Population and Sample

The population in this study consists of undergraduate students registered for Baccalaureate at LIU, with a total number of 28,462 students in Spring 2018 and 14,297 in Summer 2018. Covering the entire population in a survey is not practical and almost impossible in such universities, since it requires long time and huge resources (Saunders et al., 2009). Therefore, a sample of the population has been selected to represent and characterize the larger population.

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Sampling can be defined as the process of selecting a sufficient number of elements from the

population. The word ‘sufficient’ is not easy and straightforward to describe or evaluate here and that is why common techniques are employed to estimate the appropriate size of the sample to be

considered. In this regard, sampling is broadly classified into probability and non-probability sampling as shown in Fig. 3.4. In non-probability sampling, the discrete elements of the population have no probability for being selected in the sample and it is usually less expensive than a probability

sampling. Therefore, the findings of the study using a non-probability sampling cannot be generalized. Researchers who might not need to generalize their results and the purpose of their study could

implement non- probability sampling and thus saving time and resources (Malhotra and Bircks, 2007). However, probability sampling is often associated with survey and experimental research strategies. In probability samples the chance, or probability, of each case, or element, being selected from the population is known and is usually equal for all cases. This provides the ability to estimate statistically the characteristics of the population from the sample (Saunders, 2009). It is then possible to

generalize the properties or characteristics to the population elements by good understanding of the properties and characteristics of the sample (Sekaran, 2000). Based on the objectives of this study and considering that the researcher aims to draw generalized conclusions on the level of the holistic Lebanese higher education sector, a probability sampling technique was selected in this study to collect data form respondents. In this regard, a stratified proportional random sampling technique was adopted. Students were stratified into 9 campuses and a proportionate sample was used to ensure that the numbers of samples drawn from each campus are relative to the size of each stratum.

Figure 3.4 Sampling Method

The formula proposed by Israel (2009) is applied to determine the sample size n as: n= N/[1+N(e2_)]

where e = 3%, n is the sample size, and N is the population size. The stratified random sampling method was used in several studies conducted on service quality in higher education such as Lodesso

Sampling Method

Probability Sampling Method

Simple Random Sampling Stratified Random Sampling Multistage Random Sampling Cluster Sampling Systematic Random Sampling

Non-Probability Sampling Method

Judgement Sampling Quota Sampling Convenience Sampling Extensive Sampling

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et al. (2018); Mohammed (2014); Mang’unyi and Govender (2017); Khan and Fasih (2014); and Senthilkumar and Arulraj (2010) and the sample size formula was used by several studies such as Subianto and Hamsal (2013) and Israel (2009). Considering that N is equal to 14,297 students, the resulting sample size is 1,031 students. This students’ number was raised by 30%, leading to 1,343 students. This is to ensure that the needed sample size (1,031 students) is achieved among the surveyed students. The final attained number of 1,343 students was distributed across the different campuses as shown in Table 3.2.

Table 3.2 Sample Size and Distribution Campus Number of Registered Students (Spring 17- 18) % of Registered Students (Spring 17- 18) Number of Registered students (Summer 17-18) % of Registered Students (Spring 17-18) Number of students that should be surveyed 30% extra No. of classes where the questionna ire was distributed Average number of students/ common GER classes in each campus Number of questionnaires distributed/ Campus Number of completed surveys Akkar 1078 3.78% 734 5.13% 53 69 2 classes 39.4 58 55 Beirut 10416 36.59% 5150 36.02% 372 484 11 classes 48 398 375 Bekaa 3651 12.82% 1849 12.9% 133 173 5 classes 38 168 152 Mount Lebanon 998 3.5% 395 2.7% 28 39 2 classes 34 41 33 Nabatieh 2176 7.64% 1106 7.7% 80 104 3 classes 35 104 87 Rayak 1815 6.34% 750 5.2% 54 70 2 classes 48 85 75 Saida 3021 10.614% 1609 11.25% 116 151 4 classes 38 123 117 Tripoli 3149 11.06% 1641 11.47% 118 153 4 classes 44 147 135

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A study carried out by Zafiropoulos and Vrana (2008) on the perception of service quality between the first and final year students suggests that perception of students changes over a period of study. Also, another study carried out by Abouchedid and Nasser (2002) on assessing quality service in private universities in Lebanon, showed that students of different majors have different satisfaction levels. The results showed that students from the faculty of arts and architecture are characterised by higher ratings on the overall satisfaction compared to students from the faculty of business and economics. In addition, it was reported that students from the faculty of arts and architecture are far more satisfied than students from the faculty of engineering.

Therefore, in the current investigation, the researcher aimed to include undergraduate students from all levels and all majors at different campuses of LIU. In principle, six general educational requirement courses (GER courses) are offered at LIU; CSCI 200, Math 245, ARAB 200, CULT 200, ENG 201 and ENG 251. As presented in Table 3.3, four of these six GER courses; ARAB 200, CULT 200, ENG 201 and ENG 251 are common between all faculties and are offered in all campuses where students at different levels and from different backgrounds register for it. This provides a higher research security and a good assurance of having all the majors and levels of students represented in the study carried out.

Table 3.3 Common GER courses at LIU

Arab 200 Arabic Language and Literature

CULT 200 Introduction to Arab - Islamic Civilization ENG 201 Composition and Research Skills

ENG 251 Communication Skills

The sample was chosen on four stages to ensure that this selected sample is representative. • The first stage was to determine the number of students to be surveyed from each Campus.

This was estimated in proportion to students’ number in each of the 9 campuses of LIU.

Tyre 2158 7.58% 1063 7.43% 77 100 3 classes 34 99 87

Grand

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• Then in the second stage, a list of the four GER common courses offered in summer was prepared along with classes offered for these courses. The total GER courses were offered for 113 classes with a total number of students of 4,514 which is 31.5% of the total number of students registered in summer (14, 297).

• The third stage aims to determine the number of classes to be selected from each campus. Thus, the pre-determined number of students that should be surveyed in each campus was divided by the average number of students in each GER class in each campus.

• In the last stage, 36 GER classes were then randomly selected.

To control data collection, the questionnaire was self - distributed across all LIU Campuses in the period from 18 to 25 July 2018. This increased the response rate and ensured confidentiality. For each of the selected 36 classes, the questionnaire was distributed at the start of the class and students had 20 minutes to answer the questionnaire. Questionnaires were distributed after Test I so that first year students had enough time to familiarize themselves with services provided by the University. The intention was to include students with sufficient exposure to different services offered by the university, so that a better characterization and representation on the different relationships and interactions with services is attained. To ensure that students understand different points in the questionnaire, they were encouraged to ask for clarifications of any questions that may not be clear. Prior to data collection, approval was sought from the university and a consent form was signed by the university Vice President. A list of selected courses and classes along with different practical

information regarding the questionnaire implementation was also shared with the Vice President, Dean of Education School and the corresponding Assistant Deans in the 9 LIU campuses to ensure a smooth distribution process. Each class was characterised by an envelope with the campus name on the

envelope, name of the course, instructor name, date and time of the course, number of students registered, number of students attending and absence percentage. It shall be noted that in a couple of classes, there were duplicates of students in classes. So, in order to avoid including duplicate students, students whose name appeared more than once in the registry of the selected classes were asked to complete the questionnaire only once.