Factors Affecting Quality Education of Undergraduate Students: Evidence from Public Sector Institutions of Pakistan

Abstract

This study focuses on the mediating function of institutional infrastructure (IIF). It examines how study hours (SH), students’ financial status (FS), and parents’ education (PE) impact students’ cumulative grade point average (CGPA). According to a study using a sample of 274 students, a significant increase in student hours (SH) greatly improves the cumulative grade point average (CGPA), supporting strong hypotheses that address the issue of quality education for undergraduate students. The theoretical lens used for the research model is systems theory by Ludwig Von Bertalanffy from the 1930s. The study is quantitative and follows a positivist paradigm using a deductive approach. Primary data will be collected through a survey questionnaire from public sector institutions in the locality of Haripur city. The sample will be drawn using stratified probability sampling. Data analysis will be conducted using SPSS version 20. All model variables, including CGPA, institutional infrastructure, study hours, students’ financial status, and their parents’ qualifications, will be empirically tested through descriptive statistics, reliability analysis, correlation analysis, regression analysis, and mediation analysis using Andrew F. Hayes’ Model 4. The findings will broaden our understanding by illustrating how IIF mediates the relationship between SH, FS, PE, and CGPA. Specifically, SH, FS, and PE significantly affect IIF, and IIF subsequently affects CGPA. This study offers valuable advice for educational institutions and policymakers.