Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

Effect of Teaching Quality on Students' Satisfaction in Nigerian Tertiary Institutions: The Moderating Role of E-Learning Amid COVID-19 Recovery Shuaib, Kabir Musa α , Inusa, Auwalu σ , Bichi, Jazuli Muhammad ρ & Abdulrazak, Madu Yuguda Ѡ Abstract- Education enterprise has suffered severe setbacks worldwide during the COVID-19 pandemic due to lockdowns and other COVID-19 protocols. This study aims to examine the effect of teaching quality on student satisfaction in Nigerian tertiary instit utions amid COVID-19 r ecovery with moderating role of e-lea rning. The study collect ed 279 survey data from students of two tertiary instituti ons in Kano state using a convenience sampling technique. The study finds that teaching quality is positively related to students' satisfa ction. Similarly, the results indicate that e-learning positively and significantly affects students' satisfaction. Furthermore, the results show a positive but insignificant moderating effect of e- learning on the relationship between teaching quality and students' satisfaction. The study concludes that teaching quality characterized by effective interaction with students in training them through communication technology contributed significantly to their satisfaction. It is also concluded that a lack of familiarity with and limited access to e-learning technology contributed to the absence of empirical evidence to support the moderating effect of e-learning on the relationship between teaching quality and students' satisfaction. The findings provide a fertile ground for policymakers in the education industry to develop new policies that could promote quality teaching and e-learning in Nigeria's institutions for better results. Keywords: covid-19, e-learning, education, student satisfaction, teaching quality. I. I ntroduction he World Health Organization (WHO) declared COVID-19 a pandemic at the beginning of 2020, causing a global shutdown. Many countries worldwide adopted a lockdown strategy to halt the spread of the deadly virus, which claimed many lives and infected millions, including health workers. Measures were taken through cooperation and collaboration to find a solution to the nearly paralyzed global economy. The service industry is among the most severely affected sectors, including the education enterprise. Hence, the recovery era witnessed a service- oriented age for many countries. Although many developed economies resolved online academic activities, developing countries like Nigeria suffered a whole session without academic programs. With the education service industry expanding yearly, there is a growing gap in quality teaching services between countries. Many developing countries are yet to recover from the COVID-19 lockdowns. Moreover, the literation on education indicates that one of the major challenges that education service providers face is managing service quality to satisfy, retain, and create loyalty among their students (Ibojo & Asabi, 2015). Literature on education management indicates that providing effective service and teaching are significant responsibilities of staff and teachers. Every institution of higher learning prioritizes improving the quality of teaching and learning, and the quality of teaching and learning is also among the government's critical agenda. Thus, tertiary institutions must develop a long-term culture of quality teaching and enhanced learning. (Suarman, 2015). According to Vogt (1984), quality teaching refers to providing instruction to students of different abilities while integrating instructional objectives and evaluating students' effective learning modes (Markley, 2004). Similarly, teaching quality has evolved to determine or influence effective teaching and learning procedures and resource allocation. That affects how institutions work internally and respond to external pressures to gain a competitive advantage. Therefore, the rate at which institutional goals are met is reflected in students' satisfaction. Satisfaction is a student's general attitude or behavior towards the gap between what they expect and what they get when fulfilling specific desires and demands (Hansemark & Albinsson, 2004; Singh, 2006). Students who are satisfied with the services offered are more likely to form a positive and friendly relationship with the school. Literature reveals several studies that investigated the association between service quality and students' satisfaction in higher institutions over the years with inconsistent findings (Farooq, Khalil-Ur-Rehman & Tijjani et al., 2019; Pedro, Mendes & Lourenço, 2018; Yilmaz, Ari, & Gürbüz 2018; Weerasinghe & Fernando 2018). However, the challenges posed by the COVID-19 pandemic were occasioned by lockdowns, restrictions and other protocols to control the spread of the dreaded T © 2023 Global Journals Volume XXIII Issue VIII Version I 81 ( ) Global Journal of Human Social Science - Year 2023 G Corresponding Author α : Ph.D, Department of Accounting Education, Federal Collage of Education (Tech), Bichi, Kano-Nigeria. e-mail: kabirms01@gmail.com Author σ : Ph.D, International Centre of Excellence for Rural Finance and Entrepreneurship, Ahamdu Bello University, Zaria - Nigeria. e-mail: aygdanzaki@yahoo.com Author ρ : Center for Dryland Agriculture, Bayero University, Kano – Nigeria. e-mail: jazuli04@yahoo.com Author Ѡ : Ph.D, Department of Public Administration, Ahmadu Bello University, Zaria – Nigeria. e-mail: abdurrazakmadu@yahoo.com