1. The Factors That Influence Students’ Choices of Cram Schools for Graduate Program A Case of Ming Chuan University Students from Department of Applied English
Advisor: 黃鎮平(Peter Huang)
Students : 賴志奇 (Chih-chi Lai)
張嘉晉 (Chia-chin Chang)
楊雅惠 (Ya-huie Yang)
李雪微 (Hsueh-wei Li)
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2. Outline Chapter One – Introduction Chapter Two – Literature Review
Background of the Study
Statement of the Problem
Research Questions
Chapter Two – Literature Review
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3. Chapter Three – Methodology
Research Design
Instruments
Research Hypotheses
Data Analysis
Sampling
Chapter Four – Data Analysis
Chapter Five- Conclusion & Recommendation
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4. Introduction
Chapter One
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5. Background of the Study
Attending to graduate school becomes a trend to enhance professional knowledge and improve students’ competitive advantages in the job market.
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6. Statement of the Problem
The popularization of higher education in Taiwan causes most of students prefer to look for a cram school as a shortcut to get the ticket to graduate school. This phenomenon is universal in Taiwan; however, there are insufficient studies related to this issue on the factors that students may consider on selecting cram school.
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7. Research Questions
1. What would be the important factors for junior and senior students on selecting a cram school that offers graduate school preparation programs ?
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8. Research Questions (cont.)
2. Does marketing mix play an important role in choosing a cram school ?
3. Do students select a cram school in accordance with consumer behavior ?
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9. Literature Review
Chapter Two
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10. The Consumer Behavioral Study of Selecting After-School Tutorial Institutes by Parents of Elementary Students in Taichung City stated that it was highly relevant among marketing mix, consumer behavior and students’ decision-making (林子樺, 2004).
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11. Consumer behavior provided the information about searching a product or service and the buying behavior to satisfied one’s needs. In doing so, students’ consideration and the external factors which influenced on decision-making for a cram school were able to offer through consumer behavior (林子樺, 2004).
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12. Location and the credit of a cram school and the legality, safety, convenience, comfort of the learning environment were involved in students’ consideration(洪郁年,2005).
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13. Consumer behavior was defined as the study of the buying units and the exchange process involved in acquiring, consuming, and disposing of goods, services, experiences, and ideas (Mowen& Minor, 2002).
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14. The “Marketing Mix” was the practice and model of the “4P’s” which was describing the strategic position of a product in the marketplace. In 1948, one interpretation of the marketing mix found while James Culliton said that a marketing decision should be a consequence of something alike to a direction (Randall, 1993).
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15. Chapter Three
Methodology
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16. Research Design
There was one major research method in the study, questionnaire survey, so as to investigate the relation of marketing mix and consumer behavior to undergraduate students’ final decision for a cram school.
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17. Instruments
The questionnaire was based on marketing mix (Promotion, Place, Price, and Product) and consumer behavior.
The first part is personal profile.
The second part is significant factors that are considered by students in accordance with marketing mix and consumer behavior.
The final part is extension of the second part.
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18. Research Hypotheses H 1:
Marketing mix of a cram school is the major factor on students’ consideration for selecting a cram school.
H 2:
Students will choose a cram school in
accordance with consumer behavior.
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19. Data Analysis
According to the research questions, Statistic Package for the Social Science (SPSS) version 15.0 was used to compute the data analyses of the study in quantitative methods.
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20. Sampling
Junior and senior students from DAE of MCU on Taoyuan campus were purposeful samples to accomplish the questionnaire.
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21. Sampling (cont.)
The total sample was 201 undergraduates participating in the study. 69 students were junior and 132 students were senior. Zero out of the 201 responses received from the DAE students were invalid; the total valid response rate was 100% (n=201).
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22. Data Analysis
Chapter Four
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23. Ranking of the factors
1.Price (92%) 2.Teaching and Learning Quality(85.4%) 3.Teaching Style (83.4%) 4.Convenient Perimeter Living Function (79.2%) 5.Service Quality (73%) 6. System of Make-up Lesson (68.8%) 7. Peers (52.7%)
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24. Price Factor
There were 92% of the participants considering that the price factor should be put into a priority position. Grade * Price
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25. Teaching and Learning Quality
There were 85.4% of the participants considering which should be put into a secondary position.
Grade* Teaching and Learning Quality
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26. Teaching Style
There were 83.4% of the participants considering it should be put into a third place.
Grade* Teaching Style
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27. Convenient Perimeter Living Function
There were 79.2% of the participants considering it was important. Grade * Convenient perimeter living function
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28. Service Quality
There were 73% of the participants thinking it was significant. Grade * Service Quality
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29. Conclusion & Recommendation
Chapter Five
Conclusion &
Recommendation
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30. Conclusion
Place, price and product of marketing mix, were more influential than promotion when students were selecting cram schools for graduate program.
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31. Conclusion (cont.)
Decision making model was built up to evaluate students’ choice for cram school in accordance with consumer behavior.
Therefore, both marketing mix and consumer behaviors were important directions to analyze decision makers.
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32. Recommendation
For practitioners, those who run schools should pay more attention to those significant relations.
Those non-significant factors may not be of importance so they can ignore them.
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33. Recommendation (cont.)
For future researchers, they can base on the same research direction as this study presents and apply to other schools such as TOEFL, GRE, TOEIC as well.
Besides, the other researchers who are interested in this field can extend the scope of research samples to enhance degree of accuracy.
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34. Recommendation (cont.)
Follow-up research studies are needed to seek for the reason why those "no comments" or "I don't know" responses took the majority.
If it is possible that the factors which responded "no comments" or "I don’t know" indicate that students do not concern about the factors, or even realize the importance of the factors.
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35. Reference 吳青松（1998）。現代行銷學。臺北：智勝文化。
邱永富（2002），補習班之服務品質－以屏東縣某立案補習班為例。國立中山大學資源管理研究所碩士論文，未出版，高雄市。
林子樺(2004)，台中市小學生家長選擇補習班之消費行為研究。亞洲大學經營管理學所碩士論文，未出版，台中縣。
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36. References (cont.)
洪郁年(2005)。國小學童家長選擇補習班因素分析－以林園地區為例。國立屏東師範學院教育科技研究所碩士論文，未出版，屏東縣。
柯特勒，(Philip Kotler, Kevin Lane Keller)著; 樓永堅，方世榮譯 (民95)。行銷管理學(Marketing Management)。台北：台灣培生教育出版。 
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37. References (cont.)
Antonides, G. & Raaij, W. F.(1998).Consumer Behavior: A European Perspective, New York: Jonh Wiley & Sons
East, R. (1997), Consumer Behavior: Advances and Applications in Marketing, London: Prentice Hall.
Mowen, J.C & Minor, M. (2002). Consumer Behavior : A Framework, N.J.: Prentice Hall.
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38. Reference (cont.)
Paul, J. P., and Olson, J. C. (1993). Consumer Behavior and Marketing Strategy, 3rd ed., Chicago: Irwin.
Randall, G. (1993) ,Principles of Marketing, New York: Routledge.
Sandhusen, R. (2000). Marketing, New York: Barron's Educational Series.
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39. Thank you for listening
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