| dc.description.abstract | Quality education has grown to be one of the most important pillars that every
nation should value to be able to address global challenges and achieve sustainable
development. The literature, however, revealed that quality education was an issue in
many countries worldwide (Bosu, Agormedah, & Asare, 2018; Nguyen, 2009), and
studies were done to find out the factors that were most connected with the quality
improvement in higher education. Particularly in Rwanda, the literature on quality
education only addressed the issue of quality of learning (Mbabazi, 2013; Schendel,
2015), and there was no empirical study done on the factors affecting quality in Rwandan
higher education, specifically involving students as respondents. The purpose of this
study was to find out students’ perceptions of the factors that affected quality education
in Rwandan private higher education institutions (HEIs) and generate a predictive model
of quality education.
This correlational study was conducted in eight private higher education
institutions in Rwanda. The questionnaire was the main tool of data collection, and it was
distributed to 582 students. Only 568 were returned. After data cleaning, 500 cases
remained for data analysis. The SPSS software program was used to code and analyze the
data. The descriptive statistics, independent t-test, a one-way ANOVA, correlations, and
the multiple regression were the main statistical analysis used to answer the research
questions. The findings revealed that female students were the majority in Rwandan
private HEIs, and they were in the age between 19 and 24 years old. The results showed
that a significant number of respondents were in the second year and from the day
program. This study also showed that the students perceived that Rwandan private HEIs
had a moderate performance in terms of administrative quality, campus facilities, and
community service. Further, they perceived that core educational quality, transformative
quality, and quality education were highly performed.
This study also revealed that there was no significant difference in campus
facilities quality among all categories of demographic profile. Administrative quality did
not differ significantly except in the year of study. Core educational quality differed
significantly in the study program. Community service quality and quality education
differed significantly in the category of age only. Transformative quality differed
significantly in the category of the study program and age.
The findings of this study showed a strong positive correlation between core
educational quality and campus facilities quality, transformative quality, community
service quality, and quality education, and a strong positive correlation between
community service quality and transformative quality, and quality education. There is
also a moderate positive correlation between administrative quality and campus facilities
quality, core educational quality, transformative quality, community service quality, and
quality education, and a moderate positive correlation between campus facilities quality
and transformative quality, community service quality, and quality education. However,
the final model shows that community service quality, core educational quality,
transformative quality, and campus facilities quality are the factors that affect quality
education, and the predictive model of quality education explains 62.3% (R Square =
.623) of variances. | en_US |
