Download View/Open

ST. AUGUSTINE UNIVERSITY OF TANZANIA
Faculty of Business Administration
Examination of effectiveness of promotion tools on the students enrolment in
private secondary schools in Mwanza region, Tanzania
A dissertation in partial fulfillment of the requirements for the Award of Masters degree in
Business Administration (MBA), submitted to faculty of business Administration.
Mwachangoma Omary Zuberi
Reg.No MBA 23887
September, 2012
TABLE OFCONTENTS
Page
TABLE OF CONTENTS…………………………………………………………….…...ii
DECLARATION …………………………………………………………………….……v
CERTIFICATION…………………………………………………………………….….vi
COPYRIGHT…………………………………………………………………………….vii
ACKNOWLEDGEMENT ……………………………………….……………………..viii
DEDICATION…………………………………..…………………………………….…..ix
LIST OF ABBREVIATIONS…..…………………………………………………….…..x
LIST OF TABLES……..…………………………………………………………...….....xi
LIST OF FIGURES…..…………….…………………………………………………..…ii
LIST OF APPENDICES …………………………………………...…………………..xiii
ABSTRACT ……………………………………………………………………………..xiv
CHAPTERON: INTRODUCTION…………………………………………................... 1
1.0 Introduction ...................................................................................................................... 1
1.1 Background of the study .................................................................................................. 1
1.2 Statement of the problem ................................................................................................. 2
1.3 Objectives of the Study .................................................................................................... 3
1.3.1 General objective ..................................................................................................... 3
1.3.2 Specific objectives ................................................................................................... 4
1.4 Research questions ........................................................................................................... 4
1.5 Significance and justification of the study ....................................................................... 5
1.6 Scope and delimitation of the study ................................................................................. 5
1.7 Definition of key terms .................................................................................................... 5
1.8 Conceptual Framework .................................................................................................... 6
1.9 Conclusion ....................................................................................................................... 7
CHAPTER TWO: LITERATURE REVIEW……...………………….……...................8
2.0 Introduction………………..……………………………………………..……………..8
2.1 Service marketing ............................................................................................................ 8
2.1.1 Education as a service .................................................................................................. 9
2.2 Consumer behavior ....................................................................................................... .11
ii
2.2.1 Consumer decision making process ......................................................................... 12
2.2.2 Factors influencing consumer buying behavior ....................................................... 14
2.3 Factors influence student’s enrolment ........................................................................... 15
2.4 Promotion....................................................................................................................... 18
2.4.1 The purpose of promotion ....................................................................................... 19
2.4.2 Promotion in schools............................................................................................... 19
2.5 Types of promotion tools ............................................................................................... 20
2.5.1 Advertising .............................................................................................................. 20
2.5.1.1 Types of Advertising Media……………………………………………….. 21
2.5.1.2 Advertising message………………………………………………………… 21
2.5.1.3 Message selection…………………………………………………………… 21
2.5.2 Personal selling ........................................................................................................... 21
2.5.3 Internet marketing ....................................................................................................... 22
2.5.4 Public relation ............................................................................................................. 23
2.5.5 Word of mouth communication (WOM) .................................................................... 23
2.6 Promotion and the hierarchy of effects model (AIDA) ................................................. 24
2.7 Empirical Literature Review…. ..................................................................................... 25
CHAPTER THREE: RESEARCH METHODOLOGY…………………………..…...30
3.0 Introduction………………………………………………………………………...….30
3.1 Research design and its justification .............................................................................. 30
3.2 Geographical area of the study ...................................................................................... 31
3.3 Target population…………………………. .................................................................. 31
3.4 Sampling frame .............................................................................................................. 32
3.5 Sample size .................................................................................................................... 33
3.6 Sampling techniques ...................................................................................................... 34
3.7 Sources of Data .............................................................................................................. 35
3.8 Data collection methods ................................................................................................. 36
3.9 Reliability and validity of the research design ............................................................... 37
3.10 Data analysis ................................................................................................................ 38
3.11 Ethical Considerations ................................................................................................. 38
3.12 Limitation of the study ................................................................................................. 39
3.13 Conclusion ................................................................................................................... 39
iii
CHAPTER FOUR: DATA ANALYSIS, FINDINGS AND DISCUSSION…………..40
4.0 Introduction .................................................................................................................... 40
4.1 Respondents Profile ....................................................................................................... 40
4.1.1 Respondents by Sex .................................................................................................... 40
4.1.2 Respondents by Age…………………………………………………………………34
4.1.3 Respondents by Highest Level of Education Completed ........................................... 41
4.1.4 Respondents by Working Experience ......................................................................... 42
4.1.5 Types of Promotion Tools Used by Private Secondary Schools. ............................... 43
4.1.6 The Purpose of Using Promotion Tools by the Private Secondary Schools ............... 44
4.1.7 Information that was given to the students………………………………………….36
4.1.8 Students Response by Sex .......................................................................................... 45
4.1.9 Students Response by Age .......................................................................................... 45
4.1.10 Students Awareness about their Current School ....................................................... 46
4.1.11 Factors Influence Students Choice Of Private Secondary School………………..38
4.1.12 Students Information Expectation about School Enrolment……………………….38
4.1.13 Information provided to the Students about School Enrolment…………………...39
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS...49
5.0 introduction…………………………………….………………………………………49
5.1 Summary ....................................................................................................................... .49
5.2 Conclusion .................................................................................................................... .52
5.3 Recommendations .......................................................................................................... 53
5.4 Further Research ............................................................................................................ 55
REFERENCES ................................................................................................................... 56
APPENDICES…………………………………………………………………………....48
iv
DECLARATION
DECLARATION BY THE STUDENT
I, Mwachongoma Omary Z, hereby declare that this dissertation entitled Examination of
effectiveness of promotion tools on students enrolment in private secondary schools is my
own original work and that it has not been presented and will not be presented to any other
University for a similar or any other award.
_______________________
Date _________________________
Mwachangoma Omary, Z
v
CERTIFICATION
I certify that the research entitled Examination of promotion tools on student’s
enrolment in private secondary schools, is original work of Mr. Mwachangoma Omary
Z. and was done under my supervision as university lecturer.
____________________________
Date _________________________
Dr. Gerry Batonda
vi
COPYRIGHT
©This dissertation is a copyright material protected under Bern convection, the copyright
Act 1996 and other international and national enactments, on the behalf, of intellectual
property. It may not be reproduced by any means, in full or in part, except for short extracts
in fair dealing, for research or private study, critical scholarly review or discourse with an
acknowledgement, without written permission to the Dean faculty of business
administration, on behalf of both the author and the Saint Augustine University of
Tanzania.
vii
ACKNOWLEDGEMENT
In the preparation of this dissertation, a great assistance was generously offered by many
people. I’m particularly gratefully to my supervisor Dr. Gerry Batonda for his suggestions,
encouragement and untiring effort in reading, correcting and commenting on my hand written
draft of this work all the way along. His daily guidance is the challenge to the unseen failure.
I would like to express my sincere thanks to Dr.
Mhella, Lecturer at Saint Augustine
University of Tanzania and MBA students, namely Mr. Daniel Abel Chuma and Mr. Anthon
Malima for their assistance. I appreciate their contribution and I assistance in my research.
I am very much indebted to the Ministry of Education and Vocational Training for giving me
opportunity to pursue the MBA studies. It is through them this study was made possible.
Finally, many thanks goes to my family especially my wife, Salma William, and my daughters
Fatuma and Sophia for the patience they showed during my absence when I was undertaking
the programme.
viii
DEDICATION
This research report is dedicated to my mother, Fatuma Omary and my father Zubery Omary
who made many sacrifice for my upbringing and encouraged me all the way from Primary
school to University level. Also this work is dedicated to my wife Salma W. Malya and my
daughter Fatuma and Sophia for their love, patience, support and encouragement throughout
my study and to all my relatives and friends especially Mr. Sulman Omary and his wife for
encouraging me to go ahead in order to finish this study. My lovely friends, Daniel Chuma,
Anthony Malima, Alex. Domiteus and MBA group discussion members and my previous head
of school Anna Lopa and all those who made sacrifice to fulfill the needs of this study.
ix
LIST OF ABBREVIATIONS
AIDA
Attention, Interest, Desire and Action
SPSS
Statistical Package for Social Science
WOM
Word of mouth communication
x
LIST OF TABLES
Table 3.1: Target Population……………………………….……………………...….…...32
Table 3.2: Population distribution of the employee ............................................................. 32
Table 3.3: Population distribution of the students ............................................................... 32
Table 3.4: Employee Sample size ........................................................................................ 33
Table 3.5: Students Sample size .......................................................................................... 34
Table 4.1: Respondents by Sex ............................................................................................ 40
Table 4.2 Respondents by Age ............................................................................................ 41
Table 4.3: Respondents, Highest Level of Education Completed ....................................... 41
Table 4.4: Respondents, Working Experience ..................................................................... 42
Table 4.5: Type of Promotion tools used by School ............................................................ 43
Table 4.6: The purpose of using promotion tools ................................................................ 44
Table 4.7: Information given to the students on promotion tools ........................................ 44
Table 4.8: Respondent’s (Students) Sex .............................................................................. 45
Table 4.9: Respondents’ (Students) Age ............................................................................. 45
Table 4.10: Students knew about the current school ........................................................... 46
Table 4.11: Factors influence students choice of school ..................................................... 47
Table 4.12: Information expected to get about school enrolment. ...................................... 47
Table 4.13: information students got in the promotion tool about school enrolment…….48
xi
LIST OF FIGURES
Figure 1.1 Conceptual Framework…………………………………………………………. 6
xii
LIST OF APPENDICIES
APPENDIX I
Questionnaire to Students………………………...……………………..60
APPENDIX II Questionnaire to Teachers And Administrative Staff……...…….............62
APPENDIX III Interview with School Manager………………………………………. 63
xiii
ABSTRACT
Student recruitment has become competitive, forcing institutions to find efficient, fast and
effective means of providing prospective students with information while they are in the
process of deciding. The significance of this study is represented by its attempt to examine
the effectiveness of promotion tools in terms of enhancing student enrolment in private
secondary schools in Tanzania. Independent variables under study are; public relations,
advertising, personal selling, internet marketing and word of mouth communication. The
dependent variable is student enrolment.
The study adopted a descriptive research design which incorporated qualitative and
quantitative research approach. Simple random sampling technique and non probability
purposive sampling was used to obtain a sample size of 100 respondents from private
secondary school in Mwanza region.
Statistical program for social sciences (SPSS)
version 16.0 was used in data analysis.
The results revealed that word of mouth (WOM) communication and electronic media;
television were rated highly as the most effective promotion tools in providing information
to prospective students. This is due to the wide reach of these tools. The study also found
out that the quality of education offered plays a critical role in enhancing student enrolment
in private secondary schools. Furthermore the study indicated that most private secondary
schools have not embraced the use of news technology to use as student recruitment tools.
The study recommends that top management of private secondary schools should
incorporate a greater market orientation into their strategic planning and frequently revise
promotion tools to determine their effectiveness in order to have a competitive advantage
and gain a big market share.
xiv
xv
CHAPTER ONE
INTRODUCTION
1.0 Introduction
This chapter address a number of factors. First, the historical background of the study is
provided including the importance of effective promotion tools in education sector, second
the research problem is defined, next research objectives based on problem definition are
presented followed by research questions. The significance of the study is given and
subsequently, scope and delimitation of the study is described. Next terminology section is
included which explained key terms that need to be understood for the study to be
meaningful. Finally a conceptual framework that shows the relationship between variables
is presented.
1.1 Background of the study
Over the past decade, promotion has played an increasingly important role in service
industries. Promotion may be designed to synthesize various marketing aspects such as
advertising, personal selling, internet marketing, public relation and direct marketing
(Belch, 2002). Promotion has gained popularity amongs the public and private sectors as a
means of communicating with prospective customer (Belch, 2002). A good example come
from a promotion program at one of Hewltl – Packards, software engineering division,
whose workshop implemented a promotion program and helped employees gain a better
understanding of the customer by providing valuable information to the customers. The
organization managed to create brand awareness, product preference and large market
share. In another example, imperial Tobacco Limited, successful applied key promotion
tools to construct brand image and gain greater brand equity in Canada (Brab, 2005).
1
Messa and Immaculate (2001) observes that, private universities in Kenya implemented
effective promotion tools and managed to improve and modernize their business by
integrating various strategies to enhance their reputation and gained a brand image and
large market share.
In Tanzania, promotion is also becoming an indispensable management tools in private
secondary schools and other services institutions such as private universities, and
Telecommunication Companies. Many secondary schools in Tanzania uses advertising
through print and electronic media internet and publicity as a promotion tools in providing
information to the prospect students. The use of promotion tools by the private schools in
Tanzania has brought much success in terms of increasing the levels of student’s
enrolment; this is because, some schools have been able to build brand awareness, product
preference and managed to increase the number of students compared to other schools. So
this needs to be researched in order to reveal the type of promotion tools that enabled some
schools to build brand image and increase the level of student’s enrolment. Furthermore,
many private schools are competing for capturing more students, so there is a need to
understand the types of promotion tools that have contributed to the success of increasing
the level of enrolment.
1.2 Statement of the problem
The use of promotion tools by the private schools to influence students for enrolment are
valuable, because promotion can build a good organizational image and can bring
institutional identity within the community be it local or global, by presenting an
appropriate image and communicate with constituent group. Swinger (2003) states that
having a well laid out an effective promotion tools is extremely important for the success
of any business or product. Promotional tools always reinforce the base mission or goal of
2
the organization by stimulating potential customers to make a purchase and increase
organizational awareness within the market place.
Private schools in Tanzania uses promotion tools in order to communicate with their
customers, to build brand awareness, to bring product knowledge, product preference and
to persuade the prospective students to enroll in their schools. But which types of
promotion tools are most effective in achieving organizational promotional objectives is
not well understood by many of the private schools in Tanzania. Furthermore, there is no
research done on examination of effectiveness of promotion tools on student’s enrolment
in private secondary schools in Tanzania. However, there are some research done outside
Tanzania on examination of effectiveness of promotion tools on student’s enrolment in
private secondary schools and Universities. For example, Messa and Immaculate (2001)
found that print media News papers, Brochures, alumni network, public relation and
publicity were rated highly as the most effective promotion tools to provide information to
the students because of their wide reach and reliability. Also Khan and Curush (2001)
found that public relation, publicity, and advertising were the most effective methods used
by the private schools in Pakistan to communicate with the target customers. All these
findings were due to external Culture, economic conditions and the level of technology
which may not apply in Tanzania. Therefore this study intended to examine the
effectiveness of promotion tools on student’s enrolment in private secondary schools in
Tanzania.
1.3 Objectives of the Study
1.3.1 General objective
This study examined the effectiveness of promotion tools on student’s enrolment in private
secondary schools.
3
1.3.2 Specific objectives
This study was guided by the following specific objectives:
(i)
To identify promotion tools used by private secondary schools;
(ii)
To determine the purpose of promotion;
(iii)
To establish factors that influence student’s choice of private secondary
schools;
(iv)
To identify the promotion tools that students find most useful in providing
information on school enrollment and,
To assess the impact of promotional on student’s enrolment in private
(v)
secondary schools.
1.4 Research questions
The research aimed to answer the following primary questions:
(i)
What kind of promotion tools used by private secondary schools?
(ii)
What is the purpose of promotional used by secondary schools?
(iii)
Which factors influence students choice of private secondary school?
(iv)
Which types of promotional tools that students find most useful in providing
Information?
(v)
Is there any impact of using promotional tools and the levels of student’s
enrolment?
4
1.5 Significance and justification of the study
This study provide useful information on the effectiveness of promotional tools towards
Student’s enrolment in private secondary schools and the results of this study is useful for
the schools managers to plan well and select effective promotion tools in order to provide
customers with valuable information.
The findings are also useful to academic purposes that may contribute to the body of
knowledge and to the existing literature for future use.
The results of this study are not only important to private secondary schools alone but also to
other commercial institutions such as universities and Telecommunication companies.
The examination of effectiveness of promotion tools on student’s enrollment is not an
actively researched topic in Tanzania. The study therefore, contributes towards better
understanding of the effective promotion tools. Above all, the findings of this study help to
contribute to the future growth and development of private secondary schools in Tanzania.
1.6 Scope and delimitation of the study
This research focused on private secondary schools that offer A- Level courses, the
research included students, teachers and administrative staff. The study was conducted in
Mwanza region.
1.7 Definition of key terms
Promotional tools: promotion tools are a combination of marketing communication
designed to achieve the target consumer via many channels of marketing tools via online
and offline channels (Wangomonta, 2007). In this study promotional tools refer to
5
advertising, personal selling, public relation and internet marketing, others are sales
promotion, word of mouth communication publicity, and direct marketing.
Private schools: are schools that are not owned by the government, usually they are owned
by individual persons or institutions, Such as church, mosque and cooperative society.
(Levin, 2000).
Enrolment: Refers as the process of recruiting and admitting students in to the schools for
studies. (Levin, 2000).
1.8 Conceptual Framework
Figure 1.1 Conceptual Framework
Independent variables
Dependent
variables

Promotion tools
Advertising
Personal selling

Public relation

Internet
marketing

Word of mouth
communication
Student’s enrolment
 Number of students
 Programs choice
 Quality of students
Other factors
 Quality of
education
program


School’s
environment
Parents influence
Intervening variables
-
Government policy
Economic condition
Cultural differences
Source: Developed for this research (2012)
-
6
Reputation
In the conceptual framework in Figure 1.1 independent variable is a set of promotion tools
which comprise advertising, personal selling, public relation, internet marketing and Word
of mouth communication, these variables have an impact on the level of student’s
enrolment. The number of student may increase or remain constant depending on the
variation of independent variables, the more you promote the school the higher, the level of
enrolment that schools are likely to achieve and vice versa. In addition in the conceptual
framework shows that, intervening variables are cultural differences, economic condition
and government policy, these variables may affect the relationship between independent
variables and dependent variables, for example the act of promotion tools to provide
information and increase the number of students may be affected by student’s economic
condition, cultural differences and government policy.
1.9 Conclusion
This chapter discussed the background of the study, research problem, and objectives of
the research, also the chapter highlighted the research questions and significance of the
study. Furthermore the chapter described the scope and delimitation of the study, definition
of key terms and conceptual framework.
7
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
The overall purpose of this study is to gain feedback from private secondary schools on its
marketing activities through its promotion tools predominantly from the users’
perspectives. First this literature review highlights the nature and characteristics of
marketing in education sectors particularly secondary schools promotion towards student’s
enrolment. A discussion of related literature and of established researches that was be done
on effective promotion tools used in attracting students for admission follows.
2.1 Service marketing
A service is any act or performance that one part can offer to another that is essentially
intangible and does not result in the ownership of anything. Its product on May or may not
be lied to a physical product. Service industries are quite varied. The government sector
with its courts, employment services, hospital, posts, office loan agencies and schools, is in
service business. The private nonprofit sector comprises museums, charities, churches,
colleges and hospitals another are banks computer service, hotels, insurance companies
and law firms, all these are in service sector, with these varying services it is difficult to
generalize about service unless some further distinctions are made (Kotler, 2006).
First, services vary as to whether they are people based or equipment based, services vary
in turn depending on whether they are automated or monitored by unskilled or by skilled
operators.
People based service also vary by whether they are provided by skilled,
unskilled, or professional workers. Service differ as to whether they meet a personal need
8
or business needs, service provider must develop different marketing programs for
personal and business markets, service providers differ in their objectives, (profit or
nonprofit) and ownership (private or public). These characteristics are to be considered
because the promotion programs of a private organization will differ from those of public
organization (Kotler, 2006).
2.1.1 Education as a service
Marketer needs to be concern with four basic characteristics of education as a service, that
the promotion of secondary schools is different from promotion of finished goods, namely
intangibility, inseparability, variability and perish ability (George, 2001).
(i) Intangibility
Services such as education can be described as an intangible .This implies that they cannot
be seen felt, heard, tasted or smelt prior to purchase, service offering cannot be inspected
or tested in advance and cannot be brought to consumer. This increase the complexity for
potential students to acquiring products knowledge in advance of purchase as is possible
with tangible product .Thus the education marketer has an important task to promote the
intangible benefit of education (George, 2001).
Palmer (2000) states that physical products in the store are widely displayed for customers
to see, feel, touch, weigh or sniff at before deciding whether or not to buy. Comparing this
with the choice of the service of say, education. You cannot touch, see or smell the
products before choosing, although clearly you can make some assessment based on past
experience, word of mouth, etc. The intangible nature of most services gives rise to special
problems both for service provider and consumers because the service cannot be touched
or viewed, so it is difficult for clients to tell in advance what they will be getting.
9
(ii) Inseparability
In the case of manufacturing industry, products are manufactured, sold and then consumed
over a number of years, unlike education offering which are sold first and then produced
and consumed simultaneously. Thus in the education sector customer will often be
involved in the creation of services such as asking the students questions about the lesson
taught, this has an implication in the way offering is delivery, is crucial because teacher
and students must be present when the service is being consumed, a key distinguishing
feature of service is that, the service provision and provider are inseparable from the
service consumption and consumer. For example, we cannot take a hotel room home for
consumption; we must consume this service at the point of provision (Palmer, 2000).
Similarly, the teachers need to be physically present for this service to be consumed.
(iii)Variability
Education offering will be different each time they are consumed. Service provider is part
of the offering and cannot provide the exactly level of service each time or the same levels.
Also no two consumer are precisely each time or the same level service as their colleagues
they may have the same level or the same needs demand expectations ,mood, perception
and emotion
causing the education offering to vary according to each situation.
Secondary schools can only strive towards offering a standardized and consistent service,
but because people are involved an exact standard can never truly be realized (George,
2001).
Services involve people, and people are all different. There is a strong possibility that the
same enquiry would be answered slightly differently by different people or even by the
same person at different times. It is important to minimize the differences in performance
10
through training, standard-setting and quality assurance. People often try to overcome
some of these difficulties by ensuring that the physical manifestations of the service (the
people running it, the library building, etc) indicate the quality of the service. The people
running the service are more likely to inspire confidence in the service if they are
responsive, reliable, courteous, and competent (Valerie and Bitner, 2001).
(iv) Perishability
Producer cannot hold stock of a service. There is a finite period during which the sales and
consumption of a service can occur. If the period has passed the revenue that could have
been earned by providing the service is lost Thus the provider of service will try to sell
their service even if it means lowering the price rather than loosing the full potential
amount .Hence reducing price shortly before a service is due to delivered, is one way to
stimulate demand before the service is considered perished (Pender, 2000). Furthermore,
Palmer (2000) described that Services are highly perishable compared to physical products.
But how could, for example, the services of say, an education be considered to be more
perishable than say, fresh food and vegetable products? The reason is that unlike most
physical products, many services cannot be stored. For instance, if a school does not enroll
all the students on a particular day, then those students or rather the revenue would have
carried and immediately gone.
2.2 Consumer behavior
Consumer behavior involves the psychological processes that consumers go through in
recognizing needs, finding ways to solve these needs, making purchase decisions whether
or not to purchase a product and if so, which brand and where, interpret information, make
plans, and implement these plans by engaging in comparison shopping or actually
purchasing a product. Consumer behavior is the study of consumers and the processes
11
they use to choose, use, and dispose the products and services. A more in depth
definition is also include how that process impacts the world (Perner, 2006).
Berch (2007) stated that, all marketing decisions are based on assumptions and knowledge
of consumer behavior, researching consumer behavior is a complex process, but
understanding consumer behavior is critical to marketers.
2.2.1 Consumer decision making process
Decision making is broadly seen as a problem solving process undertaken by applicants in
the process of making choices by prospective students. Models of decision making have
been developed around what is commonly called the purchase behavior of consumers.
Purchase behavior is generally seen as encompassing a series of stages including need
arousal, information search and evaluation of alternatives, purchase decision and the post
purchase feeling, in selecting an institution or subject of study, students and their parents
will pass through a number of uniquely definable stages. The stages include.Pre- search
behavior, Search behavior, Application stage, Choice decision and Registration (Kotler,
2003).
(i) Pre-search behavior
This stage involves early thoughts about their future where students passively register the
existence of information about school to which they are exposed. Crucially, institutions
need to capitalize on this early decision making as some of the lasting attitudes and views
are often developed during this stage. Maintaining an institutional presence in the passive
minds of choosers may be a useful strategic option for institutions seeking to develop their
recruitment markets (Brab, 2005).
12
(ii) Search behavior
At this stage, applicants have already made a short list of potential providers and begin
using a variety of sources of information to make up their minds while looking for data
relating to a wide range of decision criteria. The key for institutions here is to know when
this happens among groups of students and to maximize information opportunities to
facilitate the search process (Perner, 2006).
(iii) Application stage
Students at this stage submit their applications to the selected institutions. Dealing with
applications as swiftly as possible and developing strategies to keep applicants warm
during the time between an offer and registration are considered the vital marketing
activities related to this stage. In a market that are seen to provide a high standard of
customer care and respond quickly to communications will undoubtedly gain an advantage
(Cumbilo et al., 2006).
(iv) Choice decision
This marks the acceptance of the offer by the students. Because acceptance are often non
contractual in education, students tend to make multiple offers. Institutions which maintain
dialogue with those it has offered places help to seal a psychological bond between the
applicant and the institution (Murphy and Richard, 2000).
(v) Registration
The final step of the consumer decision making process is applicant to turn up for
registration, but often some turn the offer down after a few days in the institution. This
equates with the early post purchase feelings applicants often have at the time of
committing themselves to the institution. Many secondary schools put up exciting fresher’s
13
weeks with a variety of support services marketing to the needs of students as far as
possible. Thus, a sound grasp of the above ideas is a necessary the first step in developing
a recruitment strategy that allows the institution to compete favorably in the recruitment
market. Seeking to know the reasons students choose the school provides a solid
foundation for building this understanding and for positioning the institution strongly
(Kotler, 2006).
2.2.2 Factors influencing consumer buying behavior
Consumer buying behavior may be influenced by the following factors: social class
reference group, personal factors, economic condition and cultural factors.
Social class
Human societies exhibit social stratification sometimes takes the form of a caste system
where the member of different castes are reared for certain rates, social classes show
district product and brand preferences in such areas as clothing, furnishing as well as
education. For example, Lower class family prefers to enroll their children in a normal
schools compared to higher class family (Fill, 2003).
Reference groups
Many groups influence a person’s behavioral; person’s reference group consists of all the
groups that have a direct or indirect attitude or behavior. Groups having a direct influence
on a person are called membership groups. These are groups to which the person belongs
and interacts, such as family members; family members constitute the most influential
primary reference groups shaping a buyer’s behavior (Woods, 2003). In the context of
student’s choice of school, reference groups such as family members may influence
students to enroll in a certain school.
14
Personal factors
A buyer’s decisions are also influenced by personal characteristics, notably the buyer’s age
and lifestyle stage, occupation circumstances, lifestyle, and personality and self concept
(Keller, 2007).
Economic circumstances
Product choice is greatly affected by economic circumstances this consists of their
spendable income (Palmer, 2000). For example the higher income earners may send their
children to the most expensive school that is the first class school, compared to lower
income earners.
Cultural factors
Cultural factors may affect consumer buying behavior. Cultural factors have a significant
impact on customer behavior, culture is the most basic cause of a personal wants and
behavior, for example, growing up, children may learn basic values, perception and wants
from the family and other important groups. In the context of this study students may
decide to enroll in a certain school based on cultural beliefs that have been inherited from
their parents (Kotler, 2006).
2.3 Factors influence student’s enrolment
(i) Parent’s involvement
Parents may influence their children to enroll in a certain school due to several reasons
such as, ethnic and religious beliefs, quality of education, as stated by Fuller and Elmore
(2006), that there is no single feature that families seek when they choose school to their
children’ even choose not to participate in school choice but they continuing to send their
15
daughter or son to the neighborhood school even when they suspect it is of lower quality
than alternative schools. (Fuller & Elmore, 2006) When asked why they remain, instead of
choose a better school; non-choosing parents indicate that they prefer the familiarity,
proximity to home, and ethnic solidarity of their neighborhood school.
(Fuller and Elmore, 2006) studied magnet school enrollment in St. Louis and Cincinnati.
They examined which families were most apt to choose, for what reasons, and their
information they employ in making their decisions to change their children’s school. In
findings similar to other surveys reported in the school choice literature, parents often have
cited their reasons for choosing a new school based on several factors, including the
quality of the academic program; convenience of transportation; the potential for more
interaction with higher socioeconomic status students; and the racial/ethnic. Some parents
also report that academic gains are not their first goal in choosing a new school; rather their
top priority is having a school environment where their religious, ethical, ethnic and
cultural values can be imparted to their children. Families whose primary concern is that,
their children receive religious instruction usually enroll their children in private,
religiously-affiliated schools (Martinez et al., 2005). Although there was no uniform
consensus concerning qualities that influence parents to exercise school choice.
(ii) Student’s perception
Student’s perception of the private secondary schools in Tanzania is influenced by many
factors such as school’s environment, quality of education offered, and proximity to home
and transportation services. This perception explores how each private school creates its
strategies to compete for students by trying to satisfy their wants and needs (Kotler, 2006).
16
(iii) Promotion
Promotion is a major component of the marking mix that may influence student’s
enrolment. Promotion has been described as the range of activities that stimulate interest in
a service (Rudd and Mills, 2008). In the same sense, Lauer (2002) describe, promotion as
various communicative strategies, formal and informal that institutions employ to inform
persuade their customers and publics in general about of the organizational products or
service. Most educators use simple and common means, including catalogs and bulletins
describing their institution and its programs. These days, more and more institutions are
turning to advertising on the web, in newspapers, on TV and radio.
(iv) Price
Price is another component of the marketing mix, mainly refers to tuition fees, and
scholarships. It also refers to various other forms of financial aid, including grants,
subsidized loans, unsubsidized (market rate) loans, tuition remission, and work study
wages (Lauer, 2002). Tuition fee may affect the level of students enrolment positively or
negatively, for example the school that charge lower and reasonable tuition fee may attract
parents who are lower income earner to enroll their children in that school as opposed to
school that charge the higher tuition fee.
(v) School location
Place is mainly associated with distribution, which refers to making the available programs
accessible to the target customer (Lauer, 2002). This can be achieved in many ways, such
as setting the programs closer to the market (class location), as well as offering different
schedules of the program, and class time table, so that potential customers/students have
more options and are thus able to access the courses they need. This could mean, for
17
instance, making courses available in the afternoon or evening, during lunch hours, on
weekends or during the summer.
Kotler (2003) Stated that, Place also includes the surrounding environment. In addition, as
a part of place Kotler include a delivery or distribution system, which covers teaching
methods/styles (lectures, individual study, or sessions with tutoring), teacher assistance,
and class size.
2.4 Promotion
Many different definitions of promotion have been put forth over the years. For example
Schultz (2008) defined promotion during his meeting with The American Marketing
Association as a planning process designed to assure that all brand contacts received by a
customer or prospect for a product, service or organizations are relevant to that particular
person and remain consistent over time. This process includes many online (e-marketing,
affiliates) and offline (newspapers, brochures, magazines, radio, and television, etc,).
Lake (2004) defined promotion as a marketing plan designed to make all aspects of
marketing communication (such as advertising sales promotion and public relations)
working unison, rather than permitting each to work in isolation. Overall, promotion is a
marketing plan that is advantageous for effective management of on-line and off-line
communications channels. Many organizations carefully integrate and coordinate many
communication channels to deliver clear, consistent, and compelling message concerning
the organization and their products.
Promotion is an art of marketing communication strategy and technology to reach the
organizational goal. Therefore, there are many different ways to approach the task, for
18
example
through
advertisement,
public relations,
promotion,
technology
information, and interactive technology. Wongmonta (2007) defined promotion as tools to
achieve the target consumer via many channels of marketing tools (via online and offline
channels).
Different authors have shown that the promotion is used to reassure effectiveness of
promotion program, effectiveness relates to how well marketers achieve an organization’s
marketing goal and how to satisfy the customers. (Baker, 2008).
2.4.1 The purpose of promotion
The purpose of promotion is to guide the general public into buying a specific product or
service within the market. Basically the purpose for promoting is so that the customers
around the world are aware that there is a product being sold, the idea of an organization is
to sell the most they can to generate a vast amount of profit, So to do so, they must
promote their business, It is also a key in which organizations utilize to increase their
reputation and expand the name of their brand. Another purpose why organizations
promote is to inflate their sales and to build awareness to the public which is therefore
effective to reach a wide audience. This is very important in attracting people from all
over the world. It helps businesses assist future customers to see why they should buy that
product or service and helps customers to be attracted to the idea of actually buying that
product or service. Another reason why organizations promote things is to stimulate
demand for a product, this helps create ideas to future customers on how the specific
product or service will be of use to them (Kotler, 2004).
2.4.2 Promotion in schools
These days, many schools are turning to advertising on the web, in newspapers, on TV and
radio. But the most current promotion methods that schools use to communicate with their
19
prospective customers are Twitter, Facebook, A profefional website, Join Associations,
and Directory Listing (Ahmadd, 2004).
2.5 Types of promotion tools
Promotion tools can be divided into personal communications and non-personal
communications, Personal communication tools are those in which two or more people
communicate with one another, and word of mouth is the primary means of
communication, although other media, such as email, are growing in significantly. Nonpersonal communication tools are those in which communication occurs through some
other media other than person-to person. These include national and regional newspapers
and magazines, television, Radio satellite, and cable television. Radio offers a wide range
of competitively priced (Kashorda, 2002). This study focused on advertising, personal
selling,
public relation internet marketing and word of mouth communication because
these are common promotion tools used in Tanzania.
2.5.1 Advertising
Advertising consists of paid presentation and promotion ideas, products, programs, or
services whether in magazines or newspapers, television, radio, billboards, bus card, direct
mail, open days, events, exhibitions, speeches, or other mediums. Technological
advancements have pushed institutions to do viral marketing through social networking
sites like my space, twitter and facebook (Kashorda, 2002). Advertising is paid form of
communication that attempts to persuade customers to purchase or consume a product or
service. Advertising is designed to increase the number of customers through the creation
and reinforcement of brand image and brand loyalty (Wernick, 2000).
20
2.5.1.1 Types of Advertising Media
The schools marketers have to know the capacity of the major media types to deliver,
reach, frequency, and impact. The major advertising media are telephone, newspapers,
television, direct mail, radio, magazines and outdoor. The marketers make their choice
among these media categories by considering several variables such as target audience,
products/services, message, and advertising costs (Kotler, 2003).
2.5.1.2 Advertising message
In principle the product/services message should be decided as part of developing the
product/service, it expresses the major benefit that the brand offers. Marketers may charge
advertising messages without changing the product/services especially if consumers are
seeking new benefits from the product (Twedt, 2000).
2.5.1.3 Message selection
The advertiser needs to evaluate the messages. Messages can be rated on desirability,
exclusiveness and believability. The message must also say something desirable or
interesting about the product, the message must also say something exclusive or distinctive
that does not apply to every brand in the product category finally, the message must be
believable or provable (Twedt, 2000).
2.5.2 Personal selling
According to Adrian (2008) personal selling is a powerful two – way form of
communication. It allows an informative relationship to be developed between buyers and
sellers in which the latter can modify the information presented in response to the needs of
the audience.
21
Adrian (2008) further noted that, personal selling allows for the cultivation of a
friendship between buyers and sellers which can be an important element of a relationship
marketing strategy. Moreover, Barry and Hezel (2004) supported the idea, that personal
selling is a personally persuading or adding a prospective customer in a purchasing a
product / services.
William and Jerome (2002) pointed out that personal selling which is face to face with
prospect customers, people can get more attention than an advertisement which implies
that personal selling adjust what they say or do take into conservation culture and other
behavior oral influences on the customer, that can ask question to find out about a
customer’s specific interests. Personal selling is the most effective tool at later stage of the
buying process, particularly in building up buyer preference, conviction and action.
2.5.3 Internet marketing
Internet marketing is simply defined as achieving marketing objectives through applying
digital technologies; the use of the internet for marketing activities is derived from its
general use as an information distribution system in the digital age, combining digital
communications technologies and digital computer technology (Chaffey et. al, 2006).
Internet has two unique features it is both a market and a medium which transcends
national boundaries and stage a new set of international marketing where organizations
connect with their potential and existing customers. Among the benefits marketers choose
to seize this tool are Powerful method/tool in reaching customers, Communicate
information and transaction across borders, Provide value added and convenience to
customers, Minimize cost , reduced time in customer service, online sales (Ngai, 2003).
22
2.5.4 Public relation
Public relations and marketing have distinct goals and communication strategies that
should not be confused. Grunig (2002) stated that, before describing Excellence theory, it
is important to define public relations, thereby differentiating it from marketing. In this
study, public relations is conceptually defined as the management of communication
between an organization and its publics, and public relations practitioners are those who
manage, plan, and execute communication for the organization as a whole.
2.5.5 Word of mouth communication (WOM)
Dwyer (2007) provides an interesting dimension in his definition of traditional word of
mouth .Word of mouth is a network phenomenon; People create ties to other people with
the exchange of units of discourse that link to create an information network. The social
aspect of traditional word of mouth is an interesting inclusion when defining the concept,
as it can be argued that a social network is quite unique to word of mouth, especially when
compared to ordinary advertising via television, magazines and similar media. When
people share experiences, they create ties to each other, and sharing information causes
people to create a social network as well as an information network.
The power of word of mouth should not be underestimated because it occurs many times
every day, as a natural part of normal conversation, it is spontaneous and independent of
any seller (Keller,2007). According to a research study using Americans as a subject.
Keller (2007) found that people participate in 3.5 billion word of mouth conversations
every day, and brands are discussed 2.3 billion times per day. Even though this research
only included Americans, it still reveals the high level of daily word of mouth
communication occurring around the world. According to literature, trust, credibility and
personal relevancy are important influences upon the power of word of mouth.
23
2.6 Promotion and the hierarchy of effects model (AIDA)
The acronym AIDA is a handy tool for ensuring that organization copy, or other writing,
grabs attention. The acronym stands for: Attention (or Attract), Interest, Desire and Action,
these are the four steps organization need to take its audience through if they want them
to buy organization product or visit organization website, or indeed to take on board the
messages in the organization report (Hunt,2001).
(i) Attention/Attract
In the media-filled world, you need to be quick and direct to grab people's attention. Use
powerful words, or a picture that will catch the reader's eye and make them stop and read
what you have to say next. With most office workers suffering from e-mail overload,
action-seeking e-mails need subject lines that will encourage recipients to open them and
read the contents. For example, to encourage people to attend at school training session on
giving feedback, the email headline, how effective is the feedback? Is more likely to grab
attention (Kotler, 2003).
(ii) Interest
This is one of the most challenging stages. You have got the attention of a chunk of your
target audience, but can you engage with them enough so that they will want to spend their
precious time understanding your message in more detail?
Gaining the reader's interest is a deeper process than grabbing their attention. They will
give you a little more time to do it, but organization must stay focused on their needs. This
means helping them to pick out the messages that are relevant to them quickly. So use
bullets and subheadings, and break up the text to make your points stand out (Hunt, 2001).
24
(iii) Desire
The Interest and Desire parts of AIDA go hand-in-hand. As you're building the reader's
interest, you also need to help them understand how what you're offering can help them in
a real way. The main way of doing this is by appealing to their personal needs and wants
by explaining school feature and the benefit that they will receive by enrolling in the
school (Kotler, 2006).
(iv) Action
Awareness is expected to generate interest which in turn will lead to the potential students
to apply and enroll with a certain secondary school. Under the hierarchy of effects model,
the buyers purchase decision is preceded by steps such as conviction about product
benefits, preference for the brand, liking for the brand, knowledge relating to the benefits
and features of the product, after an awareness of the product has been gained (Hunt,
2001).
Using AIDA model will help school to ensure that any kind of writing, whose purpose is to
get the reader to do something, is as effective as possible. First it must grab the target
audience's attention, and engage their interest. Then it must build a desire for the
product/services offering, before setting out how to take the action that the writer wants the
audience to take (Kotler, 2000).
2.7 Empirical Literature Review
Several studies have been done on examination of effectiveness of promotion tools on
student’s enrolment in private secondary schools and universities. For example, Messah
and Immaculate (2001), conducted a research on the effect of selected marketing
communication on student’s enrolment in private university in Kenya. The purpose of the
25
study was represented by its attempt to identify the effect of selected marketing
communication tools in terms of enhancing student enrolment in private universities in
Kenya. The study adopted a descriptive research design. Correlation was undertaken to
determine the relationship between the dependent (student enrolment) and independent
variables (public relations, advertising, personal selling, and direct marketing) addressing
the effect of selected marketing communication tools on student enrolment in private
universities. Probability-simple random sampling technique was used to obtain a sample
size of 125 respondents from 25 private universities in Kenya. Descriptive data was
analyzed using descriptive statistics. Statistical program for social sciences (SPSS) was
used for data analysis.
The results of the study revealed that, print media; newspapers, brochures and alumni
networks were rated highly as the most effective marketing communication tools to
provide information to prospective students. This is due to the wide reach and reliability of
these tools. The study found out that advertising plays a critical role in enhancing student’s
enrolment in private universities. The study also found out that most universities have not
embraced the use of social networks to use as student recruitment tools. The study also
found out that Public relations’ influence student enrolment. It is crucial that higher
learning institutions understand the perceptions and expectations of students and translate
them into marketing activities that would attract and retain students. The need to provide
value for money to the students and to be responsive to their needs has necessitated
universities in general and marketing units in particular to look beyond marketing
paradigms and customer approach in the higher learning sector. Declaring how their
products are positioned against benchmarks and other ratings has already begun in many
higher learning institutions.
26
Khan and Qurush (2001) studied a research on the impacts of promotion tools on
student’s enrolment in the case of private schools in Pakistan. The study was designed to
explore the variables that have a strong impact on students’ enrollment in private schools.
The study was qualitative and exploratory in nature, since the aim was to explore the
principals/administrator’s views and experiences about promotional variables within the
education sector in Pakistan. Data was collected by carrying out in-depth qualitative
interviews with school principals/administrators in 16 schools of two neighboring cities
namely Islamabad and Rawalpindi (Pakistan). The qualitative data was analyzed and
presented in a tabulated and descriptive form. The analysis revealed four variables of
promotion namely: school appearance, public relations, publicity, and advertisement (print
and electronic media). These four variables were found to be the main forms of promotion
used by private schools for recruiting students. There was also a strong impact of school
appearance being used as the standard tool for promotion.
In addition Michelle (2003) in his research examined the marketing communication
methods used by tour operators in South Africa. The aim of the study was to determine
which marketing tools are used by South Africa tourist Services Association (SATSA).
The study used both qualitative and quantitative of exploratory research design, data was
collected using an in-depth interview questionnaire and focus groups. Questionnaire used
to obtain information for the research was administered via the internet. The responses to
the questionnaire were automatically entered into an Ms Excel database. The Ms Excel
database was then converted to the statistical package for the social science (SPSS) version
database. The findings of the study revealed that marketing communication available,
namely advertising, sales promotion, public relation, direct marketing and interactive
media, interactive media is certainly regarded as the most frequently used form of
marketing communication, direct marketing and advertising are not used as much by
27
respondents and it is apparent, that sales promotion and public relations are not very
frequently used. Furthermore, the study found that interactive media category of marketing
communication methods, websites seems to be the most frequently used method followed
by e-commerce. For six categories, overall, word of mouth (direct marketing) is considered
to be the most frequently used, followed by websites (interactive marketing), brochures
(advertising) e- commerce (interactive media), databases, and direct selling and email
newsletters. Digital television marketing and kiosk shopping appear not to be used
frequently by SATSA. The study also found the most interesting thing that the tools most
frequently used were not necessarily regarded as most efficient. This could be because the
tools are not used correctly or that there is no means to accurately measure the success of
the most frequently used tools. Finally the study concluded that the three marketing
communication methods that tour operators were currently deemed to be the most
important to SATSA were word of mouth, brochures, trade shows and exhibitions. Use of
website was also considered extremely important.
Long (2006) studied a research on public relation and branding in the heath
communication programs, the purpose of the study was to better understand how public
relations health campaign programs can successfully incorporate branding strategies to
improve program effectiveness. The research questions were examined through a content
analysis of internal materials and interviews with the campaign managers. The practical
implications of this study suggest that brands should be viewed as an asset and key tool in
health campaigns; brands help achieve campaign goals when they are strategically planned
and consistently implemented through a process that involves formative research in
creating and managing brand identity, positioning, and awareness.
28
Andu (2009) conducted a research in Malaysia on factors influencing student’s
choice of institutions. The study attempted to empirically identify the relationship between
internet marketing and foreign students’ web search behavior towards their choice of
institution. The study involved foreign students who were studying at University Utara
Malaysia (Northern Malaysian University). A total number of 288 valid responses were
collected through questionnaire-based survey method representing a total of 96.97 per cent
response rate. Hypotheses testing method were employed, and self-administered
questionnaire with five-point Likert scale was used to collect the data. Data were analyzed
through Pearson correlation and multiple regressions analysis. The results indicated that
there is a positive relationship between internet marketing and web search behavior with
student’s choice of institution.
In summary: the literature above looked at effectiveness of promotional tools (advertising,
sales promotion, public relation, internet marketing and personal selling) in universities,
colleges, banking services operation and tourism sector. However, little or no research
appears not to have been done about the application of promotional tools in secondary
schools. Most studies have been considered outside Tanzania. So this study will examine
the effectiveness of promotion tools: (advertising, personal selling, public relation, internet
marketing and Word of mouth communication) on student’s enrolment in private
secondary schools in Tanzania.
29
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter provides the detailed information about how this study was conducted. It
explains the research design, geographical area of the study, target population, sampling
techniques and sample size. It further gives data collection methods, reliability and validity
of the research data and ethical consideration in data collection.
3.1 Research design and its justification
According to Kothari (2004) a research design is logical and systematic plan prepared for
directing a research study, it constitutes the blueprint for the collection, measurement and
analysis of data. The importance of a research design is aid in establishing direction to the
study and in knowing what has to be done and how and when it has to be done at every stage;
research design enables the researcher to consider before hand the various decisions to be
made. Without plan research work becomes unconfused and aimless and empirical wondering,
the researcher would find it difficult, laborious and time consuming to make adequate
discretions in the complex interplay of factors before him he may not be able to decide which
is relevant and which is not and he may get lost.
The use of research design prevent such blindness search indiscriminate gathering of data
and guides him to proceed in the right direction research design prescribes the boundaries
of research activities and enable the researcher to channel his energies in the right way.
This study adopted descriptive research design and incorporated qualitative and
quantitative approaches; this is because the study intended to examine the effectiveness of
30
promotion tools on student’s enrolment, which is an explanatory study that involved
formalization of research with substantial structure and with specific questions to be
answered. Data was collected by using questionnaire and interview method. Qualitative
approach was used in this study as it provides a descriptive analysis of the phenomenon
under study while the quantitative approach was used as it provides data that was analyzed
using content analysis (Kothari, 2004).
3.2 Geographical area of the study
This study was conducted in Mwanza region located in the northern part of Tanzania to the
shores of Lake Victoria. Mwanza region has a total surface area of 35187 km 2 of which
20095 km2 is dry land and 15092 km2 is water bodies (mainly Lake Victoria). It is situated
at an altitude of 1140 meters above sea level. It is between latitudes 20 South of the equator
and longitudes 320 330 East. Mwanza Region has eight Districts with a total population of
3,566,263 and a population density of 146 persons per km2 (URT, 2005). The study area
had been chosen because of the following reasons. First Mwanza is a growing city which
has more emerging private secondary schools. Second the area had been selected because
is nearby researcher.
3.3 Target population
According to Nachimias and Nachimias (1996) Population is the total group of people or
object that is specifically identified for investigation. This study intended to target ten (10)
schools in Mwanza region, but the study focused on private schools that offer Advanced
level and have been aggressively promoted their schools to the public. Because in these
schools, researcher can obtain data on the students enrolment and promotional tools
employed to provide information to the students. However, the study also targeted 500
respondents, that is 300 students, 150 teachers and 50 administrative staff, because these
might have some information concerning how their schools are being promoted.
31
Table 3.1 Target population
Category
Target Population
Administrative staff
50
Teacher
150
Students
300
Total
500
Source: Field data (2012)
Table 3.2: Population distribution of the employee
S/N
School
1
Lake. H.school
66
33
2
Thaqafa. S.S
65
32.5
3
Taqwa. S.S
69
34.5
200
100
Total
No of employee
Percentage
Source: Field data (2012)
Table 3.3: Population distribution of the students
S/N
School
1
Lake. H. School
75
25
2
Thaqafa. S. S
125
41.7
3
Taqwa.S.S
100
33.3
300
100
Total
No of students
Percentage
Source: Field data (2012)
3.4 Sampling frame
A sampling frame is a list containing all sampling units (Kothari, 2004).Thus, sampling frame
consists of a list of items from which the sample is to be drawn. The sampling frame
operationally defines the target population from which the sample is drawn and to which the
32
sample data will be generalized.
It is generally obtained before the sample size. The
sampling frame of this study was selected from the school‘s students enrolment register and
employee recruitment list.
.
3.5 Sample size
A sample is an element or a subset of populations which represent the entire population
(Kothari, 2004).There are several ways of determining sample size such as using of
mathematical formula, n = N/1 + N (α)2.
Also Huysmans (1991) proposes a general rule of 40% of the population. This general rule
is simple and it gives a large sample size hence give high degree of reliability in
generalizing the findings.
Another method is the use of statistical tables. The table has been proved to the reliable in
obtaining sample size. (Mugenda and Mugenda, 1999). Furthermore, Godfrey (1977)
proposed 25% as a general rule of thumb for testing estimating the sample size if target
populations contain more than 400 and less than 1000 participants.
This study used a principle of 40% Huysmans (1991), in calculating a sample size of 200
respondents, this is because the method is very simple to use and it gives a large sample
size. Using The 40% Huysmans (1991) formula the Total Sample size is 40/100 × 500 =
200
Table 3.4 Employee Sample size
S/N
Employee category
1
Teacher
40
2
Administrative staff
10
Sample size
50
Total
Source: Field data (2012)
33
Table 3.5 Students Sample size
S/N
Students category
1
Business
10
2
Arts
25
3
Science
15
Sample size
50
Total
Source: Field data (2012)
3.6 Sampling techniques
Sampling techniques may be classified into two generic types: Probability or random
sampling and Non probability sampling .Probability sampling means every correspondent
has an equal chance of being selected, an equal chance means equal probability, and non
probability is a type of sampling technique that does not provide a chance of selection of
each element (Kothari, 2004). Probability sampling has been classified into random
sampling, systematic sampling, stratified sampling and cluster sampling and non
probability comprises purposive sampling, convenience sampling, Quota sampling etc. The
researcher intended to use Probability and non probability sampling which was
incorporated by stratified and purposive sampling techniques.
(i) Stratified Sampling
Stratified sampling is an improved type of random sampling. In this method the population
is sub-divided into homogeneous groups or strata and from each stratum random sample is
drawn (Kothari, 2004). Since the nature of population is not homogeneous. The researcher
intended to use stratified random sampling for selecting administrative staffs teachers and
students, in this method the population was divided into students, teachers and
administrative staffs and from each group random sample was chosen, also students was
divided on the basis of their discipline/combination, and from each combination group
random sample was chosen.
34
(ii) Purposive Sampling
Purposive sampling is defined as a method of selecting sample units that conform to some
pre- determined criteria (Kothari, 2004). This study used purposive sampling technique for
selecting people to be interviewed. The researcher intends to interview school’s manager to
give information on how their schools are being promoted. The managers of the school
were selected for interview because these are the owners of the schools so they might have
more information related to strategies used to promote their schools.
3.7 Sources of Data
The sources of data may be classified into primary sources and secondary sources, each
classification is discussed next.
(i) Primary data
Primary data is an original data from which the researcher directly collects data that have
not been previously collected (Kothari, 2008). In primary data collection, the researcher
collected the data using methods such as interviews and questionnaire. The key point here
is that, the data collected will be unique to the researcher and a research, until published;
no one else has access to it.
(ii) Secondary data
These are sources containing data which have been collected and compiled for another
purpose, the secondary data consist of readily available and already compiled statistical
statements and reports whose data may be used by researchers for their studies (Kothari,
2004). The secondary data in this study was collected through review of material related to
promotion and the level of enrolment, includes official documents such as journal,
prospectus, magazine, books and other dissertation.
35
3.8 Data collection methods
Two methods were used to collect field data and each is discussed next.
(i) Questionnaire
Questionnaire is defined as a document containing written or typed questions and other
items designed to solicit information appropriate for analysis (Bobbie, 2004).The
questionnaire was distributed to respondents for the purpose of data collection during
working days. The questionnaire was both closed ended questions and open ended
questions .The use of the closed ended questionnaires aimed at controlling the responses
and it was easier to administer, analyses and was economical in terms of time and money,
and open ended questionnaire aimed at giving the respondents the free room to give
responses according to their level of understanding of a particular issues related to the use
of promotion tools
,open ended questions allowed a depth of response from the
respondents that is free to deduce their feeling and express what they consider is relevant
to promotion tools. The details of questionnaires are shown in appendices I and II.
(ii) Interview method
Interview schedule is the set of questions that the interviewer asks when interviewing. It
involved both structured, semi structured and unstructured interview. Semi structured
interview was used in this study. The interview was carried out to managers as a way of
getting more information relevant to the effectiveness of promotion tools. This method is
very fast, cheaper with higher response rate than other method of data collection but with
little time that was used to respondents for considered answers, extensive geographical
coverage may get restricted by cost consideration and the possibility of bias of the
interviewer is relatively more (Kothari, 2008). The detail of interview is shown in
appendix III.
36
3.9 Reliability and validity of the research design
The principles of validity and reliability are fundamental cornerstones of the research
method, each is discussed below.
Reliability of the research design
Reliability is the measure of the degree to which a research instrument yields consistent
result. It is also influenced by random error, as the random error increases; reliability
decreases the error that the researcher has not effectively addressed. (Mugenda, and
Mugenda, 1999). In order to maintain the reliability of the research design the following
consideration was taken: Standard questionnaires were used with scaling instruments. The
questionnaires were pre- tested to determine relevance, and easy to understand. All
questionnaires were checked to ensure that have been filled properly, the well interview
questions was structured and used to get information.
Validity of the research design
Validity means the effectiveness of a research method in measuring the specific property
which it intends to measure (Kothari, 2008). Validity is the meaningfulness and accuracy
which was based on the research results. Validity in this study had to do with the accuracy
of data and the variables under study. There are different types of validity: Construct
validity, internal validity and external validity.
Construct validity: Construct validity refers to the degree to which inferences can
legitimately be made from the operationalizations in the study to the theoretical constructs
on which those operationalizations were based (Kothari, 2008). For this study construct
validity was achieved by specifying the units of analysis and conceptual framework.
37
Internal validity: Internal validity addresses the true causes of the outcomes that you
observed in the study. Strong internal validity means that you not only have reliable
measures of the
independent and dependent variables, but a strong justification that
causally links the independent variables to the dependent variables (Kothari, 2004). To
ensure internal validity the researcher had to find out that the relationship between variable
that is independent, dependent and intervening variable exist.
External validity: addresses the ability to generalize the study to other people and other
situations (Kothari, 2004). To have strong external validity ideally, a probability sample of
subjects or respondents was drawn using chance methods from a clearly defined population
(all registered students).
3.10 Data analysis
Data analysis is the process of collecting editing, coding and analyzing of data so as to give
a clear meaning (Kothari, 2008).
Quantitative data analysis: Data to be collected was edited, coded and reviewed by the
researcher so as to have the required quality, accuracy, consistency and completeness.
Quantitative data from questionnaire was coded and analyzed using statistical package for
social sciences (SPSS), computer software version 16.0 in conformity with the objectives of
the study. Descriptive statistical analysis was used to calculate frequencies, percentages, and
means for multiple comparisons of various data to show the rate of responses.
Qualitative Data analysis: for qualitative data analysis content analysis techniques was
used to describe the data from the key information. Research questions were analyzed into
groups and were compared to the research objectives in order to provide a clear
interpretation of the study.
3.11 Ethical Considerations
38
Ethics is the study of moral behavior, whose purpose is to determine as far as possible
weather a given moral judgment is more or less correct (Goode, 2004). In order to
overcome unethical practices the following action was taken .The research obtained
research approval from Saint Augustine university of Tanzania before embarking on the
study and ensured no harm to the University. The purpose of the researches was clearly
explained to the respondents. The respondents interviewed were not identified by their
name. The data collection was presented as a group age grades rather than individual
analysis. Interview respect was ensured. Confidentiality and assurance was considered in
order to encourage interviewees to talk without fearing.
3.12 Limitation of the study
Major limitation in conducting this study was the difficulty in convincing respondents to
fill in the questionnaires in anticipated time, some respondents completely refused to
participate in the exercise, arguing that the exercise was of no particular significance to
them and that it was actually a waste of their time, but a researcher managed to advise
them that, the study is more important to their school’s performance.
3.13 Conclusion
This chapter described the research design, geographical area of the study, target
population and sampling techniques. It also gives sources of data collection, data collection
methods and reliability and validity of the research methods. Furthermore, the chapter
explained the data analysis and ethical considerations.
39
CHAPTER FOUR
DATA ANALYSIS, FINDINGS AND DISCUSSION
4.0 Introduction
This chapter presents and discusses the findings from data analysis, for each question on
examination of effectiveness of promotion tools on student’s enrolment.
4.1 Respondents Profile
The study considered respondents personal characteristics and general information which
involves respondent sex, age, level of education and working experience.
The numbers of questionnaires sent to the respondents were 200 and the numbers of
questionnaire received from students, teachers and administrative staff were 100. Response
rate is 100/200×100 = 50%, which is an acceptable response rate.
Sufficient response rates are important for surveys. A survey that collects very little data
may not contain substantial information. In order to collect successful responses,
researchers must take into consideration the respondents, the quantity of response rate
acceptable range from 50% to 60% and above. (Dillman, 2000).
4.1.1 Respondents by Sex
Table 4.1: Respondents by Sex
Frequency
Percent
Valid percent
Male
20
40
40.0
Female
30
60
60.0
Total
50
100.0
100.0
Source: Field data (2012)
40
As shown in Table 4.1, 60% of the respondents covered in this study were female and the
remaining 40% of the respondents that provided information in this aspect were male. The
results in table 4.1 imply that female respondents were at higher percentage rate than male
respondents. This is probably because female are more aggressive than male.
4.1.2 Respondents by Age
Table 4.2 Respondents by Age
Frequency
Percent
Valid Percent
20-29
25
50.0
50.0
30-39
25
50.0
50.0
Total
50
100.0
100.0
Source: Field data (2012)
According to Table 4.2 50 % of the respondents were between 20 and 29 years and the
remaining 50% were between 30 and 39 years. This implies that more than 90% of the
respondents were between 20 and 39 years of age.
4.1.3 Respondents by Highest Level of Education Completed
Table 4.3: Respondents, Highest Level of Education Completed
Frequency
Percent
Valid Percent
Secondary
1
2.0
2.0
College
13
26.0
26.0
University
36
72.0
72.0
Total
50
100.0
100.0
Source: Field data (2012)
Table 4.3 shows that 72% of teacher and administrative staff had university degree in the
schools covered with this study and 26% had ordinary diploma followed by 2% who were
41
form six leaver. The results in table 4.3 imply that there is high percentage of teacher
and administrative staff who hold university degree than diploma.
4.1.4 Respondents by Working Experience
Table 4.4: Respondents, Working Experience
Frequency
Percent
Valid Percent
Less than 2 years
2
4.0
4.0
1-3 years
30
60.0
60.0
4-6 year
17
34.0
34.0
More than 10 years
1
2.0
2.0
Total
50
100.0
100.0
Source: field data (2012)
Table 4.4 indicates that 60 % of the respondents excluding those who did not respond to
this aspect worked with their schools between 1 and 3 years. The results in Table 4.4 also
show that 34% of the respondents served between 4 and 6 years. Furthermore, the findings
on working experience indicated that 4% worked in less than 2 years, while there was 2%
of the employee who worked more than 10 years. The results seem to suggest that working
with the private schools is not paramount important to most of the teachers and
administrative staff. Since the study was not particularly designed to study why most
teacher do not want to work for long time with the private secondary school(these were
traced by chance) it may be a good idea to look closely into this issue.
42
4.1.5 Types of Promotion Tools Used by Private Secondary Schools.
Table 4.5: Type of Promotion tools used by School
Frequency
Percent
Valid Percent
Advertising through TV
27
54.0
54.0
Personal selling
1
2.0
2.0
Internet
11
22.0
22.0
Other
11
22.0
22.0
Total
50
100.0
100.0
Source: Field data (2012)
The results in Table 4.5 seem to suggest that personal selling and internet is not frequently
used by many of the private schools that have covered in this study. This is probably
because computers are still not widely spread in the region and most of the secondary
schools in Tanzania are not aware on the other type of promotion tools such as personal
selling, public relation, etc. In contrast, the results in Table 4.5 seem to suggest that
Advertising through television is frequently used for providing information to the students.
A sizeable percentage of respondents, constituting 54.0%, consider advertising through TV
to be frequently used by many of the private schools in providing information to the
prospective students and 22%
uses other promotion tools to provide information to the
students such as radio and news papers. This as expected because many students do not
read newspaper as well as they do not listen to radio.
43
4.1.6 The Purpose of Using Promotion Tools by the Private Secondary Schools
Table 4.6: The purpose of using promotion tools
Frequency
Percent
Valid Percent
To increase number of students
17
34.0
34.0
To make students awareness
31
62.0
62.0
To provide information to the students
1
2.0
2.0
To build school brand image
1
2.0
2.0
Total
50
100.0
100.0
Source: Field data (2012)
It is shown from Table 4.6 that sizeable percentage of respondents, constituting 62%
excluding those who did not provide information on this particular aspect, consider making
students awareness about their services to be as the major purpose of using promotion tools
followed by 34% who consider to increase the number of students to be as their purpose of
using promotion tools. The results in Table 4.6 indicate that 96% of the respondents who
gave information on this aspect consider that to build brand image to be not at all the
purpose of using promotion tools.
4.1.7 Information that was given to the Students
Table 4.7: Information given to the students on promotion tools
Frequency
Percent
Valid Percent
School fees
12
24.0
24.0
School Programs
31
63.0
63.0
Accommodation
6
13.0
13.0
Total
50
100.0
100.0
Source: Field data (2012)
44
The information gained from this study on the information given to the students on the
promotion tool indicate that 63.0% of the respondents regard the school’s programs as the
kind of information that was given to the students on the promotion tools. In contrast, 24 %
of the respondent rate school fees as the kind of information that was given to the students.
The results from Table 4.7 indicate that 87.8% of all respondents who gave information
regard accommodation are not the kind of information provided to the students on the
promotion tools. This is as was expected, because many private secondary schools in
Mwanza are not boarding schools. This seems to give a challenge to private secondary
schools to think about starting boarding schools if they want to be absorbed by the market.
4.1.8 Students Response by Sex
Table 4.8: Respondent’s (Students) Sex
Frequency
Percent
Valid Percent
Male
34
68.0
68.0
Female
16
32.0
32.0
Total
50
100.0
100.0
Source: Field data (2012)
The results in table 4.8 indicate that, the female students were 32% of the respondents
covered in this study and male were 68 %. These findings revealed that male students were
at high response rate compared to female students.
4.1.9 Students Response by Age
Table 4.9 Respondents’ (Students) Age
Frequency
Percent
Valid Percent
15 years or less
15
30.0
30.0
20-29 years
35
70.0
70.0
Total
50
100.0
100.0
Source: Field data (2012)
45
It is noted from Table 4.9, 70.0% were between 20 and 29 years of age and the
remaining 30% were 15 years or less, this is taken to mean that most of the students that
provided information in this aspect were matured enough, the findings in fact is as
expected because, the students covered in this study were Advanced levels students.
4.1.10 Students Awareness about their Current School
Table 4.10: Students knew about the current school
Frequency
Percent
Valid Percent
Television
10
20.0
20.0
Friends
36
72.0
72.0
Internet
2
4.0
4.0
News paper
2
4.0
4.0
Total
50
100.0
100.0
Source: Field data (2012)
Although the results of the teachers and administrative staff do not mirror the students
results on the promotion tools that students use to get information about school enrolment,
but they seems to indicate the same pattern, where as 20% of the respondent know about
school through TV and 72% of the respondents know about the school through friends.
The results in Table 4.10 suggest that word of mouth (WOM) is an effective tool for
providing information to the student on school’s enrolment. While news paper and internet
were rated below 20%, this implies that students have more access with television and their
friends than computer and news paper.
46
4.1.11 Factors Influence Students choice of Private Secondary School
Table 4.11: Factors influence students choice of school
Frequency
Percent
Valid Percent
The quality of education
36
72.0
72.0
School environment
2
4.0
4.0
Parent influence
11
22.0
22.0
Other
1
2.0
2.0
Total
50
100.0
100.0
Source: Field data (2012)
The results in Table 4.11 have shown that 72% of the respondents seem to be of the
opinion that the quality of the education offered was the major factor that influences them
to enroll in certain school. Only 22% of the respondents considered parents influence as
the reasons that influence them to select secondary schools. This is in fact as was expected
because, most students tend to believe that teachers and school program quality is an asset
in their performance. Private schools need to be cautioned on that view since it is the
student’s views that count when it comes to increase the number of students.
4.1.12 Students Information Expectation about School Enrolment
Table 4.12: Information expected to get about school enrolment.
Frequency
Percent
Valid Percent
School fees
19
38.0
38.0
School Programs
30
60.0
60.0
Other
1
2.0
2.0
Total
50
100.0
100.0
Source: Field data (2012)
47
It is noted from Table 4.12 that a sizeable percentage of the respondents, constituting
98% excluding those who did not provide information on this particular aspect, consider
school fees and school programs were the kinds of information that were expected by
many students. While only 2% consider accommodation to be the kinds of information that
students expect to get in the promotion tools, probably this is because many private
secondary schools in Mwanza are day schools.
4.1.13 Information provided to the Students about School Enrolment
Table 4.13: Information students you got in the promotion tool about school
enrolment.
Frequency
Percent
Valid Percent
School fees
17
34.0
34.0
School Programs
33
66.0
66.0
Total
50
100.0
100.0
Source: Field Data (2012)
Two aspects that seemed to be significant importance to many of the private secondary
schools for the information given to the students were school fees and school programs.
Student’s response on this aspect is presented in Table 4.13. Again the students response
seems to be roughly in agreement with the teacher and administrative staff response on
these two aspects, in Table 4.7, it is noted that more than 90% of the students consider
school fees and school programs to be the kinds of information given to the students,
similarly, in Table 4.13, 87.8% of the students consider that school fees and school
programs to be the kinds of information that students gets in the promotion tools. These
results seem to suggest that the promotion tools that were used to provide information to
the students were effective, this is because what was advertised by the schools is what
students got.
48
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
This chapter presents a summary of the findings, conclusion and recommendations.
5.1 Summary
Respondents profile
This study managed to study 50 employees and 50 students of different schools in Mwanza
region. 40% of the employees were male and the remaining 60% female. While for the
students, 68% were male and 32% were female born in Tanzania and almost all of them
were residents of Tanzania. It is noted in the table, the findings shows that on employee,
the female were rated highly compared to male, while for the students who were covered in
this study male were at high percentage than female.
Research objective one: To identify promotion tools used by private secondary
schools
Advertising through TV, news paper, and Internet was found to be the most promotion
tools that are frequently used by the private secondary school for providing information to
the students. The frequent use of advertising through TV, the quality of education offered,
and student’s satisfaction are key promotion tools for providing information and increasing
student enrolment.
The study found out that advertising plays a critical role in enhancing student enrolment in
private secondary school. Advertising through electronic media is a key tool for private
49
schools in reaching potential customers at a wider reach. The study established that
electronic media; television and word of mouth communication (WOM) were rated highly
as the most effective promotion tools to provide information to prospective students. This
is due to the wide reach of these tools. The study established that internet use through
school websites had a low usage rate, which was equally indicated by student not use in
accessing school information. Internet was rated as not the most effective promotion tool in
enhancing student enrolment numbers. The study also found out that most secondary
schools have not embraced the use of social networks like Face book and Twitter to use as
student recruitment tools. The analysis also revealed that, there was also a strong impact of
the quality of education offered being used as the standard tool for promotion.
Research objective two: To determine the purpose of promotion tools establish
The study also examined the purpose of secondary schools to use promotion tools and the
findings revealed that, most school uses promotion tools in order to increase the number of
students to build school brand image to make students awareness about school services,
and to provide information to the students about school programs, school fees and school
programs. But the study established that to make student awareness and to increase the
number of students were rated highly as the major purpose of using promotion tools by the
private secondary schools.
Research objective three: To establish factors that influence students choice of
schools
Private schools depend on student school fees to manage and run their institutions. Insight
of that, this study revealed that the quality of education, parents influence and to some
extent the school’s environment were the most factors that influence students to enroll in a
certain school ,this findings are also very closely related to a theoretical model, the four50
level classification of international branding strategies by (Medina and Duffy 1998)
which identified five main brand positioning dimensions: a school’s leaning environment
(including excellent staff, facilities and resources); reputations (including brand name,
achievements and high standard of education).
Research objective four: To identify the promotion tools that students find most
useful in providing information
Many of the information given to the students were school fees and school programs.
Student’s response on this aspect seems to be in agreement with the teacher and
administrative staff response on these two aspects, it is noted that more than 90% of the
students respond that school fees and school programs to be the kinds of information given
to the students through television and their friends .similarly 87.8% of the students
consider that, school fees and school programs to be the kinds of information that students
gets in the promotion tools through television and their friends. Therefore, this shows that
students have more access with televisions and their friends in getting information than
news paper and internet.
Research objective five: To assess the impact of promotion on student’s enrolment
Enquiry on the impacts of promotion tools on student’s enrolment, the study found that
many schools supported that the use of promotion tools for student’s enrolment in
secondary school is very important as many schools managed to make students awareness
about of the presence of their schools and by providing information about school program
and school fees.
51
5.2 Conclusion
It is crucial that secondary schools understand the perceptions and expectations of students
and translate them into marketing activities that would attract and retain students. The need
to provide value for money to the students and to be responsive to their needs has
necessitated schools in to look beyond marketing paradigms and customer approach in the
education sector. Declaring how their products are positioned against benchmarks and
other ratings has already begun in many secondary schools.
Advertising through TV contribute significantly to provide information and increased
student enrolment. Word of mouth (WOM) communication is equally a reliable tool
through the use of student’s networks and use of internet to reach prospective students on
small scale. Furthermore the quality of education offered plays a significant role in
increasing levels of student’s enrolment.
Students must be provided with all the tools that are required for them to explore, analyze,
and make informed decisions regarding school choice. The role of promotion tools is
pivotal to positioning educational institutions in a competitive landscape. Reviewing and
revitalizing promotion strategies is vital for private secondary schools in order to attract
and recruit new and existing students. In their competition for capturing many students,
private secondary schools can use the following marketing assets among others: program
quality, program uniqueness, price, convenience, reputation, and well qualified students
and use of effective, timely and reliable promotion tools to reach target customers to
increase student enrolment.
52
Some promotion tools have very little or no influence on the student's decision to study
at a particular school. It is critical for private secondary schools to revise their promotion
tools to determine which are more or less effective in reaching prospective students to
boost student enrolment numbers. It is critical for private secondary schools to analyze its
target markets and publics to determine each group’s communications needs and
appropriate promotion tools to use. It should consider what response it wants from each
group. A combination of promotion tools is better placed for effectiveness and to create an
impact and desired response to increase student enrolment.
5.3 Recommendations
The study results showed that word of mouth play a big role in providing information to
the prospective students. So management of Private secondary schools should empower its
key stakeholders; students/alumni and staff to be key ambassador on behalf of schools
because a good public image and academic quality attracts potential students to enroll in a
school.
Also the study revealed that private secondary schools used old promotion tools in
providing information to the students such as TV, radio, news paper and (WOM)
communication. So in this, management of Private secondary school should consider
embracing new technology up to date marketing, using social networks like face book, my
space and twitter which have a wider reach. Most potential students are technologically
literate and can access these tools on their mobile. Traditional methods of communication
are too slow for this generation. Secondary schools need to shift their culture from the print
to the web in order to reach these students in the way they like to communicate.
53
As indicated in the study, opportunities to meet
friends
and
to
take
part
in
extracurricular activities attribute strongly in student’s school's choice selection. Thus,
when attempting to attract students to enroll, secondary schools should publicize social or
charitable events designed for them such as sports carnivals, exhibitions, campaign, open
days etc.
The study also has shown that the quality of education has an impact on student’s
enrolment. Private secondary schools should put more emphasis on improving the quality
of teaching, institutions' image and environment surroundings. This must be considered by
schools management in order to attract students. Image and reputation - promotion should
be targeted to relevant groups such as the students, and their friends and families. Potential
students must be provided all tools that are required for them to explore, analyze, and make
informed decisions regarding schools they want to enroll in.
The study recommends that private secondary school top management should incorporate a
greater market orientation into their strategic planning and frequently revise promotion
tools to determine their effectiveness in order to have a competitive advantage and gain a
big market share. Secondary schools administrators and policy makers must check how far
they are providing their services in terms of customer orientation? With current strategies,
are they serving the needs of students and in most cases their parents and sponsors. What
areas should they improve in order to provide better education for future generations? This
information will assist private secondary schools develop a better promotion strategies in
attracting and retaining students.
The study schools revealed that, most of students learn about school through advertisement
in Swahili, which aims at Tanzanian and ignore non Swahili speaking and non Tanzanian
54
students, the schools should advertise in English, this will attract foreign and
indigenous students.
5.4 Further Research
This study examined the effectiveness of promotion tools on student’s enrolment in private
secondary schools in Mwanza region, further research should be conducted to establish
what makes students choose a particular course in certain schools, also there is need for a
research on factors that affect students enrolment besides promotion, and the outcome of
this will help schools to better focus of their promotion activities.
55
REFERENCES
Ahmad, S.S. (2004), Consumer attitude and intention towards online purchasing, Dissertation for
the degree Masters of Science (Management), UUM.
Allan, J. K. (2005). Marketing communication-New approaches, technologies, and Styles
Armstrong, L. (2001). “A new game: competitive higher education”, Information,
Adrian, E. (2008). Models of new product diffusion through advertising and word-of-mouth.
Management Science, Communication & Society.
Baker, C.J. (2008). “Strategic marketing in a changing environment: are the new UK universities
in danger of being stuck in the middle?” the International Journal of Educational
Management Vol. 12 No. 3, pp. 103-107.
Berch, L. (2002).Marketing communication, and strategy, New York .McGraw Hill
Brab, M, (2005).Marketing communication, and relationship, Saddle River,NJ, London. Prentic Hall
Cubillo J, Sanchez J, and Cervino J (2006). International Students Decision- Making Process. Int.
J. Education. Management.
Dwyer.B. (2007). The measurement of word-of-mouth communication and an investigation of
service quality and customer commitment as potential antecedents. Journal of Service
Research.
Dillman, D. A. (2000). Mail and Internet surveys: The total design method (2nd ed.). New York:
Wiley.
Fill, C. (2003), Marketing Communications, 3rd ed., Prentice Hall/Pearson Education, London.
European Journal of Business and Management www.iiste.org ISSN 2222-1905 (Paper)
ISSN 2222-2839 (Online) Vol 3, No.3 201
Fuller, B.,& Elmore, R.F. (1996). Who chooses? Who loses? Culture, institutions, and the unequal
effects of school choice. New York: Teachers College Press.
56
George, A.M. (2000). “The new public relations: integrated marketing and public relations
strategies for student recruitment and institutional image building: a case study of the University
of Texas at San.
George, R. (2001). Marketing South Africa tourism and hospitality.Capetown: oxford university
press. College and University, spring. Association, Chicago
Golding, E.B, & Rallis, S. (2001). Principals of Dynamic Schools. Corwin and Sage,
Newbury
Park, CA.
Hunt, S. Simpkin, L. Pride, W. M. and Ferrell, D. C. (2001), Marketing Concepts and Strategies,
Cambndye, Mass.: Houghton Mifflin.
Grunig, L. A., Grunig, J. E., & Dozier, D. M. (2002). Excellent public relations and effective
International Journal of Educational Management Vol. 15 No. 6, pp. 276-282.
Goode, W.T. (2004).Methods in Social Research, McGraw-Hill, New York.
Ivy, J. (2001). Higher education institution image: a correspondence analysis approach, The
Jersey: Prentice-Hall.
Keller, K. L. (2007). Branding perspectives on social marketing. Advances in Consumer
Research.
Kashorda M, (2002). Using Information Technology in Higher Education: Age publishers
Kothari, C. R (2004). Research Methodology; Methods and Techniques. New Delhi: Age
Kotler, P. (2003). Principles of Marketing. Prentice-Hall, Englewood cliffs.
Kotler, P. (2004). Strategic marketing for educational institutions (2nd. ed.), New New Jersey:
Prentice Hall.
Kotler, P. (2006). Marketing Management, New Jersey: Prentice Hall.
57
Kotler, P. (2000). Marketing Management: Analysis, Planning, Implementation and Control (7th
ed.). New Jersey: Prentice Hall.
Kothari, C. R (2008), Research Methodology; Methods and Techniques. New Delhi: Age
Levin, H.M. (2002). “The effects of competition on educational outcomes: a review of the United
States evidence”.
Lake, T. (2004). IMC: Using Advertising and Promotion to Build Brands. Burr Ridge: McGrawHill/ Irwin.
Laur, C. L. (2002). Principles of Service Marketing and Management (2nd ed.). USA: Prentice
Hall.
Maringe, F. (2004). “Vice chancellors perceptions of university marketing: a view from
universities in a developing country”, Higher Education Review Vol. 36 No. 2, pp. 53-68.
Mugenda, O. M. & Mugenda ,A.G. (2003). Research Methods: Quantitative & Qualitative
techniques Approach.
Murphy.P.E & Richard A.G (2000). Marketing Universities: a Survey of student recruiting
Martinez, V. J. Godwin, R. K., Kemerer, F. R., & Perna, L. (2005). The consequences of school
choice: Who leaves and who stays in the inner city. Social Science Quarterly,
Nachimias, D.& Nachimias,J.(1996). Research Methods in the Social Science,London:British
Library Cataloguing In publication Data.
Ngai, N .E. (2003). Internet Marketing: Integrating Online and Offline Strategies. New
York: McGraw-Hill Companies, Inc., 2003.
Perner, G. (2006). Principles of Marketing. Prentice-Hall, Englewood cliffs, NJ.
Palmer, A. (2000). The principles of services marketing. 3rd ed. McGraw-Hill.
Pender, L. (2000). Marketing management for travel and tourism. Cheltenham, UK: Stanley
Publishers.
58
Roberts,
M.L.
(2003).
Internet
marketing
– integrating online and offline strategies,
Boston: McGraw-Hill Companies Inc.
Twedt, J.F. ., (2000). Promotional strategy: Managing the marketing communications process. 8th
Edition. Irwin: Burr Ridge. IL.
Valerie, N. Bitner, M. (2000) Services marketing. McGraw-Hill.
Woods, P. (2003). Responding to the consumer: parental choice and school effectiveness. School
Effectiveness and School Improvement, Vol. 4 No. 3, pp. 205-29.
59
APPENDICIES
APPENDIX I
QUESTIONNAIRE - STUDENTS
Section I: Personal data
Tick the appropriate answer
1. How old are you?
[a] 15 years or less
[b] 20-29 years
[c] 30-39 years [d] 40 year and above.
2. Sex
[a] Male
[b] Female
Section II Promotion tools
3. How did you know about your current school? You may select more than one
(i) Through TV
( )
(ii) Friends
( )
(iii) Internet
( )
(iv) News paper
( )
(iv) Other: Please specify ……………………….
4. What influence you to study in this school? You may select more than one
(i) Because of Advertisement
( )
(ii) The quality of education offered ( )
(iii) School’s environnent
( )
(iv)Parent influence
( )
(v) Other, Please specify………………….
60
5. What information did you expect to get about school enrollment? You may select more
than one
(i) School fees
( )
(ii) Program offered
( )
(iii) Accommodation
( )
(iv) Other, Please specify…………………..
6. What information did you get in the promotion tools about school enrollment? You may
select more than one
(i) School fees
( )
(ii) Program offered
( )
(iii) Accommodation
( )
(iv) Other, Please specify…………………..
Thank you for your cooperation
61
APPENDIX II
QUESTIONNAIRE-TEACHER AND ADMINISTRATIVE STAFF
Section I: Personal data
Tick the appropriate answer
1. How old are you?
[a] 20-29 years
[b] 30-39 years [c] 40 year and above.
2. Sex
[a] Male
[b] Female
3. What is the highest level of school you completed?
[a] Did not go to school
[d] College
[b] Primary
[c] Secondary
[e] University.
4. How long have you been working with the school
(a) Less than 2 years (b) 1-3 years (c) 4-6 years
(d) 7-10 years (e) More than 10 years
Section II The use of promotional tools
5. What type of promotional tools used by your school? You may select more than one
(a) Advertizing through TV
(
)
(b) Personal selling
(
)
(c) Public relation
(
)
(d) Internet
(
)
(e) Other, Please specify…………………
6. What was the purpose of using promotion tools? You may select more than one
(a) To increase the number of students
( )
(b) To make students awareness about your service
62
(
)
(c) To provide information to
the students
(d) To build school brand image
( )
( )
(e) Other, Please specify………………………………………..
7. What information was given to the students in the promotion? You may select more than
one
(a) School fees
( )
(b) Program offered
( )
(c) Accommodation
( )
(d) School’s environment
( )
(e) Other, Please specify
( )
Thank you for your cooperation.
63
APPENDIX III
INTERVIEW GUIDE- MANAGER ONLY
1. What do you understand by the term promotion tools?
2. Are you promoting your school?
3. What types of promotion tools are you using to promote your school?
4. What was the purpose of promotion?
6. Is there any relation between what you promote and the level of student’s enrolment?
7. How many A- level students do you have in your school?
8. Why do you think students enroll in your school?
Thank you for your cooperation
64