Service Quality

Don Severino Pagalilauan National High School
Callao, Penablanca, Cagayan
Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
In today’s global competitive business environment,
service quality has become an important concept in service
research. It is virtually impossible for a business
organization to survive without building customer
satisfaction and brand loyalty (Panda, 2003). Numerous
scientific research have empirically proven that service
quality significantly influences firms performance
(Poretla & Thanassoulis, 2005), improves profit margin
(Kish, 2000; Duncan &Elliot, 2002) and market share
(Fisher, 2001), boost brand image (Caruana, 2002; Ehigie,
2006) and promote customer loyalty (Qadri & Khan, 2014;
Loh et al., 2010).As a result, past studies have designed
and developed different dynamic models to investigate the
relationship between customer satisfaction, service
quality dimensions and customer loyalty (Lo et al., 2010;
Qadri & Khan, 2014). The dimensions are tangibility,
reliability, responsiveness, assurance and empathy.
DSPNHS - Senior High School Department

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“Business marketers have much to gain from retention
marketing. Business customers tend to be fewer and more
valuable, meaning as an organization you cannot afford to
lose even one customer. But how do you keep your customers
active and buying from you” (Stephens, 2010). Basically,
customers according to Levitt, 1986 are assets that need
to be acquired before they can be managed for profit.
Unless you acquire these important assets survival of the
organization is meaningless. That is the more reason why
efforts are geared towards retaining the consumers of an
organization. During the past two decades or so,
regulatory, structural and technological factors have
significantly changed the business environment throughout
the world (Angur et al., 1999). In a milieu which becomes
increasingly competitive, service quality as a critical
measure of organizational performance continues to compel
the attention of service providers for example, banking
institutions, and remains at the forefront of services
marketing literature and practice (Lasser et al., 2000;
Yavas and Yasin, 2001). The interest is largely driven by
the realization that higher service quality results in

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customer’s satisfaction and customer loyalty, greater
willingness to recommend to someone else, reduction in
complaints and improved customer retention rates (Danaher,
1997; Magi and Julander, 1996; Levesque and McDongall,
1996).
Customers’ behavior in this modern information age is
very essential for the acquisition of products of an
organization and also the retention of the consumers in
the market. Most importantly, organizations go out of
business when they lose consumers (customers). Forbes
(2011) identifies that given the continued emergence of
disruptive marketing technologies, how can companies stay
abreast, much less ahead, of how consumers will interact
with their brands? In other words, marketers today need to
view the customer as being more contemporary , but are
caught in hindsight by focusing on what worked in the
past, not what is working in the present or will work in
the future. According to Singh (2006) customer
satisfaction, (which comes from receiving quality service)
is very important because, many researchers have shown
that customer satisfaction has a positive impact on an

3
organization’s profitability. As a result, the
consequences of delivering quality service to customers
must be of great concern to every organization.
One of the important aspects to ensure the attention of
the customers is to provide the best and the most
favorable products at this competing market. If a
customer’s satisfaction is earned, then it is sure that
customer loyalty will also come along with it. Moreover,
in the absence of the customer, a business organization
would not exist. In order to increase the number of the
customers, development of customer’s satisfaction is very
important. In terms of achieving business goals, these two
terms are very important. Hence, the relation of customers
and the business organization or market is, therefore, the
most important one.
Every business organization`s success depends on the
satisfaction of the customers. Whenever a business is
about to start, customers always come “first” and then the
profit. Those companies that are succeeding to satisfy the
customers fully will remain in the top position in a
market. Today’s business company has known that customer

4
satisfaction is the key component for the success of the
business and at the same time it plays a vital role to
expand the market value. In general, customers are those
people who buy goods and services from the market or
business that meet their needs and wants. Customers
purchase products to meet their expectations in terms of
money. Therefore, companies should determine their pricing
with the quality of the product that attracts the customer
and maintains the long-term affiliation. The organization
should make sure that they are providing full service,
equivalent to their monetary value. This will increase the
number of customers and holds the long-term relationship
between the customer and the organization. And the
existing customer will help to attract the new customers
by providing or sharing the information about the products
and services of the companies. Satisfaction means to feel
content after what the person desired or wanted. It is
difficult to know whether the customers are satisfied with
the availability of the product or services. So, giving
satisfaction to the customers is not an easy task, for
this different factor is needed to be taken into

5
consideration. Nowadays, competition can be noticed
between the business organizations and marketplaces
everywhere and has been one of the challenging tasks for
the competitors. Though it seems to be tough in the
growing market, competitors are developing their marketing
channels effectively.
Therefore, there is a positive correlation between
service quality, customer satisfaction and customer
loyalty. Service quality, customer satisfaction and
customer loyalty are all very important for the success of
every organization.
Review of Related Literature
Service Quality
Service quality as a multi-dimensional construct
commonly based on customer judgements about service
supplier and customer interactions and service itself
(Cronin and Taylor, 1992; Babbakus and Boller, 1992;
Zeithaml et al., 1996). According to Parasuraman et al.,

6
(1988), service quality is seen as the difference between
customers’ expectations and perceptions of service with
the view of building a competitive advantage. This
indicates that delivering quality service means conforming
to customer expectations on a consistent basis and could
be assessed by probing whether perceived service delivery
meets, exceeds or fails to meet customer expectations
(Cronin and Taylor, 1992; Oliver, 1999).
According to Sargeant and West (2001), it is obvious
that the perceptions of service quality and commitment are
related to loyalty, but each of the aforementioned
factors, may have a different impact on customer loyalty
in a particular market. There are two kinds of reasons
that can determine relationship breakdown between the
customer and the organization - the natural causes
(customer demand extinction) and artificial causes
(inadequate product specifications, insufficient quality
of service level) (Sargeant and West, 2001). It is obvious
that in order to increase customer loyalty the
organization must seek to eliminate both natural and
artificial customer exit reasons. Service quality analysis

7
makes an impact on the development of the customer loyalty
concept – service quality can be regarded as one of the
most frequently analyzed customer loyalty determinants.
Tangible and intangible constituents of service quality
were important in evaluating either customer view of an
organization or customer trust in an organization (Doney
and Cannon, 1997; Garbarino and Johnson, 1999). It has
been defined that service quality is very important for
customer satisfaction, and by it service quality impacts
customer loyalty (Cronin and Taylor, 1992; Oliver, 1999).
It can be stated, that the limitation of service quality
studies is the inconsistency in determining the link
between service quality and customer loyalty.
Some studies have found that service quality
determines customer satisfaction and affects customer
loyalty through satisfaction (Cronin and Taylor, 1992;
Rust and Oliver, 1994). Other studies, in contrast, have
justified the influence of customer satisfaction on the
quality of service (Bolton and Drew, 1991). Howat,
Crilley, and McGrath (2008) attributed the approach of
research into service quality to American and Nordic

8
schools of thought. The approach of American school of
thought to service quality is best revealed in SERVQUAL
model developed by Parasuraman et al., (1985). In
conceptualizing the basic service quality model the
authors identified ten key determinants of service
quality: access, communication, competence, courtesy,
credibility, tangibility, reliability, responsiveness,
security and understanding the customer. Later the authors
grouped SERVQUAL dimensions into five and added assurance
and empathy dimensions (Parasuraman et al., 1988). The
approach of the Nordic school of thought is reflected in
Grönroos (1990) works where the author analyses service
quality as a construct with two components – technical (or
outcome) and functional (or process). The technical
component of quality shows the outcome obtained by the
client by using the service whereas the functional
component reflects the relation between the customer and
the organization and the assessment of the service
environment (Grönroos, 1990). Technical and functional
quality components have been analysed and dealt with the
many authors - Brady and Cronin (2001) distinguished

9
service environment as a quality component, Kang and James
(2004) proposed to see service environment as a functional
factor. It is obvious that both technical and functional
quality components should be analysed in the loyalty
studies.
Dimensions of service Quality
From their path breaking exploratory research in
1985, Parasuraman, Zeithaml and Berry developed the
SERVQUAL instrument and laid down a conceptual framework
for the measurement of service quality. The SERVQUAL
instrument has become the most dominant instrument for
measuring service quality and it originally comprises 10
dimensions with 97 items but later reduced to 5 dimensions
with 22 items in 1991. The five dimensions are tangibles,
reliability, responsiveness, assurance and empathy.
Tangibles entail the physical evidence of the service.
Specifically, the concept explores the physical facilities
of the service provider, the appearance of personnel, the
tools and equipment used to provide the service including
other customers in the service facility. Tangibles are

10
used by firms to convey image and signal quality
(Zeithamal et al, 2006).
The service dimension of reliability measures the
consistency of performance and the dependability of the
service. According to Zeithaml et al. (2006) reliability
is “the ability to perform the promised service dependably
and accurately” or “delivering on its promises” Does the
firm perform the service right at the first time? Does the
firm honours it promises? These are some of the questions
which need to be answered by service providers if they are
to achieve reliability. The accuracy in billing, proper
record keeping and performing the service at the
designated time all constitute an attempt to achieve
reliability. Assurance entails the knowledge and courtesy
of employees and their ability to convey trust and
confidence. It also includes competence, courtesy,
credibility and security. Andaleeb and Conway (2006) noted
that assurance may not be so important relative to other
industries where the risk is higher and the outcome of
using the service is uncertain. For instance, in the
medical and healthcare industry, assurance is an important

11
dimension that customers used as criteria in assessing a
hospital or a surgeon for an operation. The trust and
confidence may be represented in the personnel who connect
the customer to the organization (Zeithaml et al., 2006).
Responsiveness concerns the willingness or readiness of
employees to provide service (Parasuraman et al., 1985).
This dimension is concerned with dealing with the
customer’s requests, questions and complaints promptly and
attentively. A firm is known to be responsive when it
communicates to its customers how long it would take to
get answers or have their problems dealt with. To be
successful, companies need to look at responsiveness from
the view point of the customer rather than the company’s
perspective (Zeithaml et al., 2006).
Empathy entails caring and provision of individualized
attention to customers by personnel of the firm (Zeithaml
et al., 2006). In this respect, the customer feels unique
and special. In an attempt to develop empathy, personnel
of the firm should endeavour to know the names of their
customers, their preferences and needs and take steps to
satisfy them. Small Scale enterprises through the

12
provision of customized services to clients are in a
better position to achieve empathy than large firms.
Customer Satisfaction
In service management literature customer
satisfaction is viewed as the result of a customer’s
perception of the value received in a transaction or
relationship – where value equals perceived service
quality relative to price and customer acquisition costs
(Heskett et al., 1990) – relative to the value expected
from transactions or relationships with competing vendors
(Zeithaml et al., 1996). Customer satisfaction refers to
the extent to which customers are happy with the products
and services provided by a business. Gaining high levels
of customer satisfaction is very important to a business
because satisfied customers are most likely to be loyal
and to make repeat orders and to use a wide range of
services offered by a business. Gerpott et al. (2001)
noted customer satisfaction is measured by that a
customer's estimated experience of the extent to which a
provider's services fulfil his or her expectations. A
number of benefits are associated with customer

13
satisfaction; satisfied customers buy additional products,
are less influenced by competitors and stay loyal longer
(Zineldin, 2000). Ovenden (1995) caution organizations to
pay particular attention to the way they treat their
customers since some customers may not openly display
their dissatisfaction with the kind of treatment meted
them immediately. One important component in the concept
of satisfaction is complaint management. Nyer (2000)
investigated the relation between consumer complaints and
consumer satisfaction and found that encouraging consumers
to complain increased their satisfaction, and this was
especially the case for the most dissatisfied customers.
Research has also found that the more intensely a customer
complains the greater the increases in satisfaction.
Johnston (2001) argued that complaint management not only
results in customer satisfaction, but also leads to
operational improvement and improved financial
performance.
Customer Loyalty
Customer loyalty can be defined in two distinct ways.
First, loyalty is an attitude. Different feelings create

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an individual’s overall attachment to a product, service,
or organization. These feelings define the individual’s
(purely cognitive) degree of loyalty. The second
definition of loyalty is behavioural. Examples of loyalty
behaviour include continuing to purchase services from the
same supplier, increasing the scale and or scope of a
relationship, or the act of recommendation (Yi, 1990).
Customer loyalty is developed over a period of time from a
consistent record of meeting, and sometimes even exceeding
customer expectations (Teich, 1997). Kotler et al. (1999)
asserted that the cost of attracting a new customer may be
five times the cost of keeping a current customer happy.
Furthermore, Gremler and Brown (1996) noted that the
degree to which a customer exhibits repeat purchasing
behavior from a service provider, possesses a positive
attitudinal disposition toward the provider, and considers
using only this provider when a need for this service
exists. Bloemer & Kasper (1995) hold a contrary view about
customer loyalty. According to the authors, Loyalty may be
interpreted as true loyalty rather than repeat purchasing
behavior, which is the actual re-buying of a brand,

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regardless of commitment. Zeithaml et al. (1996) states
loyalty is a multi-dimensional construct and includes both
positive and negative responses. However, a loyal customer
may not necessarily be a satisfied customer. Colgate et
al. (1996) also noted that it is not always the case that
customer defection is the inverse to loyalty, while
Levesque and Mc Dougall (1993) suggested that, “even a
problem is not solved, approximately half of the customers
would remain with the firm.
Empirical Literature
Rahaman et al. 2011, explored service quality of the
private commercial banks in Bangladesh. The findings from
their study revealed that, one of the primary causes of
service quality design failure is the lack of
understanding of the evolving need and preferences of
targeted customers.
Ilhaamie (2010) examined the level of service quality,
expectation and perception of the external customers
towards the Malaysian public services using the SERVQUAL
instrument. The study found that tangible is the most

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important dimension. It also has the lowest scores of
perception. On the other hand, service quality gap is
neither the lowest nor the highest. Finally, these
external customers have the highest expectation on the
reliability of the Malaysian public service.
Ojo (2010) investigated the relationship between service
quality and customer satisfaction in the telecommunication
industry with a focus on Mobile Telecommunication Network
(MTN) Nigeria. A total of 230 respondents participated in
the study. Regression analysis and Pearson product moment
correlation coefficient were employed in analyzing the
data. The study revealed a positive relationship between
service quality and customer satisfaction. The researcher
therefore recommended that organizations should focus more
attention on service quality, because of its effects on
customer satisfaction. To ensure that customer
satisfaction level is high organization must first of all
know the expectations of the customers and how they can
meet such expectations. Customer satisfaction helps in
customer loyalty and retention. It has been discovered

17
that the cost of attracting new customer far exceeds the
cost involved in retaining existing ones.
Kheng et al, (2010) employed the SERVQUAL model developed
by Parasuraman et al., 1988 with five dimensions to
evaluate the impact of service quality on customer loyalty
among bank customers in Penang, Malaysia. Customer
satisfaction was used as an intermediate variable. The
findings show that improvement in service quality can
enhance customer loyalty. The service quality dimensions
that play a significant role in the equation are
reliability, empathy, and assurance. The findings indicate
that the overall respondents evaluate the bank positively,
but still there are rooms for improvements.
Sammons (1982) conducted an exploratory study of customer
satisfaction of fine dining restaurants in Singapore. The
paper seeks to find out the service dimensions of service
quality, which lead to higher levels of customer
satisfaction. The findings from the study indicated that
the service dimensions of assurance, empathy and tangibles
are the most important to customers’ evaluation of service

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quality, and thus, may have a positive influence customer
satisfaction.
Conceptual/Theoretical Framework
This study was conducted to determine the demographic
profile of the respondents in terms of age, sex, and
status of employment. This study also determines the
relationship of service quality on customers’ loyalty.
It was also conducted to determine what actions can
be proposed to improve sellers’ service quality.
INPUT PROCESS OUTPUT
1. What is the 1. Assessing the Interventions will
profile of the profile of the be proposed to
improve the
respondents in respondents in
service quality of
terms of: terms of:
the sellers.
1.1 age 1.1 age
1.2 sex 1.2 sex

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1.3 status of 1.3 status of
employment employment
2. What are the 2. Assessing the
effects of service effects of service
quality on quality in terms
customers’
of:
loyalty.
1.1 Indicators
3. Proposing
interventions to
improve sellers
and customers
relationship in
terms of their
transactions
Figure 1.
The first frame shows the respondents of the study
including their profile as significant inputs of the
study.

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In the second frame, the process includes the
following: distribution, administration and retrieval of
the questionnaires, collection of data on students,
statistical treatment of data and analysis and
interpretation of data and information gathered.
For the third frame as output, the following was
included; effects of service quality on customers’
loyalty.
Statement of the Problem
The study aimed to determine the effect of service
quality on customers’ loyalty among business
establishments in Callao area.
Most specifically, it sought to answer the following
questions:
1. What is the profile of the respondents in terms of:
1.1 Age;

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1.2 Sex; and
1.3; Status of employment
2. What are the effects of service quality on the
customers’ loyalty on their business?
3. What interventions can be proposed to improve the
service quality of the business to gain their
customers’ loyalty?
Research Hypothesis
On the basis of the problem and the research
framework, the hypothesis that is used for this study is
the following:
1. Service quality has a big effect on customers’
loyalty.
2. Service quality doesn’t affect customers’ loyalty.

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Scope and Limitation
The study focused exactly on the investigation of the
service quality and its effect on customers’ loyalty among
business establishments in Callao area.
This will determine whether the businesses have a good
or bad service quality.
The research will be focused to analyze the following
question: What are the effects of service quality on
customers’ loyalty? , What are the attitudes of sellers
toward his or her customers?
Significance of the Study
This study targets the customers that are buying their
goods in the business establishments in Callao area. One
of the objectives of the research is to find ways on how
they can improve their service quality and learn what are
it’s advantages in having a good service quality.
With the purposes mentioned above, it is hoped that this
will benefit the following group:

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Customers- The result of the research would raise
awareness about how can one acquire high grades with the
good study habits he or she is practicing. This would
inspire them to strive harder in their studies, and learn
to change their way of studying.
Sellers- This study would help the educators to instill
the right behavior in studying towards the children in
order for them to acquire good grades. This will also
enable them to find solution for effective learning in
school.
Researcher- The findings of this study may provide them
information about the service quality in which they can
possibly make use in real life situation.
Future Researcher- The study would inspire them to do
similar and related investigations for additional
knowledge and information.
Definition of Terms
The following terms are defined according to the
context on how they were used in this study:

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Business marketing- is a marketing practice of individuals
or organizations. It allows them to sell products or
services to other companies or organizations that resell
them, use them in their products or services or use them
to support their works. It is a way to promote business
and improve profit too.
Customer loyalty- is the result of consistently positive
emotional experience, physical attribute-based
satisfaction and perceived value of an experience, which
includes the product or services.
Customer Satisfaction- is a term frequently used in
marketing. It is a measure of how products and services
supplied by a company meet or surpass customer
expectation.
Profitability- the degree to which a business or activity
yields profit or financial gain.
Service quality- is a comparison of perceived expectations
of a service with perceived performance.

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Chapter 2
METHODS and PROCEDURES
In order to have a clear, objective and systematic
direction in gathering treating the data, the research
design, respondents, research instruments, data gathering
procedure, and data analysis methods are identified,
designed, and described in this chapter.
Research Design
The descriptive survey method of research was used by
the researchers in order to assess the relevance and the
reliability of information for the evaluation of the
objectivity of the study. The descriptive survey method of
research, according to Pimentel,(2000), involves an
element of analysis and interpretation of the meaning or
significance of what is to be described. Description is
often combined with comparison and contrast involving
measurement, analysis and interpretation.

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The method was appropriate since the study aimed to
determine the profile of the respondents and the effects
of service quality on customers’ loyalty.
Respondents of the Study
The respondents of the study were the customers of the
different business establishments in Callao area.
Random sampling was used since there are more than 100
customers in Callao area.
Research Instruments
To obtain the data needed to attain the objectives of
the study, the researcher’s main instrument that was used
in gathering data is a questionnaire for the respondents.
The questionnaire consists of the profile of the
respondents and question that has a connection to the
service quality of the business.

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Data Gathering Procedures
To facilitate the gathering of data needed, the
following procedures were undertaken by the researchers:
1. The questionnaire was administered to the
respondents in order to gather the pertinent data needed
in the study.
2. The respondents’ responses in the questionnaires
were collated after which appropriate scoring tools were
employed and interpretations.
Data Analysis
The obtained data were analyzed using the following
statistical tools:
1. Frequency and Percentage: This was used to determine
the profile of the respondents in terms of sex, age, and
status of employment. As well, it looked into different
effects of service quality on customers’ loyalty.

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Statistical Tool
After gathering data information needed in the study,
they were tallied, tabulated, analysed and statistically
treated using the following tools.
Weighted Mean. This was used to determine the effects
of service quality on customers’ loyalty among business
establishments in Callao area.
Table 1. Scale on the Interpretation of the Weighted
Mean.
Ratings Descriptive Interpretation
4.20-5.00 Very High Extent
3.40-4.19 High Extent
2.60-3.39 Moderate Extent
1.80-2.59 Low Extent
1.00-1.79 Very Low Extent

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Chapter 3
RESULTS AND DISCUSSION
This chapter presents the results, analysis and
discussion of the data gathered and presented based on the
study’s problem statement.
1. Profile of the Participants
1.1 Sex
Table 1. Profile of the participants when grouped
according to sex.
Sex Frequency Percentage
Male 57 41%
Female 82 59%
Total 139 100.00%
The table above illustrates the profile of the
participants when grouped according to sex. As shown,
majority of the participants are female with a frequency

30
of 82 or 59%. On the other hand, there are only 57 male
participants with a percentage of 41%.
The data indicates that there are a greater number of
females studying in senior high department and only a few
males.

31
1.2 Age
according to age.
Age Frequency Percentage
15 2 1.44%
16 27 19.42%
17 69 49.64%
18 26 18.71%
19 and above 15 10.79%
Total 139 100.00%
It can be observed from the table that most of the
participant’s age is 17 where there is a frequency of 69

32
or 49.64% followed by the age of 16 with a frequency of 27
or 19.42%, then those fall under the age of 18 with a
frequency of 26 or 18.71%, and the age of 19 and above
falls to a frequency of 15 or 10.79% and the age of 15
there is a frequency of 2 or 1.44%.
This further implies that there is no age when it
comes to education.

33
1.3 Grade Level
Table3. Profile of the participants base on their
grade level.
Grade level Frequency Percentage
11 63 45.32%
12 76 54.68%
Total 139 100.00%
The table shows that there are only 63 or 45.32%
Grade 11 students, and 76 or 54.68 Grade 12 students.
This further implies that there are more grade 12
enrollee than grade 11.

34
1.4 Strand
according to strand.
Strand Frequency Percentage
ABM 17 12.23%
STEM 30 21.58%
GAS 32 23.02%
IA 30 21.58%
HE 30 21.58%
Total 139 100.00%
As shown in the table above, there are a greater
number of GAS students with a frequency of 32 and a
percentage of 23.02%, then followed by STEM, IA, and HE
students with a frequency of 30 and a percentage of
21.58%. In the other hand, there are only 17 ABM students
with a percentage of 12.23%.

35
This further implies that there are more STEM, IA,
GAS, and H.E students than ABM.
1.5 General Point Average
Table 5. Profile of participants when grouped
according to their General Point Average.
General Point Frequency Percentage
Average
75-80 15 10.79%
81-85 54 38.85%
86-90 53 38.13%
91-95 17 12.23%
96 and above 0 0%
TOTAL 139 100.00%
It can be observed from the table that most of the
participant’s general point average bracket falls in 81-85
where there is a frequency of 54 or 38.85%, followed by
the general point average of 86-90 with a frequency of 53
or 38.13%, then those fall under the general point average

36
of 91-95 with a frequency of 17 or 12.23%, and from the
general point average of 15 or 10.79%.
This further implies that some of the students don’t
take their studies seriously.
2. On the Effects of Parental Involvement in Student’s
Academic Performance
2.1 My parents have high academic standard for me.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Always Often Sometimes Seldom Never

37
In terms of parent’s high standard, there are 56 or
40.29% of them said SOMETIMES, 49 or 35.25% said ALWAYS,
21 or 15.11% of them said OFTEN, 10 or 7.19% said SELDOM,
and 3 or 2.15 said NEVER.
This further implies that their parents have a high
expectation on them.

38
2.2 My parents encourage me to set high academic
goals.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Always Often Seldom Sometimes Never
In terms of parents permitting their children to
enter in a relationship, 49 or 35.25% said NEVER, both 30

39
or 21.59% of them said ALWAYS AND SOMETIMES, 16 or 11.51%
said SELDOM, and 14 or 10.07% said OFTEN.
This concludes that their parents want their children
to focus more in studying rather than entering a
relationship.
2.3 My parents tell me the benefits of education.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of parents choosing who their children get
along with, 49 or 35.25% said SOMETIMES, 27 or 19.42% said

40
ALWAYS, 26 or 18.71% said NEVER, 21 or 15.11% of them said
OFTEN, and 16 or 11.51% said SELDOM.
Therefore, their parents want to secure their
children’s safety. They don’t want their children to be
influenced by wrong group of friends.
2.4 My parents expect me to attain the highest
education.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of parents expectation in attaining the
highest education for them, 47 or 33.81% of them said
ALWAYS, 40 or 28.78% said OFTEN, 36 or 25.9% of them

41
answered SOMETIMES, 10 or 7.19% said SELDOM, and 6 or
4.32% of them said NEVER.
This further implies that parents expect that school
can help their children to chase their dreams.
2.5 My parents feel proud when I do well in school.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of parents being proud of their children
when they do well in school, 82 or 59% said ALWAYS, 25 or
17.99% of them said OFTEN, 23 or 16.55% said SOMETIMES, 5
or 3.6% said NEVER, and 4 or 2.88% of them said SELDOM.

42
This further implies that parents are happy when
their children receive their awards on the stage.
2.6 My parents monitor my studies at home.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of parents monitoring their studies at home,
53 or 38.13% said SOMETIMES, 40 or 28.78% of them said
ALWAYS, 24 or 17.27% said OFTEN, 12 or 8.63% of them said
SELDOM, and 10 or 7.19% said NEVER.
Therefore, parents assure that their children are
doing their home works.

43
2.7 My parents encourage me to take my studies
seriously.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of parents encouragement to their children to
take their studies seriously, 77 or 55.4% of them said
ALWAYS, 29 or 20.86% said OFTEN, 26 or 18.71% said
SOMETIMES, 4 or 2.88% of them said NEVER, and 3 or 2.16%
said SELDOM.

44
This implies that parents want their children to study
well and not to disregard their efforts in sending them in
school.
2.8 My parents provide me financial and moral
support.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of providing them their financial and
material support, 66 or 47.48% said that their parents
ALWAYS provide them their financial and material needs, 38

45
or 27.34% said SOMETIMES, 25 or 17.99% of them said OFTEN,
6 or 4.22% said SELDOM, and 4 or 2.88% said never.
This further implies that parents want their children to
be comfortable in studying, without thinking about their
financial needs.
2.9 My parents allot time for me to do my homeworks.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of parents permitting their children to
join in any extracurricular activities in school, 55 or
39.57% said S0METIMES, 32 or 23.02% of them said ALWAYS,

46
22 OR 15.83% said OFTEN, 20 OR 14.39% of them said SELDOM,
and 10 OR 7.19% said NEVER.
This implies that parents think that there is a
positive outcome in joining in any extracurricular
activities.
2.10 My parents provide me with emotional support.
130
120
110
100
90
80
70
60
50
40
30
20
10
0

47
In terms of parents treating their children every
weekends to unwind, 60 or 43.17% of them said SOMETIMES,
27 or 19.42% said NEVER, 23 or 16.55% of them said SELDOM,
16 or 11.51% said ALWAYS, 13 or 9.35% of them said OFTEN.
Therefore, parents want their children to relax and
lighten up their burden in school.
2.11 My parents monitor my school performance.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
erformance.

48
In terms of parents motivating their children when they
feel frustrated in their studies, 53 or 38.13% said
SOMETIMES, 34 or 24.46% of them said ALWAYS, 23 or 16.55%
said OFTEN, 15 or 10.79% of them said SELDOM, and 14 or
10.07% said NEVER.
This implies that parents care about their children’s
feeling when it comes to their studies. They want their
children to study without any worries.
2.12 My parents compare me to other achievers.
130
120
110
100
90
80
70
60
50
40
30
20
10
0

49
In terms of attending in every meetings at school, 55
or 39.57% said SOMETIMES, 35 or 25.18% of them said
ALWAYS, 22 or 15.83% said OFTEN, 20 or 14.31 said NEVER,
and 17 or 12.23% said SELDOM.
Therefore, parents want to know every single update
about their school and to the curriculum.
2.13 My parents scold me when I get low grades.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of parents hiring tutors for them when getting a
very low grades, 84 or 60.43% said NEVER , 19 or 13.67% of
hem said SOMETIMES, 15 or 10.79% said OFTEN, 11 or 7.91% of
them or said SELDOM, and 10 or 7.19% of them said ALWAYS.

50
This further concludes that some of the parents want
their children to excel in their class.
2.14 My parents give me rewards when I reach their
academic standard for me.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of giving reward when they reach their
parents academic standard, 52 or 37.41% said SOMETIMES, 29
or 20.86% of them said OFTEN, 21 or 15.11% said SELDOM, 20
or 14.39% of them said ALWAYS, and 17 or 12.23% said
NEVER.

51
This further implies that parents give their children
rewards to motivate them in studying hard.
2.25 My remind me to review when there is an upcoming
examination.
130
120
110
100
90
80
70
60
50
40
30
20
10
0
In terms of parents reminder when there is an upcoming
examination, 80 or 57.55% said ALWAYS, 23 or 16.55% of
them said SOMETIMES, 17 or 12.23% said OFTEN, 12 or 8.63%
of them said NEVER, and 7 or 5.04% of them said SELDOM.

52
This implies that most of the parents want their
children to get a high score in their examinations.
Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, the
conclusions being formulated, and the recommendations
being conceptualized based on the results of the research
work.
Summary of Findings
Based on the results and a thorough analysis of the
treated data, the significant findings were generated and
are summarized as follows:
I. Participants’ Profile
Majority of the participants are female with a
frequency of 59 or 56.19% while there are only 46 male
participants with a percentage of 43.81%.

53
Most of the participant’s age is 18 where there is a
frequency of 41 or 39.05% followed by the age of 17 with a
frequency of 37 or 35.24%, then those fall under the age
of 16 with a frequency of 19 or 18.10% and from the age of
19 and 20 above falls to a frequency of 4 or 3.81%.
Many of the participant’s family monthly income bracket
falls in 5,000 & below where there is a frequency of 63 or
60%, followed by the family’s monthly income of 5,001-
10,000 with a frequency of 23 or 21.91%, then those fall
under the family’s monthly income of 10,001-20,000 with a
frequency of 10 or 9.52%, and from the family’s monthly
income of 20,001 & above.
II. On Effects Of Study Habits In The Academic Performance
Of The Students
 That in terms of being comfortable asking for help
when they don’t understand something, there are 52 or
49.52% of them said ALWAYS, 16 or 15.24% said OFTEN,
17 or 16.19% of them said SELDOM, 20 or 19.05% said
SOMETIMES, and none of them answered NEVER.

54
 In terms of asking friends to study or do home works
with them, 10 or 9.52% said ALWAYS, 25 or 23.80% of
them said OFTEN, 37 or 35.23% said SELDOM, 28 or
26.67% said SOMETIMES, and 5 or 4.76% said NEVER.
 In terms of studying at the last minute before test,
36 or 34.29% said ALWAYS, 28 or 26.77% of them said
OFTEN, 16 or 15.24% said SELDOM, 23 or 21.90% of them
said SOMETIMES, and 2 or 1.90% said NEVER.
 In terms of taking notes during class lectures, 32 or
30.47% of them said ALWAYS, 30 or 28.57% said OFTEN,
19 or 18.09% of them answered SELDOM, 20 or 19.04%
said SOMETIMES, and 4 or 3.80% of them said NEVER.
 In terms of trying to get the meaning of new words as
they see them for the first time, 25 or 23.81% said
ALWAYS, 32 or 30.47% of them said OFTEN, 23 or 21.90%
said SELDOM, 25 or 23.80% said SOMETIMES, and none of
them said NEVER.
 In terms of being easily distracted from studying, 18
or 17.14% said ALWAYS, 24 or 22.85% of them said

55
 That in terms of downloading and reading notes or
reading text before class, 14 or 13.33% of them said
ALWAYS, 27 or 25.71% said OFTEN, 29 or 27.61% said
SELDOM, 26 or 24.76% of them said SOMETIMES, and 9 or
8.57% said NEVER.
 In terms of having a certain place when they are
studying where they can concentrate, both 25 or
23.80% said ALWAYS and OFTEN, 24 or 22.85% said
4.76% said NEVER.
 In terms of going to library to browse for some
information about their home works or requirements,
12 or 11.42% said ALWAYS, 17 or 16.19% of them said
 In terms of finishing their assignments first before
watching television program, 18 or 17.14% of them
said ALWAYS, 29 or 27.61% said OFTEN, 24 or 22.85% of

56
them said SELDOM, 25 or 23.80% said SOMETIMES, 9 or
 In terms of spending less time with their friends
during school days to concentrate more in their
studies, 14 or 13.33% said ALWAYS, 25 or 23.80% of
them said OFTEN, 29 or 27.61% said SELDOM, 28 or
26.77% of them said SOMETIMES, and 9 or 8.57% said
NEVER.
 In terms of studying and preparing for quizzes and
tests, 27 or 25.71% said ALWAYS, 34 or 32.38% of them
said OFTEN, 20 or 19.04% said SELDOM, 20 or 19.04%
of them said SOMETIMES, and 4 or 3.80% said NEVER.
 In terms of exerting more efforts when their doing
difficult assignments, 31 or 29.52% said ALWAYS, 32
or 30.47% of them said OFTEN, 21 or 20% said SELDOM,
18 or 17.14% of them said SOMETIMES, and 3 or 2.85%
of them said NEVER.

57
 In terms of doing their assignments regularly, 38 or
36.19% said ALWAYS, 22 or 20.95% of them said OFTEN,
25 or 23.80% said SELDOM, 18 or 17.14% of them said
SOMETIMES, and 2 or 1.90% said NEVER.
 In terms of being aware of the deadline of their home
works or requirements, 58 or 55.23% said ALWAYS, 19
or 18.09% of them said OFTEN, 12 or 11.42% said
Conclusions
Based on the findings of the research, the following
conclusions are drawn:
1. That the Don Severino Pagalilauan National Senior
High School has more female students than male.
2. That the students have a good study habits.
3. That they rather choose surfing the internet than
going to the library to browse some note or study.

58
4. That majority of the participants prefer to study on
their own in a comfortable place rather than studying
with friends.
5. That most of the participants exert effort in their
studies.
Recommendations
Based on the result of the study, the researchers
recommended:
1. That the parents or guardians of the students should
be strict and responsible enough in guiding the students
on their academic activities that will enhance and improve
the academic performance of their children.
2. That the student should come often to the library
because information which come from the library are more
reliable than those from the internet.

59
3. That the teacher should make strategies on how to
make their students state their opinions in order to boost
their confidence.
4. That the students should focus more in studying
rather than watching television or playing online games.
5. That the future researchers should make a further
instruction about the study habits of the students in
order to improve their academic performances.
Bibliography
http://www.open-science-repository.com/study-habits-and-
attitudes-the-road-to-academic-success.htmla
http://www.academia.edu/7729575/CHAPTER_2_Review_of_Relate
d_Literature_and_Studies_Foreign_Literature_Student_Perfor
mance_Galiher

60
Appendix A
Letter to the Principal
Republic of the Philippines
Department of Education
Region II
Division of Cagayan
DON SEVERINO PAGALILAUAN NATIONAL HIGH SCHOOL
February, 2019
Gayle Zannett D. Luyun, Ph.D.

61
Secondary School Principal I
This Institution
Ma’am:
Greetings!
We, the undersigned, have conceptualize our research entitled “EFFECTS
OF STUDY HABITS ON THE ACADEMEIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENTS” as a partial requirement for our subject Practical Research
I.
In connection, may we seek for your cooperation in answering the
questionnaires that we have prepared to gather pertinent data needed
in this research. Rest assure that your response to the questionnaire
will be kept confidential.
Thank you and God bless!
Respectfully yours,
SOPHIA PAGULAYAN
MARLYN DODAN
EXALTACION LIBAR
ANGELICA CALAGUI
FLORETTE MALLILLIN

62
Appendix B
QUESTIONNAIRE ON THE EFFECTS OF STUDY HABITS AMONG SENIOR
HIGH SCHOOL STUDENTS OF DON SEVERINO PAGALILAUAN NATIONAL
HIGH SCHOOL
Name(OPTIONAL):___________________________________________
__
Age: __16 __17 __18 __19 __20 above Sex: __MALE
__FEMALE
Grade Level: __11 __12
Strand: __ABM __STEM __GAS __TVL H.E __TVL I.A
Monthly Allowance: _5000 and below _5,001-10,000 _10,001-
20,000 _20,000 above
DIRECTION: Give your perception regarding the study habits
of Senior High School students of Don Severino
Pagalilaluan National High School. Use the scale
below in providing response to the item given. Put

63
a check mark on the space provided for your
answers.
5-ALWAYS
4-OFTEN
3-SELDOM
2-SOMETIMES
1-NEVER
INDICATORS 5 4 3 2 1
5 4 3 2 1
1 I am comfortable asking for help when I don’t
understand something.
2 I ask friends to study or do home works with me.
3 I study at the last minute before test.
4 I take notes during class lectures.
5 I try to get the meaning of new words as I see them
for the first time.

64
6 I am easily distracted from studying.
7 I download and read notes, or read text before
class.
8 I have a certain place when I am studying where I
can concentrate.
9 I go to the library to browse for some information
about my home works or requirements.
1 I prefer finishing my assignments first before
watching television program.
1 I spend less time with my friends during school
days to concentrate more in my studies.
1 I study and prepare for quizzes and tests.
1 I exert more efforts when I do difficult
assignments.
1 I do my assignments regularly.
1 I am aware of the deadline of my homework or
requirements.

65
Prepared by: Florette Mallillin
Angelica Calagui
Marlyn Dodan
Exaltacion Libar
Sophia Pagulayan

66

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Don Severino Pagalilauan National High School

Callao, Penablanca, Cagayan

THE PROBLEM AND REVIEW OF RELATED LITERATURE

In today’s global competitive business environment,

service quality has become an important concept in service

research. It is virtually impossible for a business

organization to survive without building customer

satisfaction and brand loyalty (Panda, 2003). Numerous

scientific research have empirically proven that service

quality significantly influences firms performance

(Poretla & Thanassoulis, 2005), improves profit margin

(Kish, 2000; Duncan &Elliot, 2002) and market share

(Fisher, 2001), boost brand image (Caruana, 2002; Ehigie,

2006) and promote customer loyalty (Qadri & Khan, 2014;

Loh et al., 2010).As a result, past studies have designed

and developed different dynamic models to investigate the

relationship between customer satisfaction, service

quality dimensions and customer loyalty (Lo et al., 2010;

Qadri & Khan, 2014). The dimensions are tangibility,

reliability, responsiveness, assurance and empathy.

DSPNHS - Senior High School Department

“Business marketers have much to gain from retention

marketing. Business customers tend to be fewer and more

valuable, meaning as an organization you cannot afford to

active and buying from you” (Stephens, 2010). Basically,

customers according to Levitt, 1986 are assets that need

to be acquired before they can be managed for profit.

Unless you acquire these important assets survival of the

organization is meaningless. That is the more reason why

efforts are geared towards retaining the consumers of an

organization. During the past two decades or so,

regulatory, structural and technological factors have

significantly changed the business environment throughout

the world (Angur et al., 1999). In a milieu which becomes

increasingly competitive, service quality as a critical

measure of organizational performance continues to compel

the attention of service providers for example, banking

institutions, and remains at the forefront of services

marketing literature and practice (Lasser et al., 2000;

Yavas and Yasin, 2001). The interest is largely driven by

the realization that higher service quality results in

DSPNHS - Senior High School Department

customer’s satisfaction and customer loyalty, greater

willingness to recommend to someone else, reduction in

complaints and improved customer retention rates (Danaher,

1997; Magi and Julander, 1996; Levesque and McDongall,

Customers’ behavior in this modern information age is

very essential for the acquisition of products of an

organization and also the retention of the consumers in

the market. Most importantly, organizations go out of

business when they lose consumers (customers). Forbes

(2011) identifies that given the continued emergence of

disruptive marketing technologies, how can companies stay

abreast, much less ahead, of how consumers will interact

with their brands? In other words, marketers today need to

view the customer as being more contemporary , but are

caught in hindsight by focusing on what worked in the