An Evaluation On The Service Quality Towards Rogationist COllege School Services

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter discusses the background of the study, statement of the
problem, significance of the study, scope and limitation, conceptual framework
and definition of terms.
Background of the Study
Educational institutions are the true seats of learning. They serve as
students’ second home and hone their academic skills, abilities and values. In
order to mold students, these educational institutions or schools should provide
excellent service quality. This excellence in service quality is what students and
parents look for in a school. As stated by Zeithaml et al. (2006), service quality is
one of the strong competitive strategies for educational institutions.
Indeed, educational institutions strive to provide excellent service quality
to have the competitive edge. With the emergence of a great number of
universities and colleges, competition has become tougher and these institutions
have become more concerned about the quality of service they offer. As
mentioned by Prabha et al. (2009), measuring the service quality of educational
institutions has recently been the focus of attention of many studies.
This is one of such studies. As students, the researchers are concerned
about the quality of service offered by their school, Rogationist College. Like
other schools, Rogationist College aim to provide excellent service to its
students. It measures this service quality through performance evaluation, one of

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which is the Y-SPEAK. This is a semestral activity conducted by the Office for
Student Affairs wherein students voice out their concerns, suggestions and
recommendations relative to the school’s facilities, service personnel and the
overall service provided by the school. Results of the past Y-SPEAKs have
shown that the students are generally satisfied with the quality of service offered
to them. However, based on the students’ feedback, there are some services that
need improvement. For this reason, the researchers came up with this study to
evaluate the service quality of Rogationist College school services and identify
the services that can still be improved.
Statement of the Problem
This study aimed to evaluate the service quality of Rogationist College
school services. Specifically, this study sought to answer the following:
1. What is the demographic profile of the respondents in terms of the following?
1.1. Age
1.2. Gender
2. What is the evaluation of service quality in different offices of the Rogationist
College in terms of the following?
2.1. Reliability
2.2. Assurance
2.3. Tangibility
2.4. Empathy
2.5. Responsiveness
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Significance of the Study
This study about the evaluation on the service quality of school services in
Rogationist College will be beneficial to the following:
School Administrators
This study will be beneficial to the school administrators as the results will
provide them information about the quality of school services and guide them on
what actions to take to improve these services.
School Offices
The result of the study will be beneficial to different offices of Rogationist
College as it may serve as basis for the improvement of their services and it can
strengthen the services in which the offices are proficient.
Students
This study will be beneficial to the students since they are the direct
receivers of the service when the service quality of school offices improves.
Future Researchers
This research may serve as reference or guide for students who will be
conducting related study in the future.
Scope and Limitation
Generally, the study focused on the evaluation of service quality of
Rogationist College school services. It aimed to determine the demographic
profile of the respondents in terms of age and gender. It also evaluated the
service quality of the different offices of the school in terms of reliability,

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assurance, tangibility, empathy and responsiveness. Selected college and
technical education department students of Rogationist College academic year
2016-2017 served as the respondents in the study.
Conceptual Framework of the Study
The research paradigm of the study is illustrated in Figure 1.
INPUT PROCESS OUTPUT

1. Demographic profile
of the respondents in
terms of:
1.1. Age
1.2. Gender
2. Service quality in Data gathering Evaluation of Service

different office of the Analysis Quality of Rogationist
school in terms of the Sorting College School
following: Interpretation Services
2.1 Reliability
2.2 Assurance
2.3 Tangibility
2.4 Empathy
4
2.5 Responsiveness
Figure 1. Research Paradigm
The input included the demographic profile of the respondents in terms of
age and gender and the service quality in different offices of the school. The
offices were evaluated in terms of reliability, assurance, tangibility, empathy and
responsiveness. An adapted survey questionnaire was used and data from this
were sorted, analyzed, and interpreted. Lastly, the output of this study was the
evaluation of service quality of Rogationist College school services.
Definition of Terms
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For better understanding of this study, the following terms are conceptually
and operationally defined:
Age refers to the length of time during which a being or thing has existed.
Assurance refers to the behavior of the personnel that will give students
confidence in the office and make students feel safe.
Empathy refers to the ability of the personnel to understand students’ problems
and performs in their best interest as well as giving students individual personal
attention and having convenient operating hour.
Gender refers to the male or female division of a species, especially as
differentiated by social and cultural roles and behavior.
RATER Scale refers to an instrument for measuring how students perceive the
quality of service. This instrument is based on the five (5) dimensions such as
reliability, assurance, tangibility, empathy and responsiveness.
Reliability refers to the ability of the personnel to provide its students with
accurate service the first time without making any mistakes and delivers what it
has promise to do by the time that has been agreed upon.
Responsiveness refers to the ability of the personnel who are willing to help
students and respond to the request as well as to inform students when service
will be provided.
School office refers to the different offices of the institution which includes
accounting and cashier, campus ministry, clinic, guidance, library, office of the
student discipline, and registrar’s office.

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Service refers to a valuable action, deed, or effort performed to satisfy a need or
to fulfill a demand.
Service Quality refers to assessment of how well a delivered service conforms
to the students’ expectations.
Tangibility refers to the appeal of facilities, equipment and material used by the
office as well as to the appearance of service personnel.

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CHAPTER 2
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter contains information gathered from books, online sources
and other related studies and literatures that provided the researchers with the
necessary background knowledge for the study.
Service refers to an action performed to fulfill a demand. It is the most
important part of a service organization. Indeed, providing excellent service is the
intention of service organizations. As stated by Armstrong et al. (2010) these
organizations strive to provide excellent service quality so that they can
differentiate themselves from their competitors and that in order to provide
excellent service, they need to know the expectation of the target market with
regard to service quality and to monitor their service performance.
A service organization should determine the service quality that it gives to
its clients because this could give the organizations a basis for improving or
continuing the level of service sought by the clients. According to Lovelock and
Wirtz (2011), a service organization needs a common understanding on the
measurement of service quality as this would help in the identification of the
causes of service quality downfall. Also, it could help to design and implement
necessary actions.
Different tools or instruments are used in measuring the service quality of
a service organization. The most commonly used tool is the SERVQUAL model.
It is a tool used to measure the service quality in terms of five (5) dimensions.
According to Bateson and Hoffman (2012), SERVQUAL serves as a tool for the
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organization to know its strengths and weaknesses. It is composed of five (5)
service quality dimensions namely tangibles, reliability, responsiveness,
assurance, and empathy. The said dimensions are considered in measuring the
expectations and perceptions of the customers.
Ulewicz (2014) aimed to evaluate the level of service quality given to the
students in Czestochowa University using the five (5) dimensions of service
quality namely reliability, assurance, tangibility, empathy, and responsiveness.
The results of the study showed that the students perceived an excellent service
in the dimension of reliability and responsiveness. They also revealed that the
university needs to put improvement on the dimensions of assurance, tangibility,
and empathy specifically, in instilling confidence to the students, in having
updated equipment, and in the way the personnel treat the students.
Likewise, the study of Chui et al. (2015) evaluated the service quality
given to the students studying in private institutions in Malaysia in the entire
school year 2014-2015. The study revealed that students perceived an excellent
service in the dimensions of reliability, tangibility and responsiveness. However,
assurance and empathy were the dimensions that needs to be improved
specifically in the courteousness and friendliness and being understanding of the
personnel.
Moreover, the study of Famacion-Quinco (2010) aimed to determine the
level of students' satisfaction towards the service quality of De La Salle
University. The researcher used the five (5) dimensions of service quality, namely
reliability, assurance, tangibility, empathy, and responsiveness to determine the

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level of service quality as perceived by the students. The study revealed that the
students were moderately satisfied with the five (5) dimensions of service quality
of the university. Also, among the dimensions, assurance turned to be the
dimension in which students were most satisfied with.
In addition, the study of Green (2014) aimed to know the service quality
given to the students at Durban University of Technology in the academic year of
2013-2014. The study revealed that most of the respondents were in the age
bracket of 17-21 years. Moreover, the result shows that there are more female
respondents than male, covering more than half of the respondents. It was
revealed that students perceived excellent service in the dimension of assurance.
However, the overall results turned to be, students’ expectation exceeded
students’ perception which resulted to dissatisfaction of students to the Durban
University of Technology.
Similarly, the study of Chopra, Chawla and Sharma (2014) aimed to
determine the students’ perception of service quality at Indian State of Haryana in
the academic year 2013-2014. The result shows that among the five (5)
dimensions of service, empathy and reliability turned out to be negatively
perceived. The overall result of the service quality at Indian State of Haryana
turned to be negative which shows that the University have not met the
expectation of the students regarding the service quality given to them.
Further, the study of Khan, Ahmed and Nawaz (2011) aimed to determine
the impact of service quality on the level of satisfaction of the students. The study
revealed that on one hand, the dimensions of responsiveness, assurance,

10
empathy and reliability have significant relationship with the service quality
provided by the academic institution on the students’ perspective. On the other
hand, tangibility was the dimension least considered by the students when it
comes to the quality of service given to them.
Furthermore, the study of Seng and Ling (2013) aimed to analyze the
service quality rendered by the learning institution in Malaysia and its relationship
to student satisfaction. The study revealed that services offered by instructors,
learning resources and students’ engagement have positive relation with
students’ satisfaction.
The study of Kundi et al. (2014) also aimed to investigate the correlation of
service quality on student satisfaction of Gomal University DIKhan of Pakistan.
The study revealed that the service quality showed positive relationship towards
student satisfaction. The finding also showed that assurance and tangibility have
significant relationship towards student satisfaction and are considered the most
significant factors in improving the service quality in the said university.
In addition, the study of Khodayari and Khodayari (2011) aimed to
measure the service quality in Islamic Azad University in Iran in academic year
2010-2011. The results of the study revealed that there was a gap between the
students’ expectation and perception. Moreover, according to the result of the
study, reliability and assurance were the dimensions which are the most
important for the students.
The study of Kelso (2008) aimed to determine the level of satisfaction of
University of Florida undergraduate students with the services offered and the
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environment of the institution. The results showed that most of the respondents
were 23-25 years old. And that there were more female than male respondents.
The study showed that among the areas of the institution that provide service,
Library services got an excellent result.
Moreover, the study of Ezeokoli and Ayodele (2014) aimed to determine
the service quality encounter of the students in Babcock University in the
academic year 2013-2014 and identify whether the service are satisfactory or
not. The result revealed that each dimension of service quality significantly
affects satisfaction of the students with the service provided by the university.
The result also showed that competent service quality was of utmost importance
in order to retain and gain students’ trust in choosing the best educational
institution.
In addition, the study of Min and Khoon (2013) aimed to determine the role
of demographic factors in the evaluation of the service quality in higher education
in the perspective of international students. It was revealed that among the
demographic variables, age showed significant relationship in the key elements
of service quality. On the other hand, gender, nationality and present level of the
study were considered the most influential variables in the satisfaction of the
students.
Further, the study of Owino (2013) aimed to investigate whether service
quality, corporate image and customer satisfaction are significantly related to one
another. The findings revealed that there is an existing significant relationship
between service quality, customer satisfaction and corporate image. Moreover,

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the results indicate that good corporate image can enhance the relationship of
service quality and customer satisfaction.
Furthermore, the study of De Chavez, Maristela, and Panganiban (2014)
aimed to determine the perception of Batangas State University students on the
service quality of the frontline offices offered by the institution. Results show that
the respondents are very satisfied with the service quality of the frontline offices
such as accounting, cashier, registrar and library.
Synthesis
The literatures and studies that have been cited focused on measuring the
service quality perceived by the students in educational institution. The focus of
most of the evaluations were the five (5) dimensions of service quality namely
reliability, assurance, tangibility, empathy and responsiveness.
This study has similarities with the other studies cited in this section for
they all evaluated the service quality of educational institutions. In addition, this
study and the related studies are similar in the concept of a positive perception
about the service quality of the institution. However, the present study is different
from some of the cited studies for it focused only on the service quality of the
institution unlike the other studies which also focused on students’ satisfaction.
Additionally, the present study used different respondents and locale.

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CHAPTER 3
RESEARCH METHODOLOGY
This chapter discusses the research design, respondents of the study,
research locale, instrumentation, data-gathering procedure and statistical
treatment.
Research Design
This study utilized the descriptive method of research to evaluate the
service quality of Rogationist College school services. According to Briones
(2008), the descriptive method is used in describing the nature of a situation
which exists at the time of the study. It involves data collection to answer the
problem concerning the subject of the study. In particular, the researchers made
use of the evaluation type for this study.
Respondents of the Study
The subjects of the study were 200 selected college and technical
education students enrolled in Rogationist College in the school year 2016-2017.
The researchers used the stratified random sampling in order to get the
appropriate percentage of the respondents from the College and TED. Out of 548
college students, 176 were the selected respondents: 68 from the Business
Science Cluster, 21 from the Computer Studies Cluster, 34 from the Education
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Cluster, 29 from the Engineering Cluster, 24 from the Tourism, Hotel and
Restaurant Cluster. Out of the 73 TED students, 24 were selected as
respondents. The students were chosen as respondents because they are the
direct recipient of Rogationist College school services.
Research Locale
This study was conducted in Rogationist College, a Catholic institution at
Lalaan ll, Silang, Cavite. It is one of the colleges in Cavite and is composed of
four (4) departments: junior high school, senior high school, college and technical
education departments. Since the researchers are students of this college, they
want to contribute to its continuous development.
Instrumentation
In order to evaluate the service quality in Rogationist College school
services in terms of reliability, assurance, tangibility, empathy and
responsiveness, the researchers adapted the RATER Scale tool that was used
by Ulewicz (2014). The tool consists of three (3) parts:
The first part contains questions related to the demographic profile of the
respondents. The second part is comprised of 175 questions regarding the
dimensions of service quality offered in each office. This was adapted from the
following authors: Ulewicz (2014), Owino (2013), and Min and Khoon (2012). The
last part consists of comments and recommendations of the students. To
interpret the data, evaluations were measured through a five (5) point Likert scale
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wherein one (1) = poor; two (2) = fair; three (3) = average; four (4) = above
average; five (5) = excellent. The interpretation presented in Table 1.
Table 1. Interpretation of Service Quality of Rogationist College School Services

Mean Value Description Verbal Interpretation
The aspects for the dimensions of service

4.20-5.00 Excellent
quality are fully met at a level of excellence
which serves as a model for others.

3.40-4.19 Above Average
quality are met, with most elements
demonstrating a good practice

2.60-3.39 Average quality are met in most respects, but
improvement is needed to overcome
weaknesses.

1.80-2.59 Fair quality are met in some respects, but much
improvement is needed to overcome
weaknesses.

1.00-1.79 Poor
quality are not met.
Procedure
After the approval of the study, the researchers proceeded to the
gathering of data. The instrument was administered to the selected students of
Rogationist College which are the college and TED students in the academic
school year 2016-2017. The researchers then collected the answered
questionnaires then sorted, analyzed, and interpreted the gathered data. The
summarized information was interpreted, cross-referenced, tabulated, and
presented. After the interpretation of the information gathered, the researchers

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came up with conclusions and recommendation for the service quality of
Rogationist College school services.
Statistical Treatment of Data
The statistical method was applied for the analysis of the data and
interpretation of the results.
The researchers used frequency and percentage in determining the
demographic profile in evaluating the service quality in Rogationist College
school services given by the formula:
f
P= ×100
n
Where in:
f = frequency
n = total number of observation
P = percentages
In order to know the evaluation of service quality in Rogationist College
school services, the mean score was determined, given by the formula:
x=
∑ fx
n
Where in:
x = mean
f = frequency
x = score
n = total number of respondents

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CHAPTER 4
RESULTS AND DISCUSSION
This chapter discusses the results of the data gathering procedure. The
data were derived from the responses of the respondents. Tables are used to
present all the findings.
Demographic Profile of the Respondents
A total of 200 respondents comprise this study. The demographic profile
contains the age and gender of the respondents.
Age
Table 2 shows the frequency and percentage of the age of the
respondents.
Table 2. Age of the Respondents

Ages Frequency Percentage
18 and below 77 38.5
19-20 101 50.5
21 and above 22 11
TOTAL 200 100%
The table shows that about half of the respondents are 19-20 years old
and 38.5% are 18 years old or below. The smallest number of respondents is
composed of those who are 21 years or older. The result shows that most of the
respondents are in the period of adolescence wherein awareness and
expectations are formed and these students have more complex perceptions of
the services offered by the school. This is somehow similar to the study of Green
(2014) which revealed that most of the respondents are in the age bracket of 17-
18
21 years. However, it is contrary to the study of Kelso (2008) which showed that
the smallest group of respondents are 19-20 years old.
Gender
Table 3 shows the frequency and percentage of the gender of the
respondents.
Table 3. Gender of the Respondents

Gender Frequency Percentage
Male 95 47.5
Female 105 52.5
TOTAL 200 100%
The table shows that out of 200 respondents, 105 are female while 95 are
male. This means that more than half of the recipients of the services provided
by the school are female students. This is similar to the results of the studies of
Ulewicz (2014) and of Kelso (2008) which revealed that there are more female
respondents than male.
Service Quality of Rogationist College School Services
Table 4 shows the evaluation of students on the services provided by the
accounting and cashier office.

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Table 4. Service Quality of Accounting and Cashier
A. ACCOUNTING AND CASHIER
1. Reliability MEAN DESCRIPTION
1.1 The personnel provide services at the time promised. 4.11 Above Average
1.2 The office keeps its records accurately. 4.24 Excellent
1.3 The office performs the service right the first time. 4.11 Above Average
1.4 The personnel show sincere interest in solving students’ problems. 4.20 Excellent
1.5 The office keeps students informed of its updates. 4.12 Above Average
Average Mean Score 4.15 Above Average
2. Assurance
2.1 The personnel are friendly and courteous. 4.24 Excellent
2.2 The personnel have knowledge of the rules and procedures of the
4.37 Excellent
office.
2.3 The personnel have the knowledge to answer students' questions. 4.34 Excellent
2.4 The personnel have the required skills to perform the service. 4.35 Excellent
2.5 The personnel instill trust and confidence in the student. 4.27 Excellent
Average Mean Score 4.31 Excellent
3. Tangibility
3.1 The office has updated equipment. 4.02 Above Average
3.2 The personnel present themselves in a manner appropriate to their
4.36 Excellent
positions.
3.3 The office is clean. 4.45 Excellent
3.4 The office has an appealing environment. 4.29 Excellent
3.5 The materials related to provide services are understandable and
4.28 Excellent
accessible.
4. Empathy
4.1 The personnel are fair and unbiased in their treatment of students. 4.14 Above Average
4.2 The personnel give attention to all students with concern. 4.18 Above Average
4.3 The personnel have the students’ best interests at heart. 4.18 Above Average
4.4 The personnel understand the students' needs. 4.17 Above Average
4.5 The office is not excessively strict about rules and regulations. 4.04 Above Average
5. Responsiveness
5.1 The personnel are always willing to help students. 4.22 Excellent
5.2 The personnel are ready to respond to students’ request. 4.13 Above Average
5.3 The personnel offer prompt services to students. 4.13 Above Average
5.4 The personnel have the capacity to solve problems when they arise. 4.11 Above Average
5.5 The office has available personnel to assist you. 4.02 Above Average
OVERALL SERVICE QUALITY RATING OF ACCOUNTING AND
4.20 Excellent
CASHIER
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The table shows that the service quality of accounting and cashier office in
terms of reliability, assurance, tangibility, empathy, and responsiveness are rated
4.15, 4.31, 4.28, 4.14 and 4.12 respectively. Generally, the service quality of
accounting and cashier office is 4.20 which is described as excellent. This means
that the aspects for the dimensions of service quality are fully met at a level of
excellence which serves as a model for others. This indicates that the office is
able to provide excellent service particularly in the dimensions of assurance and
tangibility. However, the office needs to improve the services on the reliability,
empathy and responsiveness dimensions, specifically in providing services at the
time promised, performing service right the first time and keeping students
informed of its updates. In the empathy dimension all the aspects need to be
improved. In the responsiveness dimension the aspects of readiness to respond
to students’ request, offering prompt service, the capacity to solve problems
when it arises and the availability of the personnel can also be improved. In
addition, as suggested by the respondents, the office needs to add windows for
the continuity of excellent and effective services. Also, the office needs to have
additional personnel to accommodate every student.
This affirms to the statement of Green (2014) that students perceived an
excellent service in the dimension of assurance. However, this result is contrary
to that of the study of Khan, Ahmed and Nawaz (2011) that tangibility is the
dimension which needs to be improved.

campus ministry.
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Table 5. Service Quality of Campus Ministry
B. CAMPUS MINISTRY
1.1 The personnel provide services at the time promised. 4.25 Excellent
1.3 The office performs the service right the first time. 4.26 Excellent
1.5 The office keeps students informed of its updates. 4.28 Excellent
2. Assurance
4.36 Excellent
office.
3. Tangibility
4.31 Excellent
positions.
4.33 Excellent
accessible.
4. Empathy
4.1 The personnel are fair and unbiased in their treatment of students. 4.36 Excellent
4.2 The personnel give attention to all students with concern. 4.42 Excellent
4.3 The personnel have the students’ best interests at heart. 4.35 Excellent
4.4 The personnel understand the students' needs. 4.41 Excellent
4.5 The office is not excessively strict about rules and regulations. 4.25 Excellent
5. Responsiveness
5.2 The personnel are ready to respond to students’ request. 4.38 Excellent
5.3 The personnel offer prompt services to students. 4.31 Excellent
5.4 The personnel have the capacity to solve problems when they arise. 4.37 Excellent
5.5 The office has available personnel to assist you. 4.35 Excellent
OVERALL SERVICE QUALITY RATING OF CAMPUS MINISTRY 4.34 Excellent
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The table shows that the service quality of campus ministry office in terms
of reliability, assurance, tangibility, empathy, and responsiveness are rated 4.27,
4.41, 4.29, 4.35 and 4.37, respectively. Generally, the service quality of campus
ministry office is 4.34 which is described as excellent. This indicates that the
aspects for the dimensions of service quality are fully met at a level of excellence
which serves as a model for others. This means that the campus ministry office
has provided an excellent service in all the dimensions of service quality.
However, in the dimension of tangibility the office needs to improve specifically in
having updated equipment since it was described as above average. In addition,
as suggested by the respondents, the office should update and inform the
students ahead of time about the different events and activities handled by the
said office.
This study is similar to the study of Ezeokoli and Ayodele (2014) which
showed that all the dimensions of service quality have a positive result in the
service quality encounter of the students and to the study of Chui et al. (2015)
which revealed that students perceived an excellent service in the dimensions of
reliability, tangibility and responsiveness.
Table 6 shows evaluation of students on the services provided by the
clinic.
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Table 6. Service Quality of Clinic

C. CLINIC
1.4 The personnel show sincere interest in solving students’ problems. 4.18 Above Average
2. Assurance
4.29 Excellent
office.
3. Tangibility
4.28 Excellent
positions.
4.32 Excellent
accessible.
4. Empathy
5. Responsiveness
5.4 The personnel have the capacity to solve problems when they
4.23 Excellent
arise.
24
OVERALL SERVICE QUALITY RATING OF CLINIC 4.25 Excellent

The table shows that the service quality of clinic in terms of reliability,
assurance, tangibility, empathy, and responsiveness are rated 4.19, 4.27, 4.31,
4.22 and 4.25 respectively. Generally, the service quality of clinic is 4.34 which is
described as excellent. This means that the aspects for the dimensions of service
quality are fully met at a level of excellence which serves as a model for others.
This indicates that the office is able to provide an excellent service particularly in
the dimensions of assurance, tangibility, empathy, and responsiveness. However,
the office needs to improve in the dimension of reliability specifically in
performing the service right the first time, showing sincere interest in solving
students’ problem and keeping informed of its updates. In the dimension of
tangibility, there is a need to improve the equipment of the office. Likewise, in
empathy, the office should improve in the way that it is not excessively strict
about rules and regulations. Moreover, there is a need to improve the personnel’s
readiness in responding to students’ request and the way the personnel offer
prompt services to students in the dimension of responsiveness. In addition, as
suggested by the respondents, the office should have availability of medical
equipment and medicines.
This is similar to the study of Kundi et al. (2014) which showed that
assurance and tangibility were the dimensions that was perceived excellent by
the students and to the study of Chopra, Chawla and Sharma (2014) which
revealed that reliability dimension have a lower rating than the other dimensions
of service quality.
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Table 7 illustrates the evaluation of students on the services provided by

the guidance office.
Table 7. Service Quality of Guidance

D. GUIDANCE
2. Assurance
4.54 Excellent
office.
3. Tangibility
3.1 The office has updated equipment. 4.20 Excellent
4.44 Excellent
positions.
4.37 Excellent
accessible.
4. Empathy
5. Responsiveness
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OVERALL SERVICE QUALITY RATING OF GUIDANCE 4.47 Excellent
The table shows that the service quality of guidance in terms of reliability,
4.47 and 4.50 respectively. Generally, the service quality of guidance is 4.47
which is described as excellent that is interpreted as the aspects for the
dimensions of service quality are fully met at a level of excellence which serves
as a model for others. This indicates that guidance office has provided excellent
services in all the dimensions of service quality and it shows that students have
no problem regarding the services offered by the said office. In addition, the
respondents commented the office as very good to give emphasis to the service
it has provided.
This is similar to the study of Ulewicz (2014) which revealed that students
perceived an excellent service in the dimensions of reliability and
responsiveness. Moreover, it is similar to the study of Seng and Ling (2013)
which showed that the services offered by the institution have a positive result
and to the study of Ezeokoli and Ayodele (2014) which showed that all the
dimensions of service quality have a positive result in the service quality
encounter of the students.

library.
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Table 8. Service Quality of Library

E. LIBRARY
1.1 The personnel provide services at the time promised. 4.13 Above Average
1.2 The office keeps its records accurately. 4.16 Above Average
1.4 The personnel show sincere interest in solving students’ problems. 3.97 Above Average
2. Assurance
2.1 The personnel are friendly and courteous. 3.86 Above Average
4.10 Above Average
office.
2.3 The personnel have the knowledge to answer students' questions. 4.04 Above Average
2.4 The personnel have the required skills to perform the service. 4.05 Above Average
2.5 The personnel instill trust and confidence in the student. 4.10 Above Average
3. Tangibility
4.18 Above Average
positions.
4.25 Excellent
accessible.
4. Empathy
5. Responsiveness
5.1 The personnel are always willing to help students. 4.10 Above Average
28
5.4 The personnel have the capacity to solve problems when they arise. 4.07 Above Average
OVERALL SERVICE QUALITY RATING OF LIBRARY 4.08 Above Average
The table shows that the service quality of library in terms of reliability,
4.04 and 4.05 respectively. Generally, the service quality of library is 4.08 which
is described as above average. This means that the aspects for the dimensions
of service quality are met, with most elements demonstrating a good practice.
This indicates that the office is able to provide an excellent service in the
dimension of tangibility. However, the office needs to improve the services on the
dimensions of reliability, assurance, empathy and responsiveness specifically in
all the aspects of the dimensions. In addition, as suggested by the respondents,
there is a lack in terms of availability of personnel in the said office. This is similar
to the study of Chui et al. (2015) which revealed that students perceived an
excellent service in the dimension of tangibility. However, it is contrary to the
study of Kelso (2008) which showed that among the areas of institution that
provide service, library has the highest satisfaction level rating.
office of the student discipline.

29
Table 9. Service Quality of Office of the Student Discipline

F. OFFICE OF THE STUDENT DISCIPLINE
1.Reliability MEAN DESCRIPTION
2.Assurance
2.1 The personnel are friendly and courteous. 4.12 Above Average
4.30 Excellent
office.
2.5 The personnel instill trust and confidence in the student. 4.16 Above Average
3.Tangibility
4.20 Excellent
positions.
3.3 The office is clean. 4.00 Above Average
3.4 The office has an appealing environment. 3.97 Above Average
4.04 Above Average
accessible.
4.Empathy
5.Responsiveness
5.1 The personnel are always willing to help students. 4.17 Above Average
5.4 The personnel have the capacity to solve problems when they
4.19 Above Average
arise.
30
OVERALL SERVICE QUALITY RATING OF THE OFFICE OF THE
4.10 Above Average
STUDENT DISCIPLINE
The table shows that the service quality of student discipline office in
terms of reliability, assurance, tangibility, empathy, and responsiveness are rated
4.22, 4.21, 4.04, 3.90 and 4.10 respectively. Generally, the service quality of
office of the student discipline is 4.10 which is described as above average. This
means that the aspects for the dimensions of service quality are met, with most
elements demonstrating a good practice. This indicates that the office is able to
provide an excellent service on the dimensions of reliability and assurance.
However, the office needs to improve the services on the dimensions of
tangibility, empathy, and responsiveness respectively. Specifically, improvements
are needed in having updated equipment, cleanliness, appealing environment
and excessively strict about rules and regulations of the office. Likewise,
empathy and responsiveness dimension need improvement in all aspects. In
addition, as suggested by the respondents, there should be a fair and unbiased
treatment of all students.
This is similar to the study of Ulewicz (2014) which showed that student
perceived an excellent service in the dimension of reliability. Moreover, this is
similar to the study of Khodayari and Khodayari (2011) which also revealed that
reliability and assurance were the dimensions which are the most important
dimension for the students.

registrar.
31
Table 10. Service Quality of Registrar’s Office

G. REGISTRAR
1.Reliability MEAN DESCRIPTION
2.Assurance
4.39 Excellent
office.
3.Tangibility
3.1 The office has updated equipment. 4.35 Excellent
4.45 Excellent
positions.
4.50 Excellent
accessible.
4.Empathy
5.Responsiveness
32
OVERALL SERVICE QUALITY RATING OF REGISTRAR’S OFFICE 4.38 Excellent
The table shows that the service quality of registrar’s office in terms of
reliability, assurance, tangibility, empathy, and responsiveness are rated 4.31,
4.38, 4.43, 4.36 and 4.40 respectively. Generally, the service quality of the
registrar’s office is 4.38 which is described as excellent. This means that the
aspects for the dimensions of service quality are fully met at a level of excellence
which serves as a model for others. This indicates that registrar’s office has
provided excellent services in all the dimensions of service quality and students
have no problem regarding the service offered by the said office. However, as
suggested by the respondents, the office needs to have additional windows and
personnel.
This is similar to the study of Ezeokoli and Ayodele (2014) which shows
that all the dimensions of service quality have a positive result in the service
quality encounter of the students. Moreover, it is similar to the study of Seng and
Ling (2013) which revealed that the services offered by the institution have a
positive result and to the study conducted by Chui et al. (2015) which revealed
that students perceived an excellent service in the dimension of reliability,
tangibility and responsiveness.
Table 11 shows the overall rating on service quality of Rogationist College
school services
33
Table 11. Overall Ratings of the Service Quality of the Offices in Rogationist College
Offices Dimension Total Description
Reliability Assurance Tangibility Empathy Responsiveness
Accounting and
4.15 4.31 4.28 4.14 4.12 4.20 Excellent
Cashier
Campus Ministry 4.27 4.41 4.29 4.35 4.37 4.34 Excellent
Clinic 4.19 4.27 4.31 4.22 4.24 4.25 Excellent
Guidance 4.49 4.53 4.37 4.47 4.50 4.47 Excellent
Above
Library 4.08 4.03 4.22 4.04 4.05 4.09
Average
Student Above
4.22 4.21 4.04 3.90 4.13 4.10
Discipline Average
Registrar's Office 4.31 4.38 4.43 4.36 4.40 4.38 Excellent
Overall 4.26 Excellent
The table shows that the overall service quality of the offices is 4.26 which
is described as excellent. This means that the aspects for the dimensions of
service quality are fully met at a level of excellence which serves as a model for
others. The result indicates that most of the offices are performing very well in
terms of reliability, assurance, tangibility, empathy and responsiveness. Also, the
offices that were described as excellent have provided the services expected by
the students. The results revealed that the office that need to improve the
services are library and office of the student discipline since they are described
as above average, unlike the others that are described as excellent.
This is similar to the study of De Chavez, Maristela, and Panganiban
(2014) which revealed that the service quality of the offices in Batangas State
University was perceived positively by the students. It is also similar to the study
34
of Seng and Ling (2013) which revealed that respondents have a positive
perception of the services offered by the institution.
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the findings and presents the generated
conclusions and recommendations according to the analysis of the result of the
study.
Summary
This study aimed to evaluate the service quality of accounting and
cashier’s office, campus ministry, clinic, guidance office, library, office of the
student discipline and registrar’s office in Rogationist College in terms of
reliability, assurance, tangibility, empathy, and responsiveness. This includes the
demographic profile of the respondents in terms of age and gender.
In this study, the researchers utilized the descriptive method of research.
In order to evaluate the service quality of Rogationist College school services,
the researchers adapted the RATER Scale from the study of Ulewicz (2014). This
instrument consists of five (5) dimensions namely reliability, assurance,
tangibility, empathy and responsiveness. The subjects of the study were 200
selected college and technical education students enrolled in Rogationist College
in the school year 2016-2017.

35
The study revealed that majority of the respondents belong to the age
bracket of 19-20 years and most of them are female. The result revealed that the
accounting and cashier’s office was described as excellent since it provides
excellent service in the dimensions of assurance and tangibility. However, the
office needs to improve in the dimensions of reliability, empathy and
responsiveness as it was described as above average. The campus ministry
office was described as excellent since that it provides excellent service in all the
dimensions of service quality. The clinic was described as excellent since it
provides excellent service in the dimensions of assurance, tangibility, empathy
and responsiveness. However, the office needs to improve in the dimension of
reliability as it was described as above average. The guidance office was
described as excellent since that it provides excellent service in all the
dimensions of service quality. The library was described as above average even
as it provides excellent service in the dimension of tangibility, and the office
needs to improve in the dimensions of reliability, assurance, empathy and
responsiveness as it was described as above average. The office of the student
discipline was described as above average even as it provides excellent service
in the dimensions of reliability and assurance. The office needs to improve in the
dimensions of tangibility, empathy and responsiveness. The registrar’s office was
described as excellent since that it provides excellent service in all the
dimensions of service quality. The result shows that most of the offices are
performing very well in terms of reliability, assurance, tangibility, empathy and
responsiveness.
36
Conclusions
From the findings of the study conclusions were drawn. These conclusions
answered the statement of the problem that helps Rogationist College identify
the level of service quality offered by the school to the students.
Based on the results, most of the respondents are in the period of
adolescence wherein awareness and expectations are formed and these
students have more complex perceptions of the services offered by the school.
Moreover, most of the recipients of the service provided by the school are female
students.
The accounting and cashier’s office provides excellent service in the
dimensions of assurance and tangibility. However, the office needs to improve
the services on the reliability, empathy and responsiveness dimensions,
specifically in providing services at the time promised, performing service right
the first time and keeping students informed of its updates. In the empathy all the
aspects need to be improved. In the responsiveness the aspects of readiness to
respond to students’ request, offering prompt service, the capacity to solve
problems when it arises and the availability of the personnel can also be
improved. In addition, as suggested by the respondents, the office needs to add
windows for the continuity of excellent and effective services. Also, the office
needs to have additional personnel to accommodate every student.
The campus ministry office provides excellent service in all the dimensions
of service quality. However, the office needs to improve in the tangibility

37
specifically in having updated equipment. In addition, as suggested by the
respondents, the office should update and inform the students ahead of time
about the different events and activities handled by the said office.
The clinic provides excellent service in the dimensions of assurance,
tangibility, empathy and responsiveness. However, the office needs to improve in
reliability specifically in performing the service right the first time, showing sincere
interest in solving students’ problem and keeping informed of its updates. In
tangibility, there is a need to upgrade the equipment. Likewise, there is a need to
improve the personnel’s readiness in responding students’ request and the way
the personnel offer prompt services to students in the dimension of
responsiveness. In addition, as suggested by the respondents, the office should
have availability of medical equipment and medicines.
The guidance office provides excellent service in all the dimensions of
service quality. In addition, the respondents commented the office as very good
to give emphasis to the service it has provided.
The library provides excellent service in the dimension of tangibility.
However, there is a need to improve in all the aspects of the dimensions of
reliability, assurance, empathy and responsiveness. In addition, as suggested by
the respondents, there is a lack in terms of availability of personnel.
The office of the student discipline provides excellent service quality in the
dimension of reliability and assurance. However, there is still a need to improve
in those dimensions specifically in keeping students informed of its updates and
in the personnel’s friendliness and courteousness and instilling trust and

38
confidence on the students. Moreover, in tangibility, the equipment, cleanliness,
appealing environment and excessively strict about rules and regulations can
also be improved. Likewise, empathy and responsiveness need to improve in all
aspects. In addition, as suggested by the respondents, there should be a fair and
unbiased treatment of all students.
The registrar’s office provides excellent service in all the dimensions of
service quality. However, as suggested by the respondents, the office needs to
have additional windows and personnel.
Recommendations
Based on the conclusions drawn, the following recommendations are
made: School administrators should consider the demographic profile of
the students. This means that the services should address the concerns of
adolescents and females since most of the students belong to these groups.
In the accounting and cashier, the office should improve on providing
services at the time promised, performing service right the first time, and keeping
students informed of its updates. This can be done through posting on bulletin
boards that will serve as the student and personnel’s reminder in the current and
future activities and events. Also, it is suggested that the said office should
always respond in a timely manner with a more manageable timeframe that is
very clear to the students and personnel as well. In addition, upgrading the
equipment in this office will help in providing an excellent service. Furthermore,
there should be an improvement in the empathy dimension by enhancing the

39
treatment and interaction of the personnel with the students. This can be
achieved through seminars for the personnel that promote a more friendly and
caring service. It is also recommended that being strict about the rules and
procedures should be maintained for the reason that they are imposed by the
office for the services to be organized and orderly and for the students to follow.
However, there are situations when the service provider should understand the
students and being excessively strict should be lessened. Additionally, in the
dimension of responsiveness, it is recommended to fix the break time schedule
of the personnel to enhance the availability of personnel in this office.
Furthermore, encouraging the personnel to attend seminars or training that
promotes flexibility will help the personnel to have the readiness to respond and
the capacity to solve problems in providing services to the students.
In the campus ministry office further improvement can still be applied in
terms of its equipment. It can be done by having an upgrade regarding the
equipment in this office for it will help in providing an excellent services.
In clinic, the office should improve its services on keeping students
informed of its updates through posting on bulletin boards as reminders of
current and future activities and events. Also, performing service right the first
time and showing sincere interest in solving students’ problem can further be
improved by preparing the personnel through training, workshops, and seminars
which promote flexibility and sincerity in solving students’ problems. In addition,
further improvement can still be applied in tangibility by upgrading the equipment
in this office. Furthermore, in empathy, it is recommended that being strict about

40
the rules and procedures should be maintained for the reason that they are
imposed by the office for the services to be organized and orderly and for the
students to follow. However, there are situations when the service provider
should understand the students and being excessively strict should be lessened.
In the guidance office, the researchers recommend to continue and
maintain the services in all the dimensions of service quality since they provide
excellent service to all students.
In the library, the researchers recommend that the office should improve
on providing services at the time promised and keeping students informed of its
updates by posting reminders of the current and future activities and events on
bulletin boards. Also, an improvement in keeping its records accurately is
needed, it can be done through properly organizing the documents to avoid loss
of records. Also, performing service right the first time can further be improved by
preparing the personnel through training that promotes flexibility which is an
essential element to perform an excellent service. In addition, the researchers
recommend that the personnel which are not focused on showing sincere interest
in solving problem should be mentored and coached through training program
that promote problem solving in terms of providing service. Moreover, in the
assurance dimension, the researchers recommend that the head of this office
should advise the personnel to practice friendliness and courteousness in every
personnel’s encounter with the students. Also, personnel should be encouraged
to participate in the seminars, workshops, and trainings that promotes knowledge
about rules and procedures, knowledge to answer students’ questions, having

41
the required skills, and instilling trust and confidence will help to the improvement
of the office to be able to provide excellent service. The researchers also
recommend improvement in the Online Public Access Catalogue (OPAC) System
by expanding its coverage and contents of the textbook for the awareness of
every individual. Also, the office should have mandatory update and checking of
the equipment regularly including the systems, computers, wireless fidelity (Wi-
Fi) access and air conditioner. Regarding the empathy dimension, the
researchers recommend that the personnel in this office should be encouraged to
participate in seminars, workshops, and training activities that promotes fair and
unbiased treatment of students, giving attention to students with concern and
providing service with the students’ best interest at heart. It is also recommended
that being strict about the rules and procedures should be maintained for the
reason that they are imposed by the office for the services to be organized and
orderly and for the students to follow. However, there are situations when the
service provider should understand the students and being excessively strict
should be lessened. Additionally, in the dimension of responsiveness, it is
recommended to fix the break time schedule of the personnel to enhance the
availability of personnel in this office. Furthermore, encouraging the personnel to
attend seminars or training that promotes flexibility will help the personnel to
have the readiness to respond and the capacity to solve problems in providing
services to the students.
In the office of the student discipline, improvement in the reliability
dimension is suggested in terms of keeping the students informed of its updates

42
by posting them on the bulletin board of the office. Moreover, in the dimension of
assurance, the researchers recommend that the personnel of this office be
encouraged to attend seminars and trainings that promote friendliness and
courteousness and ability to instill trust and confidence. In the tangibility
dimension of this office, it is recommended to improve the cleanliness by having
regular checking and inspection of the office facility. Moreover, the physical
evidence of the office can be improved by making it more appealing through
renovation and rearranging the design of the office to have a good ambiance and
an appealing environment. Also, regular checking of the materials used in
providing services is needed to have understandable and accessible materials. In
the dimension of empathy, it is recommended that the head of this office should
have a regular evaluation about the performance of the personnel and to have
training that promotes fair and unbiased treatment of students, giving attention to
students with concern, providing service with the students’ best interest at heart
understanding students’ needs. It is also recommended that being strict about the
rules and procedures should be maintained for the reason that they are imposed
by the office for the services to be organized and orderly and for the students to
follow. However, there are situations when the service provider should
understand the students and being excessively strict should be lessened.
Additionally, in the dimension of responsiveness, it is recommended to fix the
break time schedule of the personnel to enhance the availability of personnel in
this office.
43
In the registrar’s office, the researchers recommend to continue and
maintain the services in all the dimensions of service quality since they provide
excellent service to all students.
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46
APPENDICES
APPENDIX A
LETTER OF REQUEST FOR THE RECTOR
Date: December 1, 2016
For: SGD. FR. CARLOS R. GUZMAN, RCJ

Rector
From: SGD. ABBYSHANE MELRISH D. ALLA
SGD. ELAINE B. DIMAALA
SGD. RIAN JAY P. DIMAANO
SGD. NIÑA SARAH C. VIDAMO

Researchers, Business Science Cluster
Re: Permission to conduct the study in Rogationist College
Greetings!
We, the 4th year Bachelor of Science in Business Administration students of Rogationist College
will conduct a research entitled “An Evaluation on the Service Quality of Rogationist College
School Services”. The aim of the study is to evaluate the service quality of Rogationist College
offices which will include the accounting and cashier, campus ministry, clinic, guidance, library,
registrar and prefect office. This study may serve as basis for the improvement of school services
and it can also strengthen the service on which each offices are proficient and may serve as the
school administration tool for planning and proposing what actions are needed to be done for the
improvement of each offices.
In line with this, we are asking permission to make Rogationist College as the locale of our
research. We will also be using the name of the Rogationist College in various parts of our
research where our primary data will be gathered.
We are looking forward that our request will merit a positive response. Thank you and God bless
you.
Noted by: Endorsed by:
SGD. MARK LAYNARD E. VILLANUEVA, CPA SGD. ANNALIZA C. SINFUEGO, MS

Thesis Adviser College Dean
47
APPENDIX B
SURVEY QUESTIONNAIRE
Dear respondents,
We, 4th year Bachelor of Science in Business Administration major in Marketing
Management students in Rogationist College, Lalaan II, Silang, Cavite are currently conducting a
marketing research that aims to evaluate the service quality of the Rogationist College school
services from selected offices. In line with this, we are requesting you to answer the survey
questionnaire. Rest assured that your answers will be kept confidential and will be used only for
the purpose of the study. Thank you for your kind cooperation!
The Researchers
Name (Optional):
Year/Course:
PART 1: Demographic Profile

Direction: Kindly indicate your age on the space provided and put a check mark ( √ ) on the box
for your gender.
1.1 Age: _________

1.2 Gender: Female Male
PART 2: Service quality of Rogationist College school service

Direction: Kindly rate the quality of service of the indicated offices of Rogationist College by
putting a check mark ( √ ) in the box provided for each number.
Legend: 5 – Excellent 2 – Fair
4 – Above Average 1 – Poor
3 – Average
A. ACCOUNTING AND CASHIER OFFICE

1. Reliability 5 4 3 2 1
1.1 The personnel provide services at the time promised.
1.2 The office keeps its records accurately.
1.3 The office performs the service right the first time.
1.4 The personnel show sincere interest in solving students’ problems.
1.5 The office keeps students informed of its updates.
2. Assurance
2.1 The personnel are friendly and courteous.

office.
2.3 The personnel have the knowledge to answer students' questions.
2.4 The personnel have the required skills to perform the service.
2.5 The personnel instill trust and confidence in the student.
3. Tangibility
3.1 The office has updated equipment.

positions.
3.3 The office is clean.
3.4 The office has an appealing environment.

accessible.
48
4. Empathy
4.1 The personnel are fair and unbiased in their treatment of students.
4.2 The personnel give attention to all students with concern.
4.3 The personnel have the students’ best interests at heart.
4.4 The personnel understand the students' needs.
4.5 The office is not excessively strict about rules and regulations.
5. Responsiveness
5.1 The personnel are always willing to help students.
5.2 The personnel are ready to respond to students’ request.
5.3 The personnel offer prompt services to students.
5.4 The personnel have the capacity to solve problems when they arise.
5.5 The office has available personnel to assist you.
B. CAMPUS MINISTRY
2. Assurance

office.
3. Tangibility

positions.

accessible.
4. Empathy
5. Responsiveness
C. CLINIC
49

2. Assurance

office.
3. Tangibility

positions.

accessible.
4. Empathy
5. Responsiveness
D. GUIDANCE OFFICE
2. Assurance

office.
3. Tangibility

positions.

accessible.
4. Empathy
50
5. Responsiveness
E. LIBRARY
2. Assurance

office.
3. Tangibility

positions.

accessible.
4. Empathy
5. Responsiveness
F. OFFICE OF THE STUDENT DISCIPLINE
51

2. Assurance

office.
3. Tangibility

positions.

accessible.
4. Empathy
5. Responsiveness
G. REGISTRAR’S OFFICE
2. Assurance

office.
3. Tangibility

positions.

accessible.
4. Empathy
52

5. Responsiveness
PART 3: COMMENTS AND RECOMMENDATIONS

Direction: Please provide us with details of what you think could
comment or recommend about the service quality of Rogationist College school services.
Thank you
APPENDIX C
53
RESEARCHERS’ PROFILE
RIAN JAY P. DIMAANO

Tubuan II, Silang, Cavite
09195001339
riandimaano@yahoo.com
EDUCATIONAL ATTAINMENT
POST GRADUATE STUDIES Philippine Christian University
Sampaloc I, Dasmariñas, Cavite
Master’s in Business Administration
September 2020 – present
TERTIARY EDUCATION Rogationist College

Km 52, Aguinaldo Highway, Lalaan II, Silang,
Cavite
Bachelor of Science in Business Administration
Major in Marketing Management
2013 – 2017
SECONDARY EDUCATION Munting Ilog National High School

Munting Ilog, Silang, Cavite
2012
WORK EXPERIENCE
COLLEGE INSTRUCTOR I Cavite State University – Main

Indang, Cavite
September 2020 – Present
SENIOR HIGHSCHOOL TEACHER Our Lady of Fatima – Laguna

Sta. Rosa, Laguna
January 2022 – Present
SENIOR HIGHSCHOOL TEACHER Far Eastern University

Metrogate, Silang, Cavite
June 2018 – September 2020
SENIOR HIGHSCHOOL TEACHER Rogationist College

Lalaan II, Silang, Cavite
June 2017 – May 2018
INTERNSHIP Nissan Dasmarinas

Dasmarinas, Cavite
54
Admin’s Assistant
April – May 2016
ABILITY AND SKILLS
 Strong Communication Skills
 Computer Literate (Microsoft Office, Photoshop, Dreamweaver)
 Knowledgeable in creating Marketing and Business Plan
 Ability to do multi-tasking
 Leadership Skills
SEMINAR ATTENDED
MADWORLD: Upsetting the Status Quo
SM Mall of Asia Arena, Pasay City
February 26, 2017
Good Manufacturing Practices

Rogationist College, Silang Cavite
January 25, 2017
Go Green: Inspiring the Youth in Greening the Enterprise
Provincial Gymnasium, Trece, Martires, Cavite
September 29, 2016
Explore, Engage, Evolve because Opportunities are Boundless

FilOil Flying V Arena, San Juan City
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REFERENCES
Maria May Cruz, MBA
Program Chair, Rogationist College
09778062480
Raymart Manalo, RMP

Faculty Member, Rogationist College
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Marizel C. Benter MBA

Former MERCX Adviser
09206707844
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An Evaluation On The Service Quality Towards Rogationist COllege School Services

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An Evaluation On The Service Quality Towards Rogationist COllege School Services

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1

THE PROBLEM AND ITS BACKGROUND

This chapter discusses the background of the study, statement of the

problem, significance of the study, scope and limitation, conceptual framework

and definition of terms.

Background of the Study

Educational institutions are the true seats of learning. They serve as

order to mold students, these educational institutions or schools should provide

one of the strong competitive strategies for educational institutions.

Indeed, educational institutions strive to provide excellent service quality

to have the competitive edge. With the emergence of a great number of

mentioned by Prabha et al. (2009), measuring the service quality of educational

institutions has recently been the focus of attention of many studies.

This is one of such studies. As students, the researchers are concerned

other schools, Rogationist College aim to provide excellent service to its

students. It measures this service quality through performance evaluation, one of

recommendations relative to the school’s facilities, service personnel and the

the services that can still be improved.

Statement of the Problem

This study aimed to evaluate the service quality of Rogationist College

school services. Specifically, this study sought to answer the following:

1. What is the demographic profile of the respondents in terms of the following?

2. What is the evaluation of service quality in different offices of the Rogationist

College in terms of the following?

Significance of the Study

Rogationist College will be beneficial to the following:

what actions to take to improve these services.

The result of the study will be beneficial to different offices of Rogationist

strengthen the services in which the offices are proficient.

conducting related study in the future.

Scope and Limitation

Generally, the study focused on the evaluation of service quality of

Rogationist College school services. It aimed to determine the demographic

service quality of the different offices of the school in terms of reliability,

assurance, tangibility, empathy and responsiveness. Selected college and

technical education department students of Rogationist College academic year

2016-2017 served as the respondents in the study.

Conceptual Framework of the Study

The research paradigm of the study is illustrated in Figure 1.

INPUT PROCESS OUTPUT

2. Service quality in Data gathering Evaluation of Service

Figure 1. Research Paradigm

The input included the demographic profile of the respondents in terms of

offices were evaluated in terms of reliability, assurance, tangibility, empathy and

evaluation of service quality of Rogationist College school services.

and operationally defined:

confidence in the office and make students feel safe.

Empathy refers to the ability of the personnel to understand students’ problems

attention and having convenient operating hour.

Gender refers to the male or female division of a species, especially as

differentiated by social and cultural roles and behavior.

reliability, assurance, tangibility, empathy and responsiveness.

has promise to do by the time that has been agreed upon.

student discipline, and registrar’s office.

Service refers to a valuable action, deed, or effort performed to satisfy a need or

Service Quality refers to assessment of how well a delivered service conforms

to the students’ expectations.

office as well as to the appearance of service personnel.

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter contains information gathered from books, online sources

necessary background knowledge for the study.

Service refers to an action performed to fulfill a demand. It is the most