STUDENTS’ SATISFACTION WITH THE LEARNING EXPERIENCE IN SELECTED HIGHER EDUCATION INSTITUTIONS IN RAHIM YAR KHAN, PAKISTAN: A CROSS-SECTIONAL STUDY

Abstract

This study examined students’ satisfaction with their learning experience in five selected higher education institutions in District Rahim Yar Khan, Punjab, Pakistan. Using a quantitative, descriptive, cross-sectional design, data were collected from 150 undergraduate and master’s-level students through a structured questionnaire based on a five-point Likert scale. The questionnaire assessed students’ perceptions of teaching practices, assessment procedures, faculty support, learning resources, and the learning environment. Data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations, while Cronbach’s alpha was used to assess the internal consistency of the questionnaire item groups. The findings showed that students generally reported positive satisfaction with their overall learning experience (M=1.99, SD=1.013); lower mean scores indicate stronger agreement because Strongly Agree was coded as 1. Students also expressed relatively favorable perceptions of teaching methods, faculty guidance, learning materials, group projects, and the classroom environment. However, comparatively weaker agreement was observed for remote-learning technology, feedback on assessed work, institutional infrastructure, and sports facilities. Cronbach’s alpha values of .825, .760, and .797 for the three questionnaire item groups indicated acceptable to good internal consistency, although reliability alone does not establish scale validity. The study recommends improving feedback practices, strengthening faculty accessibility and academic support, upgrading learning facilities, and reviewing the availability and effectiveness of remote-learning resources. The findings provide context-specific descriptive evidence to support institutional planning and quality improvement in the selected higher education institutions.