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

Sureshchandar et al., 2002; Paswan et al., 2004; Seth et al., 2005;). b) Concept of students' satisfaction Satisfaction refers to attitudes or feelings that a person has towards various factors influencing a specific situation (Bailey & Pearson, 1983). According to Kotler & Clarke (1987), a person feels satisfied when a performance or outcome meets his or her expectations. Satisfaction is a perception of performance based on the level of expectations. In addition, satisfaction is also defined as a deliberate action that brings about happiness (Malik et al., 2010). According to Sapri et al. (2009), customers are the lifeblood of any institution, whether public or private. Student satisfaction is critical in determining the accuracy and authenticity of the system. Student satisfaction is conceptualized as students' perceptions developed from the perceived value of education and experience acquired at an institution of learning (Astin, 1993). User satisfaction means the extent of conformity between the information systems used by users and what they need (Cyert & March 1963). In recent years, satisfaction has been applied to education enterprises. Based on the minimal research available, student satisfaction appears to be a complex construct with several dimensions (Richardson, 2005; Marzo ‐ Navarro et al., 2005). Elliott & Shin (2002) describe student satisfaction as “the favorability of a student's subjective judgment of the many outcomes and experiences involved with education”, in line with Olıver & Desarbo's (1989) opinion. Thus, student satisfaction is shaped by repeated experiences within the school environment. c) Concept of e-learning Studies indicate that e-Learning involves delivering information through telecommunication technology to train and educate students. Thus, e- learning emerged as a new paradigm in today's educational system because of tremendous advancements in communication and information technology (Zaheer et al., 2015). The characteristics of e-learning contain all the modern learning requirements, and thus have higher demand among tertiary education institutes due to this special quality (Alshwaier et al., 2012). However, online learners must be well acquainted with the technology used (Belanger & Jordan, 1999). E-learning has gained popularity and emerged as a credible alternative to conventional classroom teaching. Because e-learning provides the benefits of low cost, broader access, and shared resources, conventional teaching education has also been preferred for distance learning courses in addition to traditional courses (Zaheer & Munir, 2020). Moreover, the literature reveals that the economy's significant sectors severely affected by the pandemic are education, aviation, hospitality and tourism, and the financial system. For example, according to Sept & March (2020), the COVID-19 pandemic has caused panic in the education and financial system, resulting in high volatility in several markets. Thus, with e-learning, tertiary institutions in Nigeria can keep and sustain their academic activities online like their counterparts in developed countries. III. T heoretical B ackground and H ypotheses D evelopment a) Expectation disconfirmation theory The Expectation Disconfirmation Theory (Oliver, 1997), also referred to as the expectancy disconfirmation paradigm (EDP), is described by the previous studies as the dominant customer satisfaction model and is thus appropriate for this study. The theory explains the possible significant effect of teaching quality on students' satisfaction. The theory provides a solid theoretical foundation for the current model's depiction of the relationship between teaching quality and student satisfaction, with moderating role of e- learning. It is common sense that all students derive utility for their money when purchasing a product or service, which applies to teaching services. There have been limitations to the preceding theories of consumer satisfaction. Thus, Oliver (1997) & Oliver (1980) presented the expectancy-disconfirmation paradigm as the most influential theoretical framework for assessing customer satisfaction. According to the theory, consumers always have some prepurchase expectations about how well products and services will perform. The level of expectation then serves as a yardstick against which the product is assessed. Thus, the outcome is compared to the customer's previous expectations after using the product or service. Confirmation exists when the performance or outcome matches the expectation. In contrast, disconfirmation exists when a mismatch occurs between performance and expectations. A positive or negative discrepancy between expectations and perceptions shows that a consumer is either satisfied or dissatisfied. The current study reviewed relevant empirical studies and theories that explain the variables under study. Most articles reviewed reported the relationship between teaching quality and students' satisfaction. Moreover, the study pays attention to the current situation in Nigerian tertiary institutions occasioned by the COVID-19 pandemic and the recovery scenario. Similarly, as indicated earlier in the literature review, most studies used the SERVQUAL model to measure teaching quality, like the current study. b) Hypotheses development i. Relationship between teaching quality and students' satisfaction Academic research has recently focused on teaching quality and student satisfaction. Many © 2023 Global Journals Volume XXIII Issue VIII Version I 83 ( ) Global Journal of Human Social Science - Year 2023 G Effect of Teaching Quality on Students' Satisfaction in Nigerian Tertiary Institutions: The Moderating Role of E-Learning Amid COVID-19 Recovery Levesque & McDougall 1996; Newman & Cowling 1996;