Satisfaction of Basic Education Students On School Services
Satisfaction of Basic Education Students On School Services
Satisfaction of Basic Education Students On School Services
ABSTRACT
This study determined the satisfaction of basic education students with school services. A total
of 184 basic education students were the respondents of the study. The descriptive-
comparative design was utilized in the study. The respondents were selected using the
stratified random sampling technique. The analysis of variance, mean and standard deviation
were utilized as statistical tools in the study. The results reveal that the satisfaction of students
with learning facilities is oftentimes evident. Meanwhile, the satisfaction of students with the
worth or value of the services is sometimes evident. Furthermore, the majority of the students
notably promote the selected academic institution to their family and friends. On the other
hand, there is no significant difference in the overall satisfaction of the students when grouped
according to grade level. This means that the student’s level of satisfaction in all grade levels
is most likely the same.
Keywords: satisfaction, basic education students, School Services, Davao City, Philippines
INTRODUCTION
Student satisfaction in schools refers to the overall perception and attitude of students
toward their school experience (Elliot et. al. 2001). It encompasses various aspects of the
school experience such as the quality of instruction, availability of resources, level of support
from faculty and staff, and the overall campus environment (Mansori et al. 2014; Tahir et al.,
2010). According to a study conducted by Naeem et al. (2020) and Kanwar, et al. (2022),
student satisfaction is considered a crucial indicator of the effectiveness of higher education
institutions and has a significant impact on student outcomes such as retention, academic
performance, and overall well-being. Moreover, academic institutions are becoming more and
more aware of the value of student satisfaction as it has a favorable impact on their decision
to continue their studies at the institution in question and on the positive word of mouth that
will attract potential students (Walker, 2014; Chen, 2016).
According to Kanwar et al., (2022), the degree of student satisfaction is one of the key
markers of a college's development, along with student progression and placements. In
addition, students prefer higher education that provides better service quality and student
satisfaction (Tahir, Bakar, & Ismail, 2010). In India, students who are enrolled in higher
education institutions seek more quality education and perfection of the system, in terms of
good infrastructure, quality education system, accessibility of the location, additional inputs in
the form of value addition, services provided by the institution and employability enhancement
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courses (Subbarayudu et al., 2021; Kanwar et al., 2022). Furthermore, the UK emphasized
the importance of evaluating students’ satisfaction in their universities and colleges to
guarantee that every student receives a superior education that enriches their lives and
careers, including courses that improve employability (Collier, 2019).
Overall, studying student satisfaction is crucial for stakeholders within the institution, as it
can provide valuable insights and inform decision-making that ultimately leads to improved
outcomes for all parties involved.
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Theoretical Framework
This study is anchored on Expectancy Disconfirmation Theory (Oliver, 1981). This theory
suggests that client satisfaction is determined by the difference between what they expect
from a product or service and their actual experience. In the context of a study on student
satisfaction with school services, the theory suggests that students' satisfaction will be
influenced by their expectations of the services provided by the school and the extent to which
those expectations are met or exceeded by their actual experience.
The theory posits that if the actual experience meets or exceeds the expectations, then
the consumer will be satisfied. If the actual experience falls short of expectations, the
consumer will be dissatisfied. If the actual experience exceeds expectations, the consumer
will be highly satisfied. Hence, by understanding these expectations and experiences, schools
can work to improve student satisfaction by aligning their services with students' expectations.
Conceptual Framework
DEPENDENT VARIABLE
Satisfaction of the respondents:
1. teaching,
2. learning facilities,
3. worth or value of the services.
MODERATING VARIABLE
Grade level
The figure shows the conceptual framework of the study. The Satisfaction of the
respondents represents the dependent variable while the Grade level represents a moderating
variable.
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METHOD
Research design
Respondents
The students in the basic education department of a selected private institution were
the respondents of this study. Utilizing Slovin’s formula, a total of 184 students were selected
using the stratified random sampling technique. This involves dividing the population of
students in basic education into smaller groups, based on grade level. Then, a random sample
is selected from each grade level, so that each stratum is proportionally represented in the
final sample.
Instruments
The instrument has three parts that include a profile according to grade level, a
satisfaction survey questionnaire, and a promoter rate survey. The level of satisfaction
questionnaire is an instrument from the quality assurance office of the institution to measure
the level of satisfaction of students with school services. The promoter rate is a yes or no
question on whether the students would promote the school to their family and friends.
Procedure
This research study was approved by the institution's Research Office and Research
Ethics Committee. The researchers made sure that the questionnaire was suitable for the
study's purpose before beginning data collection. The respondents were then approached via
a letter, and the data was collected through an online Google form. After the data was
collected, it was analyzed using appropriate statistical methods. Finally, the results were
thoroughly reviewed and verified by a panel of experts before being printed and released for
future studies.
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Statistical Tools
Mean and Standard Deviation were used to determine the levels of satisfaction of
the respondents and the promoter rate of students.
Analysis of Variance was used to compare the satisfaction of students when grouped
according to grade level.
RESULTS
Table 1.1 shows the level of satisfaction of students with teaching. It can be gleaned from
the results that the highest mean score is on the aspect of subject matter knowledge (M=4.53,
SD=.669) with a description of very high. On the other hand, the lowest mean is represented
by the item rapport with students (M=4.32, SD=.809). Meanwhile, the overall mean is 4.43
described as “High”. This denotes that the satisfaction of students with teaching is oftentimes
evident.
Table 1.2 shows the level of satisfaction of students with learning facilities. The result
shows that there is the highest mean in the aspect of convenience with a mean of 4.52 and a
standard deviation of .754. On the other hand, the lowest mean is 4.46 in the accessibility and
adequacy of facilities. The category mean is 4.48, described as high. This means that the
satisfaction of students with learning facilities is oftentimes evident.
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Table 1.3 shows the level of satisfaction of students in terms of the worth or value of the
services, the highest mean is 3.91, while the majority of the indicators of worth or value of the
services are between the ranges of 3.26-3.59, which is described as moderate to high level.
The lowest mean score is 3.25. Meanwhile, the category mean is 3.31, described as moderate.
This entails that the satisfaction of students with the worth or value of the services is
sometimes evident.
Promoter Rate on whether the Students Recommend the School to their Family and
Friends
Table 2 shows the promoter rate on whether the students recommend the school to their
family and friends. The results revealed that there is an outstandingly high promoter rate as
shown in the distribution of students who answered “Yes” (f = 179, 97.3%), while only a few
answered “No” (f = 5, 2.7%). This suggests that the majority of the students notably promote
the school to their family and friends.
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Table 2. Promoter Rate on whether the Students Recommend the School to their Family and
Friends
Table 3 shows the comparison in the overall satisfaction of students when grouped
according to grade level. The results reveal that there is no significant difference in the overall
satisfaction of the students when grouped according to grade level (F=1.540, p>.05). This
means that the student’s level of satisfaction in all grade levels is most likely the same.
Table 3. Comparative Test on the Overall Satisfaction of Students when Grouped According
to Grade Level
DISCUSSIONS
Based on the level of satisfaction of students on school services with teaching, there is a
high level of satisfaction and this denotes that the satisfaction of students with teaching is
oftentimes evident. This finding corroborates the study of Elliott et al. (2002), which found that
excellent instruction, knowledgeable faculty, desired classes, fair and unbiased faculty,
approachable advisor, overall quality of instruction, and teaching methods are significantly
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related to student satisfaction. Moreover, the level of satisfaction of students with school
services with learning facilities is high. This means that the satisfaction of students with
learning facilities is oftentimes evident. This substantiates the study of Kok et al. (2011), which
found that facility services have a greater potential contribution to educational attainment the
more directly they influence the educational process. Furthermore, the level of satisfaction of
students with school services with the worth or value of the services is described as moderate.
This entails that the satisfaction of students with the worth or value of the services is
sometimes evident. A study by Silva & Fernandes (2012), found that students who perceived
higher value in school services were more likely to be satisfied with their schools and had
higher academic achievement. Therefore, efforts to improve the quality and value of school
services may lead to increased satisfaction among the students.
Meanwhile, in the aspect of promoter rate on whether the students recommend the school
to their family and friends, the results suggest that there is a high rate that the students will
recommend and promote the school to their family and friends. This conforms with the study
of Mihanovi et al., (2016), which emphasized that a high proportion of students would
recommend their school to others based on their satisfaction with school services. Moreover,
research done by Harrison Walker (2014), found that students are more likely to stick with
their current schools and suggest them to other potential students when they are happy with
the quality of services offered.
CONCLUSION
Student satisfaction with school services plays a crucial role in students’ development.
Hence, a high level of satisfaction with teaching is frequently observed among students.
Similarly, students exhibit a high level of satisfaction with learning facilities. However,
satisfaction with the value of services offered is moderate, which indicates occasional
evidence of satisfaction. It is noteworthy that a majority of students would recommend the
school to their family and friends.
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