CUSTOMER SATISFACTION ON THE QUALITY OF EDUCATION

OF SHALOM CREST WIZARD ACADEMY

A Senior High School Research

Presented to
Shalom Crest Wizard Academy
Salvani Street, Barangay City Heights
General Santos City

In Partial Fulfillment
of the Requirements for the Subject
Inquiries, Investigation, and Immersion

by

DANIELLE MAY N. CEQUIÑA

SHEENA T. CERERA
March 2018
 ABSTRACT

The study determined the customer satisfaction on the quality of education that

Shalom Crest Wizard Academy provides based on the service quality dimensions. It was

conducted among 50 junior high school students, 46 senior high school students, and 86

parents of Shalom Crest Wizard Academy, General Santos City. Gathered data obtained

through students and parents’ survey questionnaires were analyzed through weighted

mean results and content analysis. Results revealed that the students and parents are

somewhat satisfied on the over-all service quality in terms of the following service

quality dimensions adapted from the Service Quality (SERVQUAL) model: tangibility,

assurance, reliability, responsiveness, and empathy.

ii
 TABLE OF CONTENTS

ABSTRACT ........................................................................................................................ ii

LIST OF FIGURES ............................................................................................................ v

LIST OF TABLES ............................................................................................................. vi

CHAPTER I ...................................................................................................................... 1

BACKGROUND ............................................................................................................. 1

STATEMENT OF THE PROBLEM .............................................................................. 3

SIGNIFICANCE OF THE STUDY ................................................................................ 4

SCOPE AND DELIMITATIONS ................................................................................... 5

CHAPTER II ..................................................................................................................... 6

RELATED LITERATURE ............................................................................................. 6

Service quality ................................................................................................................. 6

Student Satisfaction ......................................................................................................... 7

Service quality model ...................................................................................................... 8

Reliability ........................................................................................................................ 9

Empathy......................................................................................................................... 10

Responsiveness .............................................................................................................. 11

Tangibility ..................................................................................................................... 12

Assurance ...................................................................................................................... 12

STATEMENT OF HYPOTHESIS................................................................................ 13

CONCEPTUAL FRAMEWORK ................................................................................. 13

THEORETICAL FRAMEWORK ................................................................................ 14

DEFINITIONS OF TERMS ......................................................................................... 15

CHAPTER III ................................................................................................................. 16

iii
 RESEARCH DESIGN .................................................................................................. 16

RESEARCH LOCALE ................................................................................................. 17

THE PARTICIPANTS .................................................................................................. 18

RESEARCH INSTRUMENT ....................................................................................... 18

DATA COLLECTION PROCEDURE ......................................................................... 18

DATA ANALYSIS ....................................................................................................... 20

CHAPTER IV ................................................................................................................... 21

CHAPTER V .................................................................................................................... 29

SUMMARY .................................................................................................................. 29

CONCLUSIONS ........................................................................................................... 30

BIBLIOGRAPHY ............................................................................................................. 34

Appendix A ....................................................................................................................... 41

Appendix B ....................................................................................................................... 51

Appendix C ....................................................................................................................... 53

Appendix D ....................................................................................................................... 55

iv
 LIST OF FIGURES

Figure 1. Conceptual Framework ..................................................................................... 13

Figure 2. Research design of the study ............................................................................. 16

Figure 3. Research Locale of the Study ............................................................................ 17

Figure 4. Summary of data collection procedures ............................................................ 19

Figure 5. Percent Distribution of the Customers’ Responses on SCWA’s Service Quality

based on Tangibility:......................................................................................................... 21

Figure 6. Percent Distribution of the Customers’ Responses ........................................... 22

Figure 7. Percent Distribution of the Customers’ Responses ........................................... 23

Figure 8. Percent Distribution of the Customers’ Responses ........................................... 24

Figure 9. Percent Distribution of the Customers’ Responses ........................................... 25

Figure 10. Data Collection on Senior High School Students ........................................... 52

Figure 11. Code Book of Parent's Survey Forms .............................................................. 55

Figure 12. Code Book of Students' Survey Forms ............................................................ 55

v
 LIST OF TABLES

Table 1. Customer Satisfaction Range for Description .................................................... 20

Table 2. Mean Results on SCWA’s Service Quality Dimensions .................................... 26

Table 3. Customers' Comments and Suggestions ............................................................. 28

Table 4. Demographic Profile of Parents .......................................................................... 53

Table 5. Demographic Profile of Students ........................................................................ 54

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 CHAPTER I

Introduction

BACKGROUND

Education provides many benefits to a person – his household, his community,

and ultimately his country. Education raises the productivity of a person because of the

increase in knowledge and skills, which in turn increases earning capacity and improves

income distribution (Tullao and Cabuay, 2013; Mincer, 1974; Becker, 1964; as cited in

Tullao, Cabuay, and Hofilena, 2014). Moreover, Winch and Gingel (2008) said the

following:

“Education provides its value to the individual, emphasizing its potential for

positively influencing students' personal development, promoting autonomy,

forming a cultural identity or establishing a career or occupation. Education’s

also emphasizes on its contribution to societal purposes, such as good

citizenship, shaping students into productive members of society, thereby

promoting society's general economic development, and preserving cultural

values.”

Service quality is one pertinent issue which challenges the service industry in

developing global competition (Ghasemi, Kazemi, & Esfhani, 2012; Douglas & Connor,

2003). Service quality is determined on customers’ perceptions and it is achieved by

meeting or exceeding their expectations (Gronroos, 2007; Shahin, 2010). According to

Sarah (2011), many higher education institutions have been encouraged and influenced

by service quality in teaching and administrative support functions.

1
 Education as a service industry is placing greater importance on meeting the

expectations of students (DeShields, Kara, & Kaynak, 2005). Students are considered as

the customers of a university, so their own views and opinions towards the university as a

place for them to get quality education is very important (Rahman, 2013). Hence, each

university should ensure that their mission and vision to provide quality education is

achieved. The significant purposes of higher education are to generate the new

knowledge, explore research works on different social and development issues, anticipate

the needs of the economy and prepare highly skilled workers (Rahman, 2013).

Providing quality services from higher education institutions is the crucial in

distinguishing competitors as well as ensuring sustainability for a long period (Govender,

Veerasamy, & Noel, 2014). According to Friedman (1955), it is important to consider the

primary purpose of enhancing the quality of basic education. Basic education is included

under the human resource development dimension that ultimately ends with employment

where it also allows a person to become an accountable member of the society. The

primary reason why governments provide individuals access to capital for primary and

secondary education is because of the benefits from education not only to accumulate

individual or his household, but also to society. With this, private schools are expected to

have a high quality of education for its customers – the students and the parents to be

satisfied (Friedman, 1955).

According to Farahmandian (2013), students are the main customers of

universities in higher education. As such, it is vital for universities to succeed from the

increasing competitiveness of the industry by providing quality services and satisfying

students’ needs as well as their expectations. It is part of the plan implemented by the

2
administrators of school institutions to formulate strategies to attract students and

creating efficient and effective learning environments to link academic success to

concepts such as retention and recruitment (DeShieldsJr, Kara et al. 2005, Helgesen and

Nesset 2007). Accordingly, Arokiasamy (2012) said that in today’s world, in order to be

able to produce and retain an adequate level of competitiveness, organizations and firms

require to highlight on quality as one of the most significant success dimensions in the

industry.

In present's competitive academic environment where students have numerous

alternatives accessible to them, factors that enable educational institutions to attract and

retain students should be seriously studied. A study conducted by Rahman (2013) stated

that higher education institutions, which want to gain a competitive edge in the future,

may need to begin searching for effective and creative ways to attract, retain and foster

stronger relationships with students. As a private organization, it needs to rely on the

interaction and mechanism of the market.

Because of the need of a private institution like Shalom Crest Wizard Academy

(SCWA) to have a high-quality education, this prompted the researchers to conduct a

study to evaluate the customer satisfaction on the quality education that Shalom Crest

Wizard Academy provides.

STATEMENT OF THE PROBLEM

The underlying studies that prove that private institutions must have high quality

education prompted the researchers to investigate on the customer satisfaction on the

quality education that Shalom Crest Wizard Academy provides based on their service

quality dimensions. The following are its specific research questions:

3
 1. What are the top three service quality dimensions of SCWA?

2. What are the bottom three service quality dimensions of SCWA?

3. What service quality dimensions of Shalom Crest Wizard Academy must be

improved?

SIGNIFICANCE OF THE STUDY

This study is significant for the dissemination of knowledge and information

concerning the level of satisfaction based on service quality dimensions among customers

of a private institution. Results of this study intends to establish better service quality

dimensions to Shalom Crest Wizard Academy to improve its quality education and to

satisfy their customers in their years of operation. It will also benefit the school board and

administrators to improve different aspects in their institution most especially on the

service quality that they provide for their customers. Moreover, this will also benefit the

school personnel by improving their services they provide for their customers. Lastly, this

study hopes to provide some conclusions and recommendations to other private school

institutions to improve their service quality dimensions to increase their customers’ level

of satisfaction on the quality of education they provide.

4
SCOPE AND DELIMITATIONS

This study focuses mainly on the customer satisfaction on the quality of education

that Shalom Crest Wizard Academy provides based on service quality dimensions. Junior

and senior high school students of Shalom Crest Wizard Academy are randomly selected

to evaluate their levels of satisfaction on the different service quality dimensions.

Moreover, parents from preschool to senior high school are also randomly selected to

assess their levels of satisfaction on the different service quality dimensions. This will

determine Shalom Crest Wizard Academy’s quality education based from the service

quality dimensions.

5
 CHAPTER II

Review of Related Literature

RELATED LITERATURE

Service quality

Service quality is determined on customers’ perceptions and it is achieved by

meeting or going beyond their expectations (Gronroos, 2007; Shahin, 2010). According

to Zeithml (1987) and Zammuto et al. (1996), the concept of quality as conceptualized in

the services literature is based on the perceived quality. Perceived quality is defined as

the consumer’s judgment about an entity’s overall experience or superiority. Perceived

service quality could be the product of the assessments of a number of service encounters

and in a student’s case, these could range from encounters with office staff, to encounters

with tutors, lecturers, the head of departments, etc (Hill, 1995). As a result, if an

organization regularly provides service at a level that exceeds customer expectations, the

service will be evaluated as high quality. In contrast, if an organization fails to meet

customer expectations, the service will be judge as poor quality (Zammuto et al., 1996).

Results from the study of Abu hasan et. al. (2008) reveals that service quality has

significant positive relationship with student satisfaction. Thus, the results of their study

confirm what other authors suggest in improving service quality may potentially improve

the students’ satisfaction as well and that is the priority of the private higher institutions

due to the fact that they have to compete to earn interest from the students to study there.

In addition, the correlation study of Ibraheem (2016) revealed that “empathy was

one of the most crucial factors of the perceived satisfaction and students perceived high

6
quality services if they had been given respect, taken care by the university management,

staff and faculty. Similarly, in terms of assurance, the perceived level of trust while

dealing with information sharing and also the overall attitude and behavior of the staff

and faculty appeared to be significant with students’ level of higher perceived

satisfaction.”

Student Satisfaction

According to Bateson and Hoffman (1999), most experts concur that customer

fulfillment is a transient exchange measure while service quality is n state of mind shaped

over a long-term assessment of execution. Elliott and Healy (2001) define student

satisfaction as a short-term attitude resulting from an assessment of an understudy's

instructive experience. There isn't much contrast between the two terms since the

understudy is simply one more sort of client who is a buyer of the instruction benefit and

hence a large portion of the writing on benefit showcasing will apply.

There is a general understanding among specialists that there is a connection

between benefit quality and consumer loyalty however what isn't clear is the bearing of

this relationship as some like Parasuraman et al. (1985) and Cronin Jr and Taylor, (1992)

say that administration quality precedes consumer loyalty. Despite what might be

expected to agree to Bitner (1990) consumer loyalty proceeds benefit quality Some

current examinations around there have likewise bolstered the view that administration

quality leads to consumer loyalty. An investigation did by Sulieman, (2013) on Jordanian

banks uncovered that the five measurements of administration quality affect the level of

client fulfillment. Another investigation led by the United Arab Emirates on branch

7
grounds of some worldwide colleges found that qualified teachers, innovation, and other

assets affected understudy fulfillment (Wilkins and Balakrishnan, 2013).

Service quality model

According to Lassar, Manolis and Winsor (2000), two most widespread and

widely acknowledged perceptions on service quality include the SERVQUAL model and

the Technical/Functional Quality framework. Gronroos (1984) stated that service quality

is composed of three dimensions "the technical quality of the outcome", "the functional

quality of the encounter" and “the company corporate image”. He claimed that in probing

the elements of quality, it is necessary to differentiate between quality related with the

process of service delivery and quality associated with the outcome of service, judged by

the consumer after the service is completed. On the other hand, Parasuraman, Zeithaml

and Berry (1985) enumerated ten determinants of service quality that can be generalized

to any type of service. The ten dimensions comprise tangibility, reliability,

responsiveness, competence, access, courtesy, communication, credibility, security and

understanding. Moreover, these ten dimensions were then regrouped in the well-known

five dimensions in the SERVQUAL model which include assurance, empathy, reliability,

responsiveness and tangibility (Parasuraman et al., 1990).

Parasuraman et al. (1985) develop a gap model that may emerge between what the

customer expects to receive and what the organization provides. It is made from five gaps

connected. Gap one happens if there is a misconception of the customer's needs from the

market research carried out. Gap two is because of the designer's misunderstanding of the

information passed on from market research while gap three is the conformance gap and

emerges when staff neglect to perform the service as stipulated by the standards that have

8
been put by the organization. Gap four is the correspondence gap, which emerges due to

the wrong data being passed on to the customer. This implies that customer is not

informed about what goes on in the background and therefore may explain delays as

failures when this isn't the case. Gap five is the contrast between what the customer

expects and what the customer thinks about the service that has been received.

Reliability

Reliability is “the desired consistency (or reproducibility) of test scores (Crocker

& Algina, 2008, p. 105). The most important factor in test improvement is to make sure

you have created an assessment that enables you to make appropriate inferences

regarding a child's performance in a content area, and now to feel sure that you can

ascribe an educator's contribution to this performance. This expects you regardless "an

unmistakable explanation of the proposed interpretations and uses" (Kane, 2006, p.23) of

the evaluation. “Reliability is the degree to which all the accumulated evidence supports

the intended interpretation of test scores for the proposed purpose” (AERA, 2008, p.11).

Once an intensive endeavor has been made to approve the evaluation and

endeavors have neglected to decide the appraisal isn't covering the proposed content, at

that point there can be some level of assuming that the evaluation is without a doubt

legitimate for the proposed reason (Cronback, 1980). In other words, after you have taken

the steps to decide your assessment is estimating what was taught, and you are not able to

demonstrate in an unexpected way, you should feel more certain that your decisions from

the assessment are valid.

9
Empathy

Empathy can characterize a word which means to listen or can be completely

involved in understanding the inner world of the individual they relate. Attempting to

comprehend the inward universe of someone else implies securing something from your

own individual, from your own esteems and dispositions, to have a go at accepting

another's individual state of mind. Also, to answer someone else's reality, any reaction is

an individual check. (Franco Perino, Cristina Andreolli, 2003, p.5)

The capacity to feel compassion includes understanding what the individual

beside you lives like you live in his place. This implies profound regard in a significant

measurement to that individual, without trial or diverse conditioning's. Sympathy is

likewise a declaration of the scholarly measurement of a man, incorporating

correspondence, straightforwardness at a few benchmarks. Straightforwardness in

correspondence does not imply that two people who impart compassion to completely

uncover to each other with no save yet requires a more noteworthy limit with regards to

getting on the internal side to the next, so you can share his emotions, to give bolster, to

exist a specific enthusiastic combination yet in addition separation while it is important to

perceive alternate as a man with values. An emphatic individual is one who knows how

to discover normal focuses in separation through compelling correspondence so that you

give the individual before you the likelihood of going into a useful advancement in

agreement with psyche and heart, understanding owner's needs. Sympathy is unique in

relation to sensitivity while sharing the completion "pathy". If sensitivity signifies

"feeling with" empathy means "to feel in". Both assume the existence of at least two

people and an enthusiastic reality (De Muro, 2005).

10
Responsiveness

Responsiveness is defined as the ability to respond to customer necessities timely

and adaptable. Mariappan (2006) stated that innovation in information technology has

acquired surprising changes the business condition which no other division has been

affected by the advancement in innovation as much as banking and financial institution.

Banks need to adopt innovation to convey their services and, in the meantime, lessen cost

because of the making of value-added services for clients (Zhu, Wymer, and Chen,

2002). It is crucial for banks to better comprehend the H. Iberahim et al. /Procedia

Economics and Finance 37 (2016) 13 – 20 changing customers' needs and embrace the

most recent data innovation system keeping in mind the end goal to contend all the more

successfully with worldwide associations (Malhotra and Mukherjee, 2004).

Through innovation, banks can perform reliably and react rapidly in accordance

with clients' prerequisite that will raise the level of clients' fulfillment. Shariq and Tondon

(2012) contended that clients like to utilize ATM benefits as opposed to e-saving money

benefits because of the adjustment of innovation that clients should be guaranteed in term

of security. Along these lines, convenience can be characterized as the quality or

propensity for arriving or being prepared on time or dependable. Opportunities is

happening at an appropriate time, convenient, helpful and very much coordinated. The

foundation of speed in an operation that diminishes holding up time is a critical factor of

ATM administrations quality (Mobarek, 2007). Dilijonas et al. (2009) distinguished that

components which added to opportunities of managing an account administration are

speed, high uptime, blunders, cash back-up, and quality service at reasonable cost.

11
Tangibility

According to McDougall and Snetsinger (1990) tangibility is characterized as "the

degree to which product or service can provide clear concrete image" (p.27). They

researched in the definition additionally express that substantial quality has both a

physical and mental part since speculations were keener on a client's examination and

assessment before buying an administration. The psychological part alludes to client's

capacity to get a handle on rationally what will they get in the event that they buy the

administration. Thus, substantial quality inside the continuum (see figure 2-1), is alluding

to what degree an administration can give a reasonable and concrete picture. (McDougall

and Snetsinger, 1990)

Assurance

As indicated by the Transportation Research Board's Glossary of Highway

Quality Confirmation Terms (TRB, 1996), quality affirmation is characterized as a

procedure of arranged and efficient activities to give certainty that an item or office will

perform agreeably in benefit. It tends to the general issue of getting the nature of

17services, item, or office in the most effective, sparing, and tasteful way conceivable.

Quality affirmation includes proceeded with assessment of the exercises of arranging,

outline, improvement of plans and determinations, publicizing and granting contracts,

development, upkeep, and the collaborations of these exercises.

Quality affirmation in development incorporates quality control, acknowledgment

examining and testing process, and autonomous affirmation. The acknowledgment

inspecting, and testing is done to decide regardless of whether the nature of created

material or development is satisfactory as far as the details. The autonomous

12
confirmation is an administration device that requires a third gathering to give an

autonomous appraisal of the item or potentially the unwavering quality of test comes

about got from process control and acknowledgment testing. The aftereffects of the

autonomous affirmation are not utilized for item acknowledgment (TRB, 1996).

STATEMENT OF HYPOTHESIS

The following are the alternative and null hypotheses this study intends to accept

and reject, respectively.

Ha: The customers are satisfied on the quality of education that Shalom Crest

Wizard Academy provides.

Ho: The customers are not satisfied on the quality of education that Shalom Crest

Wizard Academy provides.

CONCEPTUAL FRAMEWORK

Independent Dependent
Variable Variable

Service Quality in Higher Customer Satisfaction

Education on the Quality of
 Tangibility Education of Shalom
 Assurance Crest Wizard
 Reliability Academy
 Responsiveness
 Empathy

Figure 1. Conceptual Framework

13
 The figure above represents the conceptual framework of the study where the

independent variable is the service quality dimensions in higher education, while the

dependent variable is customer satisfaction on the quality of education of Shalom Crest

Wizard Academy. In the dependent variable, five (5) dimensions on the service quality in

higher education are stated, including tangibility, assurance, reliability, responsiveness,

and empathy. Each of these dimensions will determine the over-all customer satisfaction

on the quality of education of Shalom Crest Wizard Academy.

THEORETICAL FRAMEWORK

The study was adopted from the study of the service quality model or

Parasurman’s SERVQUAL dimensions by Parasuraman, Berry, and Zeithaml in 1985

through Cayanan (2017). SERVQUAL is a multidimensional research instrument

intended to measure service quality by gathering respondents’ expectations and

perceptions along the five dimensions of service quality (Parasurama et. al., 1991). The

service quality model measures the gaps between the customers’ expectation and

perceptions on services availed. Moreover, it also evaluates the tangibles, reliability,

responsiveness, assurance, and empathy aspects of service quality (Cayanan, 2017).

Managers employ the service quality model to study challenges on service quality and

formulate strategies to improve service quality and close the gaps (Ghotbabadi, Baharun,

& Feiz, 2012; Çerri, 2012). Specifically, it was attached on the service quality gap 5 of

Parasuraman, Berry and Zeithaml, which pertains to the difference on customers’

perceptions and expectations of the service quality dimensions (Armstrong & Kotler,

2011).

14
DEFINITIONS OF TERMS

Customers – Junior high school (JHS), senior high school (SHS), and parents of

Shalom Crest Wizard Academy (SCWA).

Customer satisfaction. – This represents the customers’ level of satisfaction based

on the service quality dimensions.

Junior high school (JHS) students – Grade 7 to grade 10 students enrolled in

Shalom Crest Wizard Academy during the school year 2017-2018 second semester.

Parents – Preschool, kindergarten, grade school, junior high school, and senior

high school parents of Shalom Crest Wizard Academy during the school year 2017-2018.

Senior high school (SHS) students – Grade 11 and grade 12 students enrolled in

Shalom Crest Wizard Academy during the school year 2017-2018 second semester.

Service quality dimensions – A criteria of the customers’ expectations and

perceptions on the quality of education that Shalom Crest Wizard Academy provides.

This includes empathy, assurance, responsiveness, reliability, and tangibility.

Service quality (SERVQUAL) model – The theory adapted in this study that is

used to measure the service quality of Shalom Crest Wizard Academy (SCWA) by

gathering the customers’ expectations and perceptions along the five dimensions of

service quality.

Shalom Crest Wizard Academy (SCWA) – A private school located at Barangay

City Heights, General Santos City.

15
 CHAPTER III

Methodology

This chapter discusses the study’s research design, research locale, the

participants, research instruments, data collection procedure, and data analysis procedure

to investigate the variables in the present study. In this chapter, the researchers will

provide insight on how the studied was pursued in evaluating the customer satisfaction on

the quality education that Shalom Crest Wizard Academy provides.

RESEARCH DESIGN

This study used quantitative and qualitative data and obtained primary data from

the survey results on the customer satisfaction on the quality of education of Shalom

Crest Wizard Academy.

The figure below presents the research design of the study.

Weighted mean & Customer satisfaction on

Service Quality in Content analysis the quality of Education
Higher Education of Shalom Crest Wizard
Academy

Independent Variable Dependent Variable

Figure 2. Research design of the study

The study used a descriptive design to describe the outcome of the study by

evaluating the customer satisfaction on the quality of education of Shalom Crest Wizard

Academy based on the service quality dimensions. In this study, the customers are

presumed to have a high level of satisfaction on the quality of education that Shalom

16
Crest Wizard Academy provides based on the service quality dimensions. In order to

verify such hypothesis, the use of descriptive design would be appropriate to determine if

the variables will have a positive outcome.

Since the researches evaluated the customer’s satisfaction on the quality of the

education that Shalom Crest Wizard Academy provides, such as the number of

respondents who are satisfied and not satisfied are needed to validate the possible

hypothesis of the study, the level of measurement that will be used is interval.

RESEARCH LOCALE

Data from the study were collected in Shalom Crest Wizard Academy (SCWA). It

is located at Salvani Street, Barangay City Heights, General Santos City. SCWA is a

private educational institution offering the K to 12 program with levels in the preschool,

grade school, junior high school, and senior high school.

Figure 3 shows a photo of the school that participated in the survey.

Source: Shalom Crest Wizard Academy Facebook page, 2014

Figure 3. Research Locale of the Study

17
THE PARTICIPANTS

The study involved junior high school students (n = 50), senior high school

students (n=46), and parents (n=86) of Shalom Crest Wizard Academy. The student

participants are studying in Shalom Crest Wizard Academy during the 2nd semester of

school year 2017-2018, while the parent participants have children enrolled in Shalom

Crest Wizard Academy during the 2nd semester of school year 2017-2018. A minimum

number of 176 participants are randomly selected to answer the survey questions.

RESEARCH INSTRUMENT

A survey instrument on the customer satisfaction on the quality of education of

Shalom Crest Wizard Academy (see Appendix A) was developed for this study. 220

copies of the survey instrument were made that were handed-out to at least 96 students

and 86 parents in SCWA. The survey instrument is a three-paged survey questionnaire

composed of 44 questions. The survey instrument has four parts: the participants’

background information; the participants’ profile with three items multiple-choice

questions; the participants’ rating on SCWA’s service quality based on tangibility,

assurance, reliability, responsiveness, and empathy using a Likert-type scale

questionnaire; and the participants’ comments and suggestions on the service quality of

Shalom Crest Wizard Academy.

DATA COLLECTION PROCEDURE

The primary data of the study through the survey instrument was collected from

students via personal means, while data from the parents was collected through their

child.

18
 Figure 8 presents a summary of the pre-data collection and data collection procedure.

• Collection of information about SCWA junior high school, senior

high school, and family population
• Content validation and consultation of research instruments
Pre-data • Submission of letter of request to SCWA's school principal
collection • Printing of 220 copies of research instruments.
procedure

• Coordination with the classroom advisers of grade school, junior

high school, and senior high school
• Administration of survey instruments to atleast 86 parents through
their child
• Administration of survey instruments to atleast 17 respondents
Data collection from grade 7 and 8, atleast 18 respondents from grade 9, atleast 13
procedure respondents from grade 10, and atleast 23 respondents from senior
high school.

Figure 4. Summary of data collection procedures

The pre-data collection procedure started with the collection of information about

SCWA junior high school, senior high school, and family population from the records

officer. The survey instrument was then formulated and was subjected to consultation and

content validation by the researchers’ adviser and co-adviser. After which, the research

instrument was approved by SCWA’s school principal.

The primary data of the study through the survey instrument was collected

through personal means to randomly selected 96 junior and senior high school students of

Shalom Crest Wizard Academy using stratified random sampling (See Appendix B).

Meanwhile, data will be collected to 86 randomly selected parents of Shalom Crest

Wizard Academy using stratified random sampling. The research instruments will be

given through their child.

19
DATA ANALYSIS

The data collected from the research instrument were tabulated to summarize and

to facilitate the statistical analysis. Since descriptive design is used to analyze the

variables, calculating the weighted mean and frequency distribution is the statistical

technique used to investigate the customers’ satisfaction on the quality of education of

Shalom Crest Wizard Academy. On the other hand, content analysis is used as a

qualitative analysis tool to support the qualitative results.

The table below is used to describe the range of satisfaction of the SCWA

customers.

Range Description

0 – 0.85 Strongly disagree

0.86 – 1.71 Disagree

1.72 – 2.57 Somewhat disagree

2.58 – 3.43 Neither

3.44 – 4.29 Somewhat agree

4.3 – 5.15 Agree

5.16 – 6 Strongly agree

Table 1. Customer Satisfaction Range for Description

20
 CHAPTER IV

Results and Discussion

This chapter presents analyses and discusses results and findings of this research

based on the statement of the problem posed at the beginning of the study.

Results on the information obtained on SCWA customers’ satisfaction on

SCWA’s service quality dimensions through percent distribution will be first discussed in

this chapter. Furthermore, results on the weighted mean and frequency distribution will

be presented to determine if the customers are satisfied on the quality of education that

SCWA provides. Lastly, qualitative results will be further discussed in this chapter to

determine what service quality dimensions of SCWA must be improved.

Figure 5 shows the percent distribution of the customers’ responses on SCWA’s

service quality based on tangibility.

Figure 5. Percent Distribution of the Customers’ Responses on SCWA’s Service

Quality based on Tangibility:
2nd Semester 2017-2018
25%
24% 24%
21%
20% 19%
17%
15%

10%
6% 6% 6%
4% 3%

strongly disagree somewhat neither somewhat agree strongly

disagree disagree agree agree
students parents

21
 The survey results on the 15-itemed Likert type scale on SCWA’s service quality

dimension based on tangibility shows that the highest response is “agree” where 345

parents and 339 students agree on the service quality of SCWA based on tangibility.

Figure 6. Percent Distribution of the Customers’ Responses

on SCWA’s Service Quality based on Assurance:
2nd Semester 2017-2018
29%
27% 26%
24%
21% 20%
17% 18%

8%
5%
1% 1% 3%
0%

strongly disagree somewhat neither somewhat agree strongly

disagree disagree agree agree
students parents

Figure 6 shows the percent distribution of the customers’ responses on SCWA’s

service quality based on assurance.

The survey results on the 9-itemed Likert type scale on SCWA’s service quality

dimension based on assurance shows that the students’ highest response is “agree” where

196 students agree on the service quality of SCWA based on assurance.

Meanwhile, the parents’ highest response is “strongly agree” where 238 parents

strongly agree on the service quality of SCWA based on assurance.

22
 Figure 7 shows the percent distribution of the customers’ responses on SCWA’s

service quality based on reliability.

Figure 7. Percent Distribution of the Customers’ Responses

on SCWA’s Service Quality based on Reliability:
2nd Semester 2017-2018
30%
25%
23%

17%
13% 13% 13% 13% 13%
11% 11%
9%
5% 4%

strongly disagree somewhat neither somewhat agree strongly

disagree disagree agree agree
students parents

The survey results on the 6-itemed Likert type scale on SCWA’s service quality

dimension based on reliability shows that that the students’ highest response is “neither

agree nor disagree” where 170 students neither agree nor disagree on the service quality

of SCWA based on reliability.

On the other hand, the parents’ highest response is “somewhat disagree” where

138 parents somewhat disagree on the service quality of SCWA based on reliability.

23
 Figure 8. Percent Distribution of the Customers' Responses
on SCWA's Service Quality based on Reliability:
2nd Semester 2017-2018
27%
23%
22%
21%
19% 20% 18%

14%
12% 11%

7%
2% 2% 2%

strongly disagree somewhat neither somewhat agree strongly

disagree disagree agree agree
students parents

Figure 8 shows the percent distribution of the customers’ responses on SCWA’s

service quality based on responsiveness.

The survey results on the 5-itemed Likert type scale on SCWA’s service quality

dimension based on responsiveness shows that the students’ highest response is

“somewhat agree” where 120 students somewhat agree on the service quality of SCWA

based on responsiveness.

Meanwhile, the parents’ highest response is “agree” where 122 parents agree on

the service quality of SCWA based on responsiveness.

24
 Figure 9 shows the percent distribution of the customers’ responses on SCWA’s

service quality based on empathy.

Figure 10. Percent Distribution of the Customers’ Responses

on SCWA’s Service Quality based on Empathy:
2nd Semester 2017-2018
25% 24%
23% 23%
22%
20%
16%
15%
13%

6% 6%
3% 3%
1%

strongly disagree somewhat neither somewhat agree strongly

disagree disagree agree agree
students parents

The survey results on the 5-itemed Likert type scale on SCWA’s service quality

dimension based on empathy shows that the students’ highest response is “somewhat

agree” where 112 students somewhat agree on the service quality of SCWA based on

empathy.

On the other hand, the parents’ highest response is “strongly agree” where 109

parents strongly agree on the service quality of SCWA based on empathy.

25
 Service Quality Dimension N No. of Items Mean Description

Tangibility 187 15 3.93 somewhat agree

Assurance 187 9 4.05 somewhat agree

Reliability 187 6 3.26 neither

Responsiveness 187 5 3.90 somewhat agree

Empathy 187 5 3.95 somewhat agree

Overall Service Quality 40 3.82 somewhat agree

Table 2. Mean Results on SCWA’s Service Quality Dimensions

Table 2 presents the mean results on Shalom Crest Wizard Academy’s service

quality dimensions. The service quality dimension on tangibility contains 15 items;

assurance contains 9 items; reliability contains 6 items; responsiveness contains 5 items;

and empathy contains 5 items. Each of these service quality dimensions is answered by

the (n=187) participants of the study.

Furthermore, table 2 shows that the highest service quality dimension based on

the mean results is assurance where its mean is 4.05. It is followed by empathy where it

scored 3.95. SCWA’s service quality based on tangibility follows where it scored 3.93.

Meanwhile, it also shows that the second lowest service quality dimension based

on the mean results is responsiveness where its mean is 3.90. Lastly, the lowest service

quality dimension based on the mean results is reliability where its mean is 3.26.

Based on the mean results of the five service quality dimensions, results show that

the over-all mean for SCWA’s over-all service quality is 3.82.

26
 Table 3 shows the comments and suggestions of the customers to determine what

service quality dimensions of SCWA must be improved.

Comments/Suggestions Service Quality Dimension

“The school should have better school activities.” Assurance

“How would we able to rate objectively when we Assurance

are not allowed to enter your premises. The only

time that we are permitted is during special events

and occasions.”

“Teachers shall not invade the student’s Reliability

privacy/problems. Its too private to talk about. Also

shall not talk about things like depression, sadness,

anxiety and etc.

“May the school be aware of the mental health of Reliability

its students. Some students are better hiding what

they feel, yet some needs someone to talk to.”

“The school needs better parking area.” Tangibility

“More computer, enough ink, printer and bond paper Tangibility

for student’s purposes and also more space for car

parks.”

“The SHS lounge should be a lounge again; add Tangibility

more units; place a printer on the lounge.”

27
 “The school takes too long in processing the grade Responsiveness

11 uniforms. There are poorer quality compared to

the grade 12 and incomplete even in the 4th quarter.

They should prioritize the uniforms.”

“The blazer that I gave back to make a repair is no Responsiveness

yet with me.”

Table 3. Customers' Comments and Suggestions

The customers’ responses shown in table 3 indicates that the service quality

dimension tangibility has the most number of comments and suggestions from the

students and parents. Specifically, the customers’ responses suggest that the school needs

better and more parking area, and that the school needs to add more computer units and

provide printers for the students.

28
 CHAPTER V

Summary, Conclusion, and Recommendations

This chapter hereby presents the summary, conclusions, and recommendations of

the research.

SUMMARY

This study aimed to evaluate the customer satisfaction on the quality of education

that Shalom Crest Wizard Academy provides. Specifically, this study intended to find out

if the customers of Shalom Crest Wizard Academy are satisfied of the service quality

dimensions of the school. To answer this, the researcher investigated: (1) the top three

service quality dimension of SCWA; (2) the bottom two service quality dimension of

SCWA; and (3) what sections of the service quality dimensions of Shalom Crest Wizard

Academy must be improved.

The study used a descriptive design to describe the outcome of the study by

evaluating the customer satisfaction on the quality of education of Shalom Crest Wizard

Academy based on the service quality dimensions. The study also adapted the Service

Quality (SERVQUAL) Model to evaluate the perceptions of the participants along with

the five dimensions that are believed to represent service quality. The survey

questionnaires were administered to 182 randomly selected parents and students of a

private school in General Santos City, which is Shalom Crest Wizard Academy. A

minimum number of 176 participants were randomly selected to answer the survey

questions. The researchers administered the survey to 46 senior high school students, 50

29
junior high school students, and 86 parents of grade school to senior high school students.

The data collected from the research instrument were tabulated to summarize and to

facilitate the statistical analysis. The researchers used weighted mean and content

analysis to analyze the results on the data collected.

CONCLUSIONS

The data obtained, and the analyses ensued lead to the following conclusion in

relation only to the data obtained from the study. The conclusions herein are presented in

the order as the research question they respond to; and each response is presented in the

order as they appear in the previous chapter.

The highest service quality dimension based on the mean results is assurance

where its mean is 4.05 which describes that the customers are somewhat satisfied on

SCWA’s over-all assurance.

The second highest service quality dimension based on the mean results is

empathy where its mean is 3.95 which describes that the customers are somewhat

satisfied on SCWA’s over-all empathy.

The third highest service quality dimension based on the mean results is

tangibility where its mean is 3.93 which describes that the customers are somewhat

satisfied on SCWA’s over-all empathy.

30
 Meanwhile, the second lowest service quality dimension based on the mean

results is responsiveness where its mean is 3.90 which describes that the customers are

somewhat satisfied on SCWA’s over-all responsiveness.

Lastly, the lowest service quality dimension based on the mean results is

reliability where its mean is 3.26 which describes that the customers neither satisfied nor

dissatisfied on SCWA’s over-all reliability.

The SCWA’s over-all service quality scored 3.82 which can be perceived that the

students and parents in Shalom Crest Wizard Academy are somewhat satisfied with

overall service quality that the school provides.

Based on the comments and suggestions of SCWA’s customers, the service

quality dimension that gained the most responses is tangibility; thus, tangibility is the

service quality dimension that Shalom Crest Wizard Academy must be improve.

Because of these, the researchers therefore conclude that the customers are

somewhat satisfied with the quality of education that Shalom Crest Wizard Academy

provides based on the mean results on the over-all service quality of Shalom Crest

Wizard Academy.

31
RECOMMENDATIONS

Recommendations based on the outcomes of the study are hereby presented.

Based on the results presented on the previous chapter, the researchers

recommend that private institutions like Shalom Crest Wizard Academy must improve

the service quality dimensions such as tangibility, assurance, reliability, responsiveness,

and empathy to improve its quality education and to satisfy their customers in their years

of operation. Specifically, the school must focus on improving the service quality

dimension that garnered the lowest mean results which is reliability. Furthermore, the

researchers recommend that the school must consider the comments and suggestions of

the customers, specifically tangibility that has the most comments, to improve its service

quality and to satisfy its customers. Lastly, the researchers recommend that the school

board and school administrators of Shalom Crest Wizard Academy must consider the

critical factors of the service quality dimensions that must be improved to have higher

customer satisfaction.

The following recommendations are offered as possible ways to improve this

study:

 Promote the procedure to other private institutions to improve their service quality

dimensions, thus, increasing their customers’ level of satisfaction on the quality of

education they provide.

 Make a comparative study on different school years to investigate whether there

are any differences in service quality and customer satisfaction between the two

school years.

32
 Include an interview schedule on randomly selected participants to attain more

information on the qualitative data.

 Test the relationship between Shalom Crest Wizard Academy’s service quality

and customer satisfaction.

 Use factor analysis to investigate the factors why the customers, specifically the

parents and guardians, chose Shalom Crest Wizard Academy.

33
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40
 Appendix A

Research Instrument

SURVEY ON CUSTOMER SATISFACTION ON THE QUALITY OF EDUCATION OF SHALOM

CREST WIZARD ACADEMY

We are Grade 12 students of Shalom Crest Wizard Academy conducting a study regarding
on the evaluation of customer satisfaction on the quality of education that Shalom Crest Wizard
Academy provides as partial requirement for our subject Inquiries, Investigation, and Immersion.
In view with this, we would like to ask your honest answers on the survey below. This will
help us arrive at a definite conclusion for our study. Rest assured that all answers will be treated
with confidentiality.
Thank you very much for your cooperation.

Background Information:

Name (Optional): _______________________________________ Age: _______ Sex: ________

Name of child/children studying in SCWA: ___________________________________________

Grade level/s & Section/s: ________________________________________________________

PART 1
Instructions: Answer the following questions by legibly writing your answers on the line provided
for each number.

1. How many of your children are studying in Shalom Crest Wizard Academy? ___________

2. How many years is your child studying in Shalom Crest Wizard Academy (if you have more

than one child, please indicate your eldest child’s number of years)? ___________

3. How many schools has your child been to since he/she was in preschool (if you have more

than one child, please indicate your eldest child’s number of years)? ___________

PART 2
Instructions: Answer the following questions legibly by shading the box ( )which corresponds
to your answer. Use the legend below for your guidance.

Legend: 6 = strongly agree

5 = agree
4 = somewhat agree
3 = neither agree or disagree
2 = somewhat disagree
1 = disagree
0 = strongly disagree

41
How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to tangibility?

6 5 4 3 2 1 0

1. The school personnel have pleasing

personalities.

2. The school personnel are not well-

groomed.

3. The layout of classrooms is effective.

4. The lighting in the classrooms is

disturbing.

5. The overall appearance of buildings is

satisfactory.

6. The overall cleanliness of the school

grounds is well-maintained.

7. The classrooms are comfortable.

8. The school atmosphere is child-

friendly.

9. There is a lack of parking space.

10. The curriculum is up to date.

11. There is an adequate number of

strands (ABM, STEM, HUMSS, etc.) in

junior and senior high school.

12. There is an adequate number of

computer units in the computer

laboratory.

13. The computer units in the computer

laboratory are up-to-date.

42
 14. The school grounds have access to the

internet.

15. The school’s organizational culture is

observed in the school campus.

How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to assurance?

6 5 4 3 2 1 0

1. The school staff is friendly.

2. The teachers are courteous.

3. The teachers are efficient in teaching

their lessons.

4. The teachers are not productive in the

classroom setting.

5. The teachers lack adequate academic

credentials.

6. The teachers do not encourage their

students to be innovative.

7. The school is socially responsible

outside the campus.

8. The school personnel observe the

school rules.

9. Security measures in the school are

observed.

How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to reliability?

43
 6 5 4 3 2 1 0

1. The school records are not updated.

2. The school records are error-free.

3. The school keeps its records accurately.

4. The teachers are not consistently

present during class hours.

5. The school administrators have a

sincere interest in solving students’

problems.

6. The teachers have a sincere interest in

solving students’ problems.

7. The teachers are proficient in teaching

their lessons.

How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to responsiveness?

6 5 4 3 2 1 0

1. The school personnel are always

available to assist the parents.

2. The teachers are not always available to

assist the students.

3. The teachers willingly solve problems

when they arise.

4. Channels for expressing student

complaints are readily available

5. The school personnel deal customer

queries efficiently.

44
How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to empathy?

6 5 4 3 2 1 0

1. The school personnel are willing to give

students individual attention.

2. There is an easy access to computer

facilities to accommodate the students’

needs.

3. The school administrators are giving fair

treatment to their students.

4. The teachers are giving biased

treatment to their students.

5. The teachers are sympathetic to their

students’ needs.

If you have any comments and/or suggestions, kindly write them below:

~ Thank you! ~

45
SURVEY ON CUSTOMER SATISFACTION ON THE QUALITY OF EDUCATION OF SHALOM
CREST WIZARD ACADEMY

We are Grade 12 students of Shalom Crest Wizard Academy conducting a study regarding
on the evaluation of customer satisfaction on the quality of education that Shalom Crest Wizard
Academy provides as partial requirement for our subject Inquiries, Investigation, and Immersion.
In view with this, we would like to ask your honest answers on the survey below. This will
help us arrive at a definite conclusion for our study. Rest assured that all answers will be treated
with confidentiality.
Thank you very much for your cooperation.

Background Information:

Name (Optional): _______________________________________________________________

Grade Level & Section: __________________________________ Age: _______ Sex: ________

PART 1
Instructions: Answer the following questions by legibly writing your answers on the line provided
for each number.

1. How many years have you been studying in Shalom Crest Wizard Academy? ___________

2. How many are you in the family studying here in Shalom Crest Wizard Academy? _________

3. How many schools have you been to since you were in preschool? ___________

PART 2
Instructions: Answer the following questions legibly by shading the box ( )which corresponds
to your answer. Use the legend below for your guidance.

Legend: 6 = strongly agree

5 = agree
4 = somewhat agree
3 = neither agree or disagree
2 = somewhat disagree
1 = disagree
0 = strongly disagree

How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to tangibility?

6 5 4 3 2 1 0

1. The school personnel have pleasing

personalities.

46
 2. The school personnel are not well-

groomed.

3. The layout of classrooms is effective.

4. The lighting in the classrooms is

disturbing.

5. The overall appearance of buildings is

satisfactory.

6. The overall cleanliness of the school

grounds is well-maintained.

7. The classrooms are comfortable.

8. The school atmosphere is child-friendly.

9. There is a lack of parking space.

10. The curriculum is up to date.

11. There is an adequate number of strands

(ABM, STEM, HUMSS, etc.) in junior

and senior high school.

12. There is an adequate number of

computer units in the computer

laboratory.

13. The computer units in the computer

laboratory are up-to-date.

14. The school grounds have access to the

internet.

15. The school’s organizational culture is

observed in the school campus.

47
How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to assurance?

6 5 4 3 2 1 0

1. The school staff is friendly.

2. The teachers are courteous.

3. The teachers are efficient in teaching

their lessons.

4. The teachers are not productive in the

classroom setting.

5. The teachers lack adequate academic

credentials.

6. The teachers do not encourage their

students to be innovative.

7. The school is socially responsible

outside the campus.

8. The school personnel observe the

school rules.

9. Security measures in the school are

observed.

How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to reliability?

6 5 4 3 2 1 0

1. The school records are not updated.

2. The school records are error-free.

3. The school keeps its records accurately.

4. The teachers are not consistently

present during class hours.

48
 5. The school administrators have a

sincere interest in solving students’

problems.

6. The teachers have a sincere interest in

solving students’ problems.

7. The teachers are proficient in teaching

their lessons.

How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to responsiveness?

6 5 4 3 2 1 0

1. The school personnel are always

available to assist the parents.

2. The teachers are not always available to

assist the students.

3. The teachers willingly solve problems

when they arise.

4. Channels for expressing student

complaints are readily available

5. The school personnel deal customer

queries efficiently.

How would you rate Shalom Crest Wizard Academy’s service quality based on the following factors
pertaining to empathy?

6 5 4 3 2 1 0

1. The school personnel are willing to give

students individual attention.

49
 2. There is an easy access to computer

facilities to accommodate the students’

needs.

3. The school administrators are giving fair

treatment to their students.

4. The teachers are giving biased

treatment to their students.

5. The teachers are sympathetic to their

students’ needs.

If you have any comments and/or suggestions, kindly write them below:

~ Thank you! ~

50
 Appendix B

Data Collection

51
Figure 11. Data Collection on Senior High School Students

52
 Appendix C

Profile of Respondents

Variables Frequency (n) Percentage (%)

Gender
Male 46 51%
Female 45 49%
Age Range
20-29 0 0%
30-39 34 37%
40-49 28 31%
50-59 19 21%
60-69 10 11%
70+ 0 0%
Child's Grade Level
Grade 1 6 7%
Grade 2 12 13%
Grade 3 23 25%
Grade 4 7 8%
Grade 5 20 22%
Grade 6 8 9%
Grade 7 3 3%
Grade 8 1 1%
Grade 9 6 7%
Grade 10 5 5%
Grade 11 0 0%
Grade 12 0 0%
Table 4. Demographic Profile of Parents

53
 Variables Frequency (n) Percentage (%)

Gender
Male 45 47%
Female 51 53%
Age
13 8 8%
14 17 18%
15 19 20%
16 9 9%
17 21 22%
18 19 20%
19 3 3%
Grade Level
Grade 7 13 14%
Grade 8 14 15%
Grade 9 16 17%
Grade 10 7 7%
Grade 11 21 22%
Grade 12 25 26%
Table 5. Demographic Profile of Students

54
 Appendix D

Code Book

Figure 12. Code Book of Parent's Survey Forms

Figure 13. Code Book of Students' Survey Forms

55