The Comparative Analysis of Graduate Engineering Students’ Satisfaction Related to Learning Environment: The case of Addis Ababa University and Ethiopian Defense University.

Abstract

This study examines the relationship between perceived learning environment service quality and satisfaction among postgraduate engineering students at Addis Ababa Institute of Technology (AAiT) and Ethiopian Defense University College of Engineering (EDUCE). Using a predominantly quantitative mixed-methods design, the study collected survey responses from 236 students (148 at AAiT and 88 at EDUCE), supplemented by open-ended responses and interviews. The questionnaire assessed five perceived service quality dimensions and student satisfaction. Descriptive statistics, Cronbach’s alpha, Pearson correlations, and an independent-samples t-test were analysed using SPSS. All five service quality dimensions were positively associated with satisfaction, with tangibility showing the strongest reported association (r = .631). The correlation between the perceived learning environment and satisfaction was positive at both EDUCE (r = .597) and AAiT (r = .689). Overall satisfaction differed significantly between institutions, favouring EDUCE (t(234) = 3.764, p < .001; mean difference = 0.363). Tangibility and responsiveness emerged as priority concerns, particularly at AAiT. These findings support institution-specific improvements to infrastructure, academic support, and student feedback systems.