You should spend about 20 minutes on this task.
The pie charts show the results of a survey conducted by a university on the opinions of fulltime and part-time students about its services.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words
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Model Answer 1
The pie charts illustrate the results of a university survey on the satisfaction levels of full-time and part-time students with regard to IT support and opening hours.
Overall, both full-time and part-time students expressed higher satisfaction levels with opening hours compared to IT support. However, full-time students were generally more satisfied than part-time students with both services.
In terms of IT support, 54% of full-time students reported being very happy, while 31% were quite happy. In contrast, only 15% were not at all happy with the IT support offered. Among part-time students, however, 45% were not satisfied at all, while 35% were quite happy and 20% were very happy. This indicates that full-time students were significantly more satisfied with IT support than part-time students.
Regarding opening hours, a vast majority of full-time students (87%) were very happy, compared to 72% of part-time students. Furthermore, while 12% of full-time students felt quite happy with the current opening hours, a higher percentage of part-time students (23%) shared this sentiment. In terms of dissatisfaction, only 1% of full-time students were not happy at all, compared to 5% of part-time students. This data shows that full-time students generally expressed higher satisfaction with the opening hours than their part-time counterparts.
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Model Answer 2
The pie charts illustrate the findings of a university survey that explored the opinions of full-time and part-time students regarding IT support and current opening hours.
Overall, full-time students expressed higher levels of satisfaction than part-time students with both IT support and opening hours. Additionally, students appeared to be more content with the opening hours than with the IT support provided.
Focusing on IT support, over half of the full-time students reported being very happy, with around one-third indicating they were quite happy. However, 15% of these students mentioned that they were not at all satisfied. In contrast, 45% of part-time students indicated a complete lack of satisfaction, while the remaining students were either quite happy or very happy.
When it comes to opening hours, a minor proportion of full-time and part-time students reported being not at all satisfied, with just 1% of full-time students and 5% of part-time students feeling this way. A significant majority of students from both groups were very happy with the opening hours: 87% of full-time students and 72% of part-time students. Additionally, 12% of full-time students and 23% of part-time students stated they were quite happy with the current opening hours.
Model Answer 3
The pie charts provide information about a university survey asking full-time and part-time students’ views about two of their university services.
Overall, full-time students were happier than part- time students about both IT support and opening hours. Moreover, students were much happier about opening hours than the IT support offered by the university.
With regard to IT support from the university, more than half the students studying full time were very happy, about a third of them felt quite happy and 15 percent answered that they were not at all happy. Among part-time students, however, almost half (45 percent) were not satisfied at all and the other half were either quite happy or very happy.
Turning to the survey about opening hours, a minority of full-time and part-time students were not satisfied at all (1 and 5 percent, respectively). Very happy students were the largest group of both full-time and part-time pupils, with 87 percent of the former and 72 percent of the latter. Quite happy students accounted for 12 percent of the full-time and 23 percent of part time students.
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