighting the strengths and weaknesses of the coaching
institute and providing valuable insights for improvement. This improvement can lead to a
better education system, higher student retention rates, and revenue growth for the coaching
institute through referrals and positive reviews. Therefore, the study on research topic student
satisfaction on coaching institutes is essential as it plays a vital role in providing a better
learning experience and ensuring positive outcomes for students in their educational journey.
It can help coaching institutes to tailor their services to meet the unique needs of each
student. Different students have different learning styles, and a coaching institute must be able
to provide a variety of teaching methods and resources to meet the diverse needs of its
students. By conducting regular surveys and gathering feedback, coaching institutes can
identify the areas where students are struggling and provide additional resources or support to
help them succeed. This can lead to an increase in student retention, better academic
performance, and a higher level of satisfaction amongst students.
 6

In conclusion, the study of student satisfaction on coaching institutes is critical in

providing quality education to students. It provides valuable information on how to meet the
unique needs of students, improve teaching practices and optimize the student experience.
The benefits of this study are numerous, and coaching institutes that prioritize student
satisfaction will likely have a better reputation, higher enrollment, and better student
outcomes.

1.4 OBJECTIVES OF THE STUDY:

1. To Study the students’ perception of quality of services presented in coaching

institutes in Chennai City.
2. To ascertain the impact of students’ perception of quality of service on the overall
student satisfaction.
3. To give the suggestion to the coaching Intuitions for development in the quality of
services offered.

1.5 SCOPE OF THE STUDY:

This study concentrates on the coaching institutes in Chennai city. The study on
research topic student satisfaction on coaching institute is important because it helps the
institute to understand the needs and expectations of students. By conducting such a study, the
institute can identify the strengths and weaknesses of their services and make necessary
modifications. This can result in an enhanced learning experience for students, leading to
better academic performance and improved reputation of the coaching institute. Therefore, the
need for the study on student satisfaction in coaching institutes is imperative to help them
provide quality education to their students. This study will also be the basis for a literature for
future researchers.
 CHAPTER-2
REVIEW OF LITERATURE
 7

2.1 INTRODUCTION

This chapter is to provide a theoretical idea related to the dimensions of service quality and
customer satisfaction of Coaching Institutes. The researchers have found some factors which
provide some conceptual clarity about service quality and customer satisfaction. In the present
study, the researchers have identified and reviewed the Service quality dimension in the education
sector and Coaching Institutes. Through this literature review, the researchers have identified the
Service quality dimension in the education sector and ordered according to the context.

2.2 REVIEW OF PREVIOUS STUDIES

Josephat, Ismail and Martin (2014) examined the student satisfaction of undergraduate
students at the University of Dodoma (UDOM) in Tanzania. Factor analysis was performed to
identify the key variables of student satisfaction. The overall students’ satisfaction index was found
to be 55.2%. The various factors namely academic and non-academic staff, learning material,
learning environment, and learning facilities were positively correlated to student satisfaction.
However, learning material was found to be the only insignificant predictor. The authors found that
satisfaction level for UDOM students is negligible. Therefore it was recommended that the
university must improve service delivery.

Rajab, Rahman, Panatik, and Shaari (2012) discussed the perception of international students
in a Malaysian university. The authors found that satisfaction level of international students was
moderate. The authors opined that support staff plays a key role in the organizing all the background
works in the university and support staff are required to maintain the effectiveness in the delivery of
services particularly in the counter staffs since they are the image. Though, the findings of the study
reveal that satisfaction with support staff is at moderate level, so continuous improvements are
required to be made in order to make sure that each goal is achieved to satisfy students. The author
recommended that support staff is a key in student satisfaction and should always be informed of the
benefits of global education so that the attitude of support staff is reflected while delivering the
services among international students.

Jalali, Islam, and Ariffin (2011) recognize factors that impacts satisfaction of student in a
Malaysian university. The authors found that academic factors are more significant as compared to
support function factors. The findings revealed that academic functions are not limited to the
teaching process, but also comprise of certain aspects that can build up students in different ways.
Gibson (2010) examined satisfaction of students. The findings of the study indicated that non-
academic factors are also very important in order to satisfy the student in a university or a college.
 8

The various non-academic factors include quality of contact personnel in administrative

departments, reputation of the university, acknowledgement, and services, teaching quality and
information technology facilities

Gruber, Fub, Voss, and Zikuda (2010) examined student satisfaction with higher education
services using a new measurement tool. The aim of the paper was to examine how students perceive
the services offered at a German university and how much satisfied they are with such services. The
finding of the study indicated that satisfaction of students with their university was reliant on
person-environment relationship. It was found that students were predominantly satisfied with the
placements and the environment amongst students. However, the students were on the whole
dissatisfied with the buildings and the quality of the lecture theatres. The author recommended that
as German universities desire their students not only to enrol for a bachelor degree but also for a
master, so the university has to be more focussed on delivering quality services. The university need
to treat their students as customers and keep them satisfied otherwise the students may enrol in other
university. So, the university need to focus on the student satisfaction if they want to sustain in the
competitive markets for long run.

Jackson, Jones, and Rodriguez (2010) examine the influence of faculty support on student
satisfaction with respect to online courses offered by the universities. The findings of the study
indicated that faculty actions positively impacts student satisfaction in the online courses. The
authors recommended that the colleges/universities must identify faculty actions that influence
student satisfaction in online courses as it will very much help colleges/universities in strengthening
their capabilities to offer quality online experiences for the students.

Sirgy, Lee, Grzeskowiak, Grace, Webb, El-Hasan and Kangal (2010) examined students’
satisfaction. The basis of the research was academic aspects of the students to achieve satisfaction.
Various academic aspects were satisfaction with the learning environment, satisfaction with the
faculty and with the teaching methodology, satisfaction with the academic reputation, satisfaction
with the workload. Additionally, the research also incorporated various social aspects of student life
namely satisfaction in terms of accommodation, satisfaction with spiritual programs and services,
satisfaction with worldwide programs and services, satisfaction with clubs and student social
organisations and satisfaction with leisure or recreational activities. The authors performed the
research using two models. The first model talks about examining how recreational services,
academic, and societal facets affect students’ satisfaction. The second was extended model and
included how the satisfaction with student life affects the overall life satisfaction.
 9

Vanicharaoenchai and Tosulkaew (2010) studied academic achievements and searching

skills of students who studied through blended learning based on action learning and students who
studied through traditional learning and to study the ideas about blended learning based on action
learning. The subjects in a control group were studied through traditional learning, and subjects in
an experimental group were studied through blended learning based on action learning. The research
results showed that the subjects were delighted with the blended learning based on action learning
methods.

Yapici and Akbayin (2012) studied the effect of the hybrid learning model on high school
students' biology achievement and their attitudes towards the Internet. One hundred seven students
were randomly assigned into two teaching method groups: traditional and hybrid teaching methods
attending NevzatAyaz Anatolian High School in Diyarbakir, Turkey. An Internet Attitude Scale and
an achievement test were used to collect data. For the data analysis, mean scores, independent t-test,
and paired samples t-test were used. The study results revealed that the hybrid learning model
contributed more to the student's biology achievement than the traditional teaching method.

Cracraft (2015) conducted a study on 5th-grade students to analyze hybrid and traditional
learning effects on student success rates. One school implemented a hybrid learning model in one
5th grade elementary classroom in Missouri, United States. The teachers and students were each
presented with a Chrome Book to use as their device to support hybrid learning in the classroom.
One classroom employed hybrid learning, and another employed a traditional model for a year. The
purpose of the study was to examine if students' achievement increased with applying hybrid
learning into daily classroom instruction. A t-test was administered to examine the possible effect on
students' achievement with an added hybrid learning component. The t-test results indicated no
significant change in students' achievement when a hybrid learning model is added in the classroom.

Krishnan (2015) studied the effect of a hybrid learning strategy on learning science among
secondary school students of Bangalore city in India. The study was quasi-experimental, and a
pretest-posttest non-randomized control group design was employed. The experimental group of
ninth-standard students was taught six chapters of science through hybrid instruction strategy,
whereas the regular teacher taught the control group the science chapters through conventional
teaching strategy. The experimental group consisted of 38 ninth-standard students, and the control
group consisted of 36 ninth-standard students. The results indicated that hybrid learning is more
effective than conventional in enhancing science process skills and science achievement among
secondary school students.
 10

Akgunduz and Akinoglu (2016) investigated the effect of blended learning and social media-
supported learning on the student's" attitude and self-directed learning skills in Science Education.
The study involved 74 students of 7th grade attending a primary school in Kadikoy, Istanbul,
Turkey. The design of the study was a pre-test–post-test control group design. Control Group was
taught by using the conventional face-to-face approach with the 5E learning cycle, one of the
experimental groups received a blended learning model (face-to-face and web-based learning) with
the 5E learning cycle, and the other experimental group received social networking supported based
on face-to-face approach and the 5E learning cycle model. The blended learning experimental group
showed an increased science attitude and self-directed learning skills significantly than the control
group.

Kintu and Zhu (2017) investigated a blended learning environment's effectiveness by

analyzing the relationship between students' Characteristics/ background, design features, and
learning outcomes. A survey was administered to 238 respondents to gather student
Characteristics/background, design features, and learning outcomes. The final semester evaluation
results were used as a measure for performance as an outcome. The results indicate that some of the
student Characteristics/backgrounds, design features are significant predictors for student learning
outcomes in blended learning.

Lalima (2017) reported in his article named "Blended Learning: An Innovative Approach"
that blended learning is an innovative concept that considers the advantages of both traditional
teaching and ICT-supported learning. It incorporates diverse modes and thus has scope for
collaborative learning, constructive learning, and computer-assisted learning (CAI). Its successful
implementation needs rigorous efforts, the right attitude, a handsome budget, and highly motivated
teachers and students. The author also discussed the concept, features, prerequisites, scope, and way
to adopt blended learning.

Gupta (2020) studied the effect of blended learning strategy on the critical thinking and
social skills of students with attention deficit hyperactivity disorder. This experimental study
employed a pretest-posttest control group experimental design. A sample of 80 students with ADHD
was selected from 4 schools of Amritsar city and divided randomly into two groups: experimental
group and control group. The experimental group was taught with a blended learning strategy, and
the control group was taught with the traditional method of teaching for 50 working days. Data were
analyzed by using the statistical technique of independent samples t-test. The results reveal that the
students with ADHD taught through a blended learning strategy exhibited better performance in
critical thinking and social skills gain scores than those taught through the traditional method. The
 11

findings indicate that the blended learning strategy proved effective and beneficial in promoting the
critical thinking and social skills of students with ADHD.

Alseweed (2013) investigated the effects of traditional learning, hybrid learning, and virtual
class learning on university students" achievement and attitudes. The study comprised 34 male
students studying at the English Language Program, Qassim University of Saudi Arabia, divided
randomly into three groups (hybrid learning, traditional learning, or virtual class learning). Results
revealed significant differences among the instructional approaches in the achievement test scores in
favor of hybrid learning. In addition, the results also show significant differences in students’
attitudes in favor of hybrid learning

Dikmenli and Unaldi (2013) studied the effect of blended (hybrid) learning on the
achievement and the attitude against the geography course. This study comprised 73 students of 9th
class, the three classes (classes M, N, and O) of a high school located in the Centrum of Kırşehir
province, Turkey. Pretest-Post test experimental design was used to carry out the study. The results
show that the hybrid teaching method had a statistically significant contribution to the students'
achievement in geography and their attitudes towards the geography course compared to the face-to-
face expository method.

Lacatan (2013) studied the effectiveness of the hybrid teaching method on the academic
performance of students. The study was quasi-experimental research to determine the progress of
the hybrid teaching method to an e-learner over the face-toface method of teaching. The study
subjects were the students of Computer Engineering of Adamson University, Philippines, enrolled in
the course Engineering Electromagnetic during the first semester of 2007-2008. The students were
divided into two groups, i.e., experimental and control groups. The hybrid teaching method was
used in the experimental group, and the face-to-face method was used in the control group. To
assess the academic performance of the students, quizzes and assignments were given. The study
results revealed that students performed well in the hybrid method compared to the face-to-face
method.

Ghahari and Golestan (2014) investigated the impact of hybrid learning and classroom
teaching methods on Iranian EFL (English as a foreign language) learners' writing. A group of 29
upper intermediate and advanced EFL learners were randomly placed in two groups: an
experimental group, namely Hybrid Learning, and a control group, namely Classroom Learning.
Participants of the experimental group received 44 conventional teaching methods of writing plus
learning through the web. However, the control group participants were taught based on the
 12

conventional teaching methods of writing and received the materials, instructions, and feedback
only through conventional methods. Participants' first piece of writing was regarded as the pre-test,
and their last one was the post-test. The results showed that the Hybrid Learning group participants
significantly outperformed the Classroom Learning group in their writing performances.

Wichadee (2014) studied the factors related to student's performance of hybrid learning in an
English language course. The study introduced hybrid teaching that uses multiple e-learning tools to
supplement the students' face-to-face learning environment in a difficult situation in Thailand. The
study was carried out on 182 students enrolled in an English course. In order to explore the factor
related to students' learning achievement in a hybrid environment, data regarding learning
achievement and amount of participation were collected. Data were analyzed by using the
coefficient of correlation and regression analysis. The findings indicated a positive correlation
between achievement in English language courses and hybrid learning techniques.

Adidoye (2015) examined the effect of a hybrid instructional approach on students' academic
achievement in geography. A pre-test post-test control group quasi-experimental research design
was adopted in the study—the study comprised 110 SSII Geography senior secondary students in
Akure town, Nigeria. Descriptive statistics and t-test were used in the analysis. The study results
revealed that the hybrid instructional approach has proved to be more effective in improving
students' achievement in geography than the conventional teaching method.

Fakhir (2015) investigated the effect of using hybrid learning on the achievement of sixth-
grade students and their attitudes towards it. The study sample comprised of 50 female students who
were selected from two schools in Iraq, namely, Alrai and Alsabelah schools; the sample was
selected purposively. The study sample was distributed into two groups; the first group was the
experimental group that was taught using a blended learning method consisting of 25 female
students; the second group was the control group taught by the traditional method consisted of 25
female students. Data were analyzed by using SPSS and computed covariance. The results indicated
statistically significant differences between the means of the results of the two groups on the post-
achievement test, and the difference was in favor of the experimental group that was taught by the
hybrid learning strategy.

Wiyarasi (2017) concluded that chemistry teachers of Sleman's could design classroom
action research in a hybrid learning environment and categorized it as good; however, continuous
implementation and guidelines are needed to develop teachers' competencies further. Based on these
 13

conclusions, researchers of the current study recommend designing more activities to engage
students vigorously and enhance their achievements and skills in a hybrid learning environment.

Khatib (2010) examined the use of meta-cognitive self-regulated learning, motivational

beliefs, and United Arab Emirates (UAE) college students' academic performance. The study aimed
to examine the predictive association between selfregulated learning and motivational beliefs. The
research participants included 404 49 college students enrolled in various general education courses
at A1 Ain University of Science and Technology in the UAE. Data were collected by employing the
Motivational Strategies for Learning Questionnaire (MSLQ). Data was further subjected to
exploratory factor analysis, multiple analyses of variance (MANOVA), and regression analysis.
Analysis of the data revealed that the following components of the independent variables, i.e.,
intrinsic goal orientation, self-efficacy, test anxiety, and meta-cognitive self-regulated learning
strategies, emerged as significant predictors of college students' performance.

Cobanoglu and Yurdakul (2014) aimed to investigate the effects of hybrid learning on
students" achievement, perceived cognitive flexibility levels, and self regulated learning skills. The
study was conducted in the "I.T. & Ethics" course of Computer Education and Instructional
Technology Program at Faculty of Education, Ege University, Izmir, Turkey. The concurrent
triangulation design was used in the study. The subjects were 65 senior students who enrolled in the
course in the 2013 spring semester. Hybrid learning was exercised through face-to-face classroom
50 sessions and an online learning environment. In order to find out the effect of hybrid learning on
achievement, perceived cognitive flexibility levels, and self-regulated learning skills, one-way
ANOVA for repeated measures and paired samples t-test with Bonferroni correction were
performed. The results suggested that a hybrid learning-based program positively affected the
student's" achievement, perceived cognitive flexibility levels, and self-regulated learning skills.

2.3 RESEARCH GAP AND CONCLUSION

The literature review relating to the customer satisfaction of Coaching Institutes was analyzed
from various sources. Many studies have attempted to examine service quality and customer
satisfaction of Coaching Institutes of various categories .From the literature review it is evident that
there is no work related to coaching Institutes in Chennai city. This is a significant gap.
 CHAPTER-3
RESEARCH METHODOLOGY
 14

3.1 RESEARCH DESIGN

The research design serves as a roadmap for addressing the research questions raised by
a study. It provides a framework for researchers to follow, guiding their efforts to find
solutions to the problem at hand. In this particular case, the research study focuses on
student’s satisfaction towards coaching institutes in Chennai and is primarily empirical
in nature. This empirical study will involve direct observation and data collection from
student’s to gain insights into their opinions. The study will also explore the various
factors that influence consumers' reactions in coaching institutes. By observing students
directly, the study can also gather secondary information from their gestures, allowing
for a more comprehensive understanding of their perceptions.

To effectively identify student’s satisfaction towards coaching institutes in Chennai, the

study will follow the research design typically employed by empirical studies. This
design will guide the data collection process and ensure that the study produces valid
and reliable results.

3.2 DATA COLLECTION

The data collection is of two types. The first type is secondary data, which is collected
from various published journals, magazine, books, reports and online articles. The second
type is primary data, which is collected to overcome the gap in the literature. The
researcher used survey method to collect data from the students through a Google form
in structured questionnaire.

3.3 SAMPLING DESIGN

Purposive sampling, a non-probability sampling technique is adopted for selecting the

respondent’s in coaching institutes. A self-administered questionnaire prepared in English
is used as an instrument to collect the data. Data is collected from the students who
studied in coaching institutes and respondents in Chennai city. Hence the sample size
taken for the study is Sixty seven.

3.4 AREA OF THE STUDY

The Chennai city has been selected for the present study because the city consists of
people with various cultural and economic backgrounds. Also, the city has very long
historical and traditional values. Moreover the city is the workplace of the researcher.
 15

3.5 STATISTICAL TOOLS USED

• Percentage analysis were used in the study

3.6 LIMITATIONS OF THE STUDY

• This study is limited to Chennai city only and results may differ if conducted in other
regions.

• Time and cost are the other factor’s limiting the study to the sample 67 respondents only.

• Analysis is based on the primary data collected through questionnaire and the accuracy of
the findings entirely depends on the correctness of such data.
 CHAPTER-4
DATA ANALYSIS AND INTERPRETATION
 16

4.1 Analysis and Interpretation:

Data analysis and interpretation are integral part of research. Analysis means computation of
certain indices or measures or coefficients along with matching for pattern relationship that
exists among data groups. The important objective of analysis is to provide answers to the
question activated. In research, interpretation refers drawing inference from the collected
facts of the analytical study. It is also critical examination of the result of analysis of data in
the light of all limitation of data collection. It is through the interpretation; the researcher is
able to understand the real significance of the study. This chapter comprises the analysis,
presentation and interpretation of data carried out on the result of questionnaire, deals with
quantitative analysis of data.

The data analysis and the findings are prepared on the basis of the survey conducted with the
help of questionnaire prepared and the questionnaire is given in the appendix. The
questionnaires were circulated using google form. For collecting data from the respondents
five-point scale used in the structured question, with the scale of strongly agree, agree,
neutral, disagree, and strongly disagree. Overall 64 responses were collected. The analysis
was done with the help of Microsoft Excel 2016. The type of tests that were done are and
percentage analysis.
 17

TABLE - 1
GENDER

SL.NO PARTICULARS FREQUENCY PERCENTAGE

1 Male 39 58
2 Female 28 42
TOTAL 67 100
Source: Primary data.

INTERPRETATION:

The interpretation of this table is that out of the total number of individuals
surveyed, 58% were male and 42% were female.

120
100
100

80
67
58
60 FREQUENCY
39 42 PERCENTAGE
40
28

20

0
Male Female TOTAL

Chart 1: Gender
 18

TABLE 2
STREAM OF COACHING
.

SL.NO PARTICULARS FREQUENCY PERCENTAGE

1 MEDICAL 32 48

2 ENGINEERING 23 34

3 FOUNDATION(CA,CMA,CS) 12 18

TOTAL 67 100

Source: Primary Data.

INTERPRETATION:

From the above table, the interpretation of this table is that out of the total number
of individuals surveyed, there are 32 occurrences of Medical, accounting for 48% of the
total, 23 occurrences of Engineering, accounting for 34% of the total, and 12 occurrences
of Foundation (CA, CMA, CS), accounting for 18% of the total.

60
48
50
40 32 34
30 23
18
20 12
10
FREQUENCY
0
PERCENTAGE

Chart 1: Stream of Coaching

 19

TABLE 3
AGE

SL.NO PARTICULARS FREQUENCY PERCENTAGE

1 BELOW 15 2 3
2 15-20 49 73
3 20-25 13 19
4 ABOVE 25 3 5
TOTAL 67 100
Source: Primary Data.

INTERPRETATION:

From the above Table, The interpretation of this table is that out of the total number
of individuals surveyed, 73.1% were in the age group of 15-20, 19.4% were in the age group
of 20-25, 4.5% were above 25, and only 3% were below 15.

80
73
70
60
49
50

40 FREQUENCY
30 PERCENTAGE
19
20
13
10 5
2 3 3
0
BELOW 15 15-20 20-25 ABOVE 25

Chart 3: Age
 20

TABLE 4
BEST PROFESSION ACCORDING TO STUDENTS

SL.NO PARTICULARS FREQUENCY PERCENTAGE

1 DOCTOR 14 21
2 ENGINEER 21 31
3 OTHERS 32 48
TOTAL 67 100
Source: Primary Data

INTERPRETATION:

The given table shows the frequency and percentage of

individuals in different professions. The interpretation of this table is that out of the total
number of individuals surveyed, 31.34% were engineers, 20.90% were doctors, and 47.76%
were in other professions.

60

50 48

40
31 32
30 FREQUENCY
21 21 PERCENTAGE
20
14

10

0
DOCTOR ENGINEER OTHERS

Chart 4: Profession According to Students Basis

 21

TABLE 5
HOW DO STUDENTS ABLE TO KNOW ABOUT COACHING CENTRES

SL.NO PARTICULARS FREQUENCY PERCENTAGE

1 FREIENDS/CLASSMATES 45 67
2 TEACHERS 6 9
3 RELATIVES 11 16
4 NEWSPAPER 1 2
5 SOCIAL MEDIA 4 6

TOTAL 67 100

Source: Primary Data

INTERPRETATION:
The given table shows the frequency and percentage of sources from
which individuals receive information. The interpretation of this table is that out of
the total number of individuals surveyed, 67.2% received information from
friends/classmates, 16.4% received information from relatives, 9% received information
from teachers, and 6% received information from social media. Only 1.5% received
information from newspapers.

80
70 67
60
50 45
40
30
16
20 11
10 6 9 4 6 FREQUENCY
1 2
0 PERCENTAGE

Chart 5: How do students able to know about coaching centres Basis.

 22

TABLE 6
REASON FOR CHOOSING COACHING CENTRES

SL.NO PARTICULARS FREQUENCY PERCENTAGE

1 FAMILY PRESSURE 7 11

2 OWN DECISION 43 64

3 FRIENDS 9 13

4 OTHER REASONS 8 12

TOTAL 67 100

Sources: Primary Data

INTERPRETATION:
The given table shows the frequency and percentage of reasons for making a
decision. The interpretation of this table is that out of the total number of individuals
surveyed, 64.18% made their own decision, 13.43% were influenced by friends, 11.94% had
other reasons, and only 10.45% were under family pressure.

70 64
60

50
43
40

30 FREQUENCY
PERCENTAGE
20
11 13 12
7 9 8
10

0
FAMILY OWN FRIENDS OTHER
PRESSURE DECISION REASONS

Chart 6: Reasons for choosing institute basis

 23

INSTITUTE ENVIRONMENT

The institutional environment is important in coaching centers because it shapes

organizational behavior and outcomes. Coaching centers need to create a coaching
environment that allows for coachable moments to coach effectively. Institutional theory
emphasizes the normative impact of the environment on organizational activity. Colleges and
universities exist within an institutional environment in which external stakeholders
determine the expectations for organizational behavior and practices. Coaching centers
need to conform to the norms and regulations of the institutional environment to be
successful.The institutional environment can be a coercive and direct force that shapes and
constrains organizational actions and policies. Therefore, coaching centers need to be aware
of theinstitutional environment and take steps to shape it to be successful
 24

TABLE 7
INSTITUTE ENVIRONMENT

STRONGLY STRONGLY
ATTRIBUTES DISAGREE NEUTRAL AGREE
DISAGREE AGREE

i am satisfied with the 10 4 12 22 19

learning environment (14.9%) (6%) (17.9%) (32.8%) (28.4%)

my institute meets with

the overall physical 7 3 18 26 13
appearance that gives (10.4%) (4.5%) (26.9%) (38.8%) (19.4%)
him a good mark
i am satisfied with the
7 5 14 21 20
cleanliness of the
(10.4%) (7.5%) (20.9%) (31.3%) (29.9%)
institute
the lighting
arrangements in the 5 7 9 26 20
study premises are (7.5%) (10.4%) (13.4%) (38.8%) (29.9%)
satisfactory
i am satisfied with the 4 7 12 20 24
sizes of the classroom (6%) (10.4%) (17.9%) (29.9%) (35.8%)
the institute
8 4 14 20 21
environment makes me
(11.9%) (6%) (20.9%) (29.9%) (31.3%)
feel comfortable
the public areas of the
4 8 15 21 19
institute are well
(6%) (11.9%) (22.4%) (31.3%) (28.4%)
developed
Sources: Primary Data

From table 4.1,Based on the given data, it can be observed that major number of students
have agreed that they are satisfied with the learning environment (32.8%), cleanliness of the
institute (31.3%),physical appearance of the institute (38.8%),and public areas (31.3%).
Based on the given data, it can be observed that major number of students have strongly
agreed that they are satisfied with the sizes of the classroom (35.8%), and the comfortability
of the institute (31.3%). Overall the high percentage of students have agreed and satisfied
with the institute environment.
 25

FACULTY:

Faculty is an important aspect of coaching centers as they play a crucial role in shaping the
learning experience of students. Coaching centers provide students with study materials and
guidance to prepare for competitive exams. The faculty in coaching centers needs to be
experienced and well-trained to provide quality education to students.
 26

TABLE 8
FACULTY

STRONGLY STRONGLY
ATTRIBUTES DISAGREE NETURAL AGREE
DISAGREE AGREE

i am satisfied with 6 7 19
13 22
teaching methods used
(9%) (10.4%) (19.4%) (32.8%) (28.4%)
by faculty

faculty imparts
3 8 11 25(37.3 20
knowledge and skills to
solve students (4.5%) (11.9%) (16.4%) %) (29.9%)
problems

Faculty presents
4 11 15 20 17
theoretical knowledge
and practical (6%) (16.4%) (22.4%) (29.9%) (25.4%)
experiences

The performance
3 9 16 20 19
evaluation criteria
adopted by the faculty (4.5%) (13.4%) (23.9%) (29.9%) (28.4%)
is satisfactory

I am satisfied with 5 8 20
15 19
learning guidance
(7.5%) (11.9%) (22.4%) (28.4%) (29.9%)
offered by the faculty

There is always two-

8 10 12 18 19
way communication
between faculty and (11.9%) (14.9%) (17.9%) (26.9%) (28.4%)
student.

I am satisfied with the 5 8 18

14 22
easier accessibility of
(7.5%) (11.9%) (20.9%) (32.8%) (26.9%)
the faculty.
 27

I am satisfied with the

quality study materials 22 20
4 12 9
and notes provided by (6%) (17.9%) (13.4%) (32.8%) (29.9%)
faculty.

Faculty is sincerely
interested in helping 21 20
6 8 12
students learn and (9%) (11.9%) (17.9%) (31.3%) (29.9%)
grow.

The faculty of the 19

13 21
institute is consistently 6 8
(9%) (11.9%) (19.4%) (31.3%) (28.4%)
courteous with students

Sources: Primary Data

INTERPRETATION:

From table 4.2,, Based on the given data, we observed that the major number of
students have agreed that they are satisfied with teaching methods of faculty
(32.8%),theoretical knowledge and practical experiences (29.9%),performance evaluation
criteria (29.9%),easier accessibility (32.8%),materials and notes provided by faculty
(32.8%),helping students to learn and grow (31.3%), consistent courteous with
students(31.3%). Based on the given data, we observed that the major number of students
have strongly agreed that they are satisfied with solving the students problem
(29.9%),learning guidance (29.9%),two way communication (28.4%). Overall the high
percentage of students have agreed and satisfied with the institute faculty.
 28

CURRICULAM

Coaching centers provide students with study materials and guidance to

prepare for competitive exams. The curriculum in coaching centers is designed to provide
foundational coaching skills for managers and leaders. Coaching centers need to have a
structured module that covers all the topics relevant to the exam and provides students with
the necessary knowledge and skills to succeed.
 29

TABLE 9
CURRICULAM
STRONGLY STRONGL
ATTRIBUTES DISAGREE NETURAL AGREE
DISAGREE Y AGREE

The curriculum is
8 9 11 22 17
attractive and stimulates
(11.9%) (13.4%) (16.4%) (32.8%) (25.4%)
students’ interest
I am satisfied with the
3 10 11 26 17
lesson plans practiced
(4.5%) (14.9%) (16.4%) (38.8%) (25.4%)
by the Institute.
The time table is very
6 8 12 21 20
well organized to cover
(9%) (11.9%) (17.9%) (31.3%) (29.9%)
the curriculum.
I am satisfied with the
5 6 12 24 20
learning material
(7.5%) (9%) (17.9%) (35.8%) (29.9%)
related to curriculum
Regular tests are the
part of curriculum to 6 6 10 24 21
examine my (9%) (9%) (14.9%) (35.8%) (31.3%)
performance.
The assessment criteria
are always explained to 4 8 13 19 23
me at the beginning of (6%) (11.9%) (19.4%) (28.4%) (34.3%)
the test.
I get the results of the
2 9 17 16 23
test within a reasonable
(3%) (13.4%) (25.4%) (23.9%) (34.3%)
period of time.
I always receive
3 16 17 20
sufficient feedback on 11
(4.5%) (16.4%) (23.9%) (25.4%) (29.9%)
my tests.
I am satisfied with the
6 3 16 22 20
evaluation methods of
(9%) (4.5%) (23.9%) (32.8%) (29.9%)
the curriculum.
Sources: Primary Data
 30

INTERPRETATION:

Based on the given data, it can be observed that a significant

number of students have agreed that they have satisfied with attractive curriculum and
stimulates students interest (32.8%),lesson plans practiced(38.8%),time table
(31.3%),learning material (35.8%),regular test (35.8%),evaluation method(32.8%),Based on
the given data, we observed that the major number of students have strongly agreed that they
are satisfied with assessment criteria (34.3%),result within period of time (34.3%),sufficient
feedback on test(29.9%). Overall the high percentage of students have agreed and satisfied
with the institute curriculum.
 31

ATTITUDE TOWARDS STUDENTS

Coaching centers should have a positive attitude towards students to create a

supportive learning environment. Coaching centers should reinforce messages and desired
behavior that other educational institutions may not have the time or resources to provide.
Coaching centershave gained a lot of experience and developed a professional approach to
help students achieve their goals. Coaching centers should evaluate their coaching
performance through thedescription of ideal behaviors and characteristics, observation tools,
theoretical models, and feedback from students.
TABLE 10
ATTITUDE TOWARDS STUDENTS
STRONGLY STRONGLY
ATTRIBUTES DISAGREE NETURAL AGREE
DISAGREE AGREE

I am satisfied with the

overall Institute 5 8 12 24 18
support provided to (7.5%) (11.9%) (17.9%) (35.8%) (26.9%)
students
The Institute would
help students solve 1 14 17 15 20
problems in case of any (1.5%) (20.9%) (25.4%) (22.4%) (29.9%)
difficulties
The opinion and
complaint channels for 5 5 11 23 23
students’ are well (7.5%) (7.5%) (16.4%) (34.3%) (34.3%)
managed
The counseling
services offered by the 4 7 14 23 19
Institute are (6%) (10.4%) (20.9%) (34.3%) (28.4%)
satisfactory
The counseling
services offered by the 2 10 12 22 21
Institute are (3%) (14.9%) (17.9%) (32.8%) (31.3%)
satisfactory
 32

I am satisfied with the

personal career 2 10 13 23 19
guidance offered by (3%) (14.9%) (19.4%) (34.3%) (28.4%)
the Institute
The attitude of support
3 11 11 23 19
staff in the Institute is
(4.5%) (16.4%) (16.4%) (34.3%) (28.4%)
very good
The Institute is
concerned about 1 9 12 18 27
safety and welfare of (1.5%) (13.4%) (17.9%) (26.9%) (40.3%)
students
I am satisfied with the
water and electricity 4 6 11 20 26
services offered in the (6%) (9%) (16.4%) (29.9%) (38.8%)
Institute
The transportation
facilities offered by 4 13 11 18 21
the Institute are well (6%) (19.4%) (16.4%) (26.9%) (31.3%)
managed
Sources: Primary Data

INTERPRETATION:

Based on the given data, it can be observed that a significant number of students
agreed that they have satisfied with providing support (35.8%),counseling services
(34.3%),personal career guidance (34.3%),staff support (34.3%), Based on the given data, we
observed that the major number of students have strongly agreed that they are satisfied with
solving the students problem (29.9%),safety and welfare of the students(40.3%),water and
electricity services (38.8%),transport facility (31.3%),and (34.3%) of students have agreed
and strongly agreed with opinion and complaints channel. Overall the high percentage of
students have agreed and satisfied with the attitude towards students.
 33

LIBRARY/DIGITAL CONTENT

Coaching centers provide students with study materials and guidance to prepare
for competitive exams. Digital coaching platforms provide their clients with a content library
full of practical strategies for improving their physical and mental health. Learning Forward's
content-based coaching program integrates deep content knowledge and pedagogy with best
practices in coaching. Coaching centers need to have a structured module that covers all the
topics relevant to the exam and provides students with the necessary knowledge and skills to
succeed.
 34

TABLE 11
LIBRARY/DIGITAL CONTENT

STRONGLY STRONGLY
ATTRIBUTES DISAGREE NETURAL AGREE
DISAGREE AGREE

I am satisfied with the

availability of digital 3 9 10 23 22
Content and learning (4.5%) (13.4%) (14.9%) (34.3%) (32.8%)
materials.
The number of books
available/digital
3 8 13 22 21
content in the library
(4.5%) (11.9%) (19.4%) (32.8%) (31.3%)
meets the students’
needs
The access of
3 7 13 21 23
books/digital content
(4.5%) (10.4%) (19.4%) (31.3%) (34.3%)
is user friendly.
The operating hours
3 5 17 16 26
of digital content are
(4.5%) (7.5%) (25.4%) (23.9%) (38.8%)
suitable for students’
I am satisfied with the
2 8 11 17 29
update of digital
(3%) (11.9%) (16.4%) (25.4%) (43.3%)
content
The size and seating
4 9 11 19 24
capacity of the digital
(6%) (13.4%) (16.4%) (28.4%) (35.8%)
library is appropriate.
Sources: Primary Data
INTERPRETATION:
Based on the given data, we observed that a significant number of students have
agreed and satisfied with digital content and learning material (34.3%),books digital content
in library(32.8%) , based on the given data the major number of students have strongly
agreed that they are satisfied with the access of books and digital content (34.3%) , Operating
hours of digital content (38.8%) , Update of digital content (43.3%) , size and seating
capacity of digital library (35.8%). Overall the high percentage of students have agreed and
satisfied with the library/digital content.
 35

MANAGEMENT OF INSTITUTION

The management of coaching centers is crucial to ensure that they

provide quality education to students. Coaching centers need to have a structured module that
covers all the topics relevant to the exam and provides students with the necessary knowledge
and skills to succeed. The curriculum in coaching centers should integrate deep content
knowledge and pedagogy with best practices in coaching. Coaching centers should evaluate
their coaching performance through the description of ideal behaviors and characteristics,
observation tools, theoretical models, and feedback from students.
 36

TABLE 12
MANAGEMENT OF INSTITUTION

STRONGLY STRONGLY
ATTRIBUTES DISAGREE NETURAL AGREE
DISAGREE AGREE

I am satisfied with the

6 7 15 18 21
operating hours suitable
(9%) (10.4%) (22.4%) (26.9%) (31.3%)
with students’ need
The feedback and
3 9 13 18 24
suggestion mechanism is
(4.5%) (13.4%) (19.4%) (26.9%) (35.8%)
very effective.
I am satisfied with the
management ability to
2 7 13 20 25
address students’
(3%) (10.4%) (19.4%) (29.9%) (37.3%)
suggestions and feedback
in a proper manner.
The attitude of
2 10 10 20 25
management towards
(3%) (14.9%) (14.9%) (29.9%) (37.3%)
students’ is courteous.
The management of the
Institute is concerned 2 6 12 25 22
about welfare of the (3%) (9%) (17.9%) (37.3%) (32.8%)
students’.
It is very easy to talk to
the management or 2 9 15 18 23
administrators of the (3%) (13.4%) (22.4%) (26.9%) (34.3%)
Institute.
Sources: Primary Data
INTERPRETATION:
Based on the given data, we observed that a significant number of students agreed that they
have satisfied with management concern about welfare of the students (37.3%). Based on
the given data, it can be observed that a significant number of students strongly agreed that
they have satisfied with operating hours (31.3%), feedback and suggestion mechanism
(35,8%), address students suggestions(37.3%), attitude towards students courteous (37.3%),
administrators of the institute(34.3%). Overall the high percentage of students have agreed
and satisfied with the Management of the institution.
 37

STUDENTS OVERALL SATISFACTION

The overall satisfaction of students about coaching centers can vary

depending on their experience and the quality of coaching provided .While some students
have been benefitted by the experience and professional approach of coaching centers, others
may not have had a positive experience. Measuring student satisfaction is an important aspect
of evaluating the effectiveness of coaching centers.
 38

TABLE 13
STUDENTS OVERALL SATISFACTION
STRONGLY STRONGLY
ATTRIBUTES DISAGREE NETURAL AGREE
DISAGREE AGREE

I am satisfied with the

8 5 11 22 21
decision of selecting
(11.9%) (7.5%) (16.4%) (32.8%) (31.3%)
this Institute

I am having meaningful
and exciting experience 1 8 16 22 20
while study in this (1.5%) (11.9%) (23.9%) (32.8%) (29.9%)
Institute.
I will recommend this
3 9 13 23 19
institute to relatives or
(4.5%) (13.4%) (19.4%) (34.3%) (28.4%)
friends

I am satisfied with the 3 7 13 23 21

faculty of the Institute. (4.5%) (10.4%) (19.4%) (34.3%) (31.3%)

I am satisfied with
1 10 12 23 21
overall services offered
(1.5%) (14.9%) (17.9%) (34.3%) (31.3%)
by the Institute
I am satisfied with the
2 10 13 24 18
core competitiveness of
(3%) (14.9%) (19.4%) (35.8%) (26.9%)
the Institute.

Overall, I would rate the

quality of teaching to be 1 11 9 21 25
very strong in the (1.5%) (16.4%) (13.4%) (31.3%) (37.3%)
Institute.
Sources: Primary Data
 39

INTERPRETATION:
Based on the given data, we observed that a significant number of students agreed that they
have satisfied with decision of selecting this institute (32.8%), meaningful and exciting
experience (32.8%), relatives or friends recommendation, services and faculty (34.3%),core
competitiveness (35.8%),and based on the data students have strongly agreed that they have
satisfied with quality of teaching(37.3%).Overall the high percentage of students have agreed
and satisfied with coaching institute.
 CHAPTER-5
FINDINGS, SUGGESTIONS AND CONCLUSIONS
 40

FINDINGS:

The major findings from the study are as follows;

1. The survey consisted of a higher percentage of males than females. Males made up 58.21%
of the surveyed population, while females accounted for 41.79%.

2. Most of the individuals surveyed were aged between 15-20 years (73.1%) while only a
small percentage (3%) was below 15 years old. A very small percentage of individuals were
above 25 years old (4.5%).

3. From the information on the frequency and percentage of people in different professions.
The majority of people surveyed, 47.76%, were in professions other than engineering or
medicine. Among those surveyed, 31.34% were engineers and 20.90% were doctors.

4. Percentage of sources from which individuals receive information,The majority of people

surveyed, 67.2%, received information from friends or classmates, while only a small
percentage, 1.5%, received information from newspapers. Social media was the source for
only 6% of those surveyed, while 16.4% received information from relatives and 9% from
teachers.

5. A majority of students are neutral or satisfied with the learning environment and lighting
arrangements, but there is still room for improvement in other areas such as physical
appearance, cleanliness, and classroom sizes.

6. Effective two-way communication, accessibility, and quality study materials are crucial for
enhancing student satisfaction with faculty teaching, despite the majority being satisfied
with current teaching methods and faculty conduct.
 41

SUGGESTIONS:
Here are some suggestions for coaching institutes to ensure student satisfaction:
1. QUALITY TEACHING: The coaching institute should focus on providing quality
teaching which helps students to gain in-depth knowledge of the subject and an
understanding of the concepts.

2. TRAINED AND EXPERIENCED FACULTY: The faculty should be experienced

and skilled in their subject matter. They should have an approachable and helpful
demeanor to help students with their studies.

3. ADAPTIVE AND TEACHING TECHNIQUES: The coaching institute should use

adaptive teaching techniques, to modify the teaching approach depending on the
student's learning approach, past knowledge and performance.

4. REGULAR ASSESSMENTS: Regular assessments help students to understand their

strengths and weaknesses. It also helps faculty to pay attention to the student's
individual progress and provide additional guidance if needed.

5. PERSONALIZED GUIDANCE: The coaching institute should provide students with

personalized guidance and support to help them with their academic performance as
well as provide guidance on career opportunities.

6. FACILITIES: The institute should have adequate facilities such as a well-stocked

library, computer labs, and other equipment necessary for students to learn and
research effectively.

7. FEEDBACK: The institute should encourage feedback from students and work to
continuously improve the quality of its teaching and services.

8. PRICE: The coaching institute should offer their services at a fair and affordable
price, taking into consideration the quality of services offered.
By following these suggestions, a coaching institute can ensure the satisfaction of its
students.
 42

CONCLUSION:
After conducting an in-depth study on student satisfaction of coaching institutes, it can be
concluded that numerous factors play an essential role in driving the satisfaction levels of
students. The study has highlighted the critical importance of factors such as quality
education, infrastructure facilities, expert faculty members, accommodation options, effective
communication, student orientation programs, and regular student feedback mechanisms in
shaping the overall satisfaction levels of students.
It is evident that coaching institutions that aim to create a student-centric environment,
prioritize student welfare, and offer personalized attention are more likely to witness higher
levels of student satisfaction. The study has also emphasized the significance of maintaining a
balance between academic rigor and student welfare, as these factors could significantly
impact the overall satisfaction levels of students.
Furthermore, the study has indicated the importance of coaching institutions being proactive
in identifying and addressing issues affecting student satisfaction, such as inadequate
facilities, unqualified faculty members, unresponsive management, and inadequate support
services. Addressing such concerns in a timely and effective manner can help enhance the
credibility and build trust with students, thus leading to higher satisfaction levels and word-
of-mouth recommendations.
It is essential to establish an environment that fosters an open communication culture between
the management, faculty members, and students to address concerns and suggestions relating
to the academic and non-academic aspects of the coaching institution.
It is essential that the coaching institution creates a positive atmosphere that promotes
learning and personal growth, encourages mutual respect, and provides equal opportunities to
all students. In doing so, coaching institutions can establish themselves as trustable and
reputable institutions that genuinely prioritize student satisfaction.
In conclusion, the study on student satisfaction of coaching institutes underscores the
importance of creating a student-centric culture that emphasizes academic quality, effective
communication, and personalized attention. By addressing the concerns of students in a
timely and effective manner and implementing strategies that prioritize their welfare, the
coaching institutions could establish themselves as reputable and trustable institutions that
cater to the needs and aspirations of the students, leading to higher satisfaction levels and
improved growth prospects.
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 APPENDIX-
QUESTIONNAIRE