See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/333836421

Canteen Service Quality And Student Satisfaction

Article  in  International Journal of Scientific & Technology Research · June 2019

CITATIONS READS
0 603

1 author:

Norman Raotraot Galabo

Department of Education of the Philippines
11 PUBLICATIONS   0 CITATIONS   

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Issues and Problems about Secondary School Students View project

Mathematics Education View project

All content following this page was uploaded by Norman Raotraot Galabo on 18 June 2019.

The user has requested enhancement of the downloaded file.

 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

Canteen Service Quality And Student

Satisfaction
Norman R. Galabo, EdD, FRIEdr

Abstract: The purpose of the study was to determine the relationship between canteen service quality and student satisfaction at Mintal Comprehensive
High School, Mintal, Tugbok, Davao City, Philippines. The research used a non-experimental descriptive correlational research with a total of 200 Grade
11 respondents who were randomly selected. The statistical tools used were the mean, Pearson Product-Moment Correlation (Pearson r) and regression
analysis. The indicators of canteen service quality were tangibility, assurance, reliability, responsiveness, and empathy. Student satisfaction was based
on the canteen ambiance, cleanliness, facilities, features, and prices. The findings revealed that canteen service quality as perceived by the students is
moderately satisfactory and the student satisfaction was moderate. Further, canteen service quality is associated with student satisfaction wherein
tangibility, reliability, responsiveness, and empathy showed strong positive correlation. Besides, tangibility, responsiveness, and empathy were the
domains of canteen service quality that contribute significantly to student satisfaction. Hence, the school canteen managers are encouraged to improve
their service quality provided to students based on the three predictors of student satisfaction.

Index Terms: Basic education, canteen service quality, student satisfaction, correlation, Philippines
————————————————————

1. Introduction 1.1 Statement of the Problem

A canteen is a place where food is to be served and eaten,
where different snack and drink products are sold. A school
utilizes a canteen to meet the food and nutritional needs of its
students in order for them to have the energy in to accomplish
the task that they would do for the day. The Department of
Education is strongly committed to support student‘s health
and well-being through its curriculum in schools and range
initiatives that offer opportunities for physically fit individuals
who love eating healthy food. Schools are encouraged to
implement comprehensive health and well-being programs,
including food and nutrition education. The establishment and
operation of school canteen is important in developing love
and interest in buying nutritious and healthy food among
students, faculty and the school personnel, making it possible
for them to enjoy nutritious and healthy food at affordable
prices during the school day. The canteen should also provide
the students variety of foods and dishes that enhance their
skills and knowledge (DepEd Order No. 8 of 2007). Presently,
Mintal Comprehensive High School (MCHS) has various
challenges that need to be addressed especially in terms of its
canteen service quality provided to students. For instance, a
lot of students complain about the price of canteen products
because it is too pricey, hence, the students cannot afford
because of their insufficient allowances. Besides, teachers and
students also recommend a more spacious venue for canteen
because most of the time it is crowded. There are also various
experiences and complaints from students regarding the kind
or variety of foods display in the canteen. Hence, the
researcher is challenged to conduct this study in order to
assess the canteen service quality provided to students at
MCHS where the findings would serve as feedback
mechanism of providing good and satisfying canteen services.
Besides, there is no existing study conducted pertaining to
canteen service quality in MCHS.
————————————————
 Dr. Norman Raotraot Galabo, Master Teacher I, is currently
teaching at DepEd- Mintal Comprehensive High School,
Mintal, Tugbok District, Davao City, Philippines 8000. E-mail:
nhormz07@gmail.com
IJSTR©2019
www.ijstr.org
This study aimed to determine the relationship between
canteen service quality and student satisfaction at MCHS.
Also, this research sought to determine the significant impact
of canteen service quality on student satisfaction. Specifically,
this study targeted the following questions:
1. What is the level of service quality provided by the
school canteen of Mintal Comprehensive High School
in terms of tangibility, assurance, reliability,
responsiveness, and empathy?
2. What is the level of student satisfaction in the school
canteen of Mintal Comprehensive High School?
3. Is there a significant relationship between the
domains of canteen service quality (tangibility,
assurance, reliability, responsiveness, and empathy)
and student satisfaction at Mintal Comprehensive
High School?
4. What domains of canteen service quality (tangibility,
assurance, reliability, responsiveness, and empathy)
do significantly influence on student satisfaction at
Mintal Comprehensive High School?
1.2 Hypothesis
The null hypotheses were formulated and tested at 0.05 alpha
level of significance:
H01: There is no significant relationship between the domains
of canteen service quality (tangibility, assurance,
reliability, responsiveness, and empathy) and student
satisfaction at the MCHS canteen.
H02: The domains of canteen service quality (tangibility,
assurance, reliability, responsiveness, and empathy) do
not significantly influence on student satisfaction at the
MCHS canteen.
1.3 Theoretical and Conceptual Framework
This study was anchored on the American theoretical
perspective coined by Parasuraman, Zeithaml, and Berry [42],
―SERVQUAL‖ scale for measuring service quality as cited by
Chanaka, Wijeratne, and Achchuthan [8]. Service quality
concept have focused on three issues: what is service quality;
what causes service quality problems; and what can service
organizations do to improve quality. Conversely, Lai [32]
114
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019
emphasized that the SERVQUAL model provides a theoretical
basis for exploring the relationship between service quality
and customer satisfaction and expectations play a significant
role in customer satisfaction. Jones, Taylor, Becherer, &
Halstead [24] emphasized that, ―when expectations are met or
exceeded, customers report higher levels of satisfaction.‖
There are numerous previous studies that had investigated the
concept of satisfaction on service setting. Customer
satisfaction can be assessed based on the customer‘s
satisfaction attitude on various attributes of the product or
service. Customer satisfaction depends on a variety of factors,
including perceived service quality, customers‘ mood,
emotions, social interactions, and other experience-specific
subjective factors. Moreover, Parasuraman et al., [41]
developed a service quality model to demonstrate that
consumers' perceptions of quality are influenced by separate
gaps occurring in organizations. However, they listed ten
determinants of service quality that can be generalized to any
type of service. The ten dimensions include tangibility,
reliability, responsiveness, competence, access, courtesy,
communication, credibility, security and understanding. In
addition, these ten dimensions were then regrouped in the
well-known five dimensions in the SERVQUAL model which
include tangibility, assurance, reliability, responsiveness, and
empathy. These five dimensions are defined as follows:
tangibility refers to those physical facilities, equipment, and
appearance of personnel; assurance which refers to
knowledge and courtesy of employees and their ability to
convey trust and confidence; reliability as the ability to perform
the promised service dependably and accurately;
responsiveness as the willingness to help customers and to
provide prompt services; and empathy which refers to caring,
individualized attention the firm provides its customers.
Presented in Figure 1 is the conceptual framework of study
where the independent variable is the canteen service quality
with the indicators namely: tangibility, assurance, reliability,
responsiveness, and empathy. The dependent variable is the
student satisfaction which is based on the provided services of
the school canteen of MCHS.
INDEPENDENT VARIABLE DEPENDENT VARIABLE
Canteen Service
Quality
 tangibility Student
Satisfaction
 assurance
 reliability
 responsiveness
 empathy
Figure 1. The Conceptual Framework Showing the
Variables of the Study.
1.4 Delimitation and Limitation of the Study
This study focused only the responses perceived by the Grade
11 students of MCHS about the canteen service quality and
their satisfaction. The respondents were only taken from one
IJSTR©2019
www.ijstr.org
ISSN 2277-8616
curriculum, the Grade 11, which does not represent the entire
student population of the said school. Hence, the result may
not truly represent the reality in the school canteen as
perceived by the entire population of the said school.
1.5 Significance of the Study
This study was conducted to determine the significant
relationship between the levels of service quality and student
satisfaction in the school canteen of MCHS. The study results
may be beneficial to the following:
School Administrators. The results may provide information
as basis for policy formulation and improvement of canteen
services provided to the students of MCHS. This may help
school principals to provide assistance in the provision of
canteen facilities to be included in the school improvement
plan.
Canteen Managers. This may provide the necessary data for
the canteen managers to identify their priority areas of
improving the canteen services to better serve its customers,
the students.
Teachers. This may encourage teachers to give feedback to
the administration and school canteen managers for
improvement of services like affordable prices, nutritional
foods, facilities, maintaining cleanliness, and sanitation.
Students. This study would be beneficial to students for them
to understand the realities about the canteen operations and
the basic services that are expected to be provided by the
school.
Future Researchers. This may serve as basis for those
research enthusiasts to conduct further inquiry regarding
canteen service quality and student satisfaction.
1.6 Definition of Terms
Canteen Service Quality. This refers to the basic services
provided by the school canteen of MCHS as perceived by the
Grade 11 students. As defined by Lewis and Blooms [33] that
service quality is a measure of how well the service level
delivered matches customers‘ expectations.
Student Satisfaction. This refers to the degree of satisfaction
perceived by the students based on the provided services of
the school canteen of MCHS. Elliott & Shin [11] defined
student satisfaction as the favorability of a student‘s subjective
evaluation of the various outcomes and experiences
associated with education. In this study, the student
satisfaction means customer satisfaction because students are
considered customers of school canteen.
2. Literature Review
This part deliberately presented the different views of authors,
findings from previous studies, and varied ideas from research
writers regarding canteen service quality and student
satisfaction. The readings were carefully chosen as to its
significant contribution to the purpose of this study. Also, the
115
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019
shared views enriched the discussion of this study and gave
the researcher a wider understanding and perceptions about
this present inquiry.
Canteen Service Quality
The concept of quality is difficult to define because quality
means different things to different people. The way one
customer will experience a product or service is not the same
way another will experience it. Quality can be categorized in
terms of various perspectives like judgment, product, user,
value or manufacturing perspective [12]. With the judgment
perspective, the quality of a product cannot be defined but one
can recognize it one he sees it. The user perspective is about
how the needs of a customer are met. Kasper, Helsdingen,
and Gabbott [27] view there are five service characteristics
that determine how service quality is achieved. The first is the
inability to own the service the way one would own a product.
Quality assessment can only be made after the service has
been purchased. The second characteristic is the intangibility
of services that make it impossible to assess what is being
offered and the quality of what has been delivered. The third
characteristic of service delivery is the inseparability of the
service from the people involved in its production and
consumption. The customer is a participant in the process and
therefore this has an effect on the output received. If the
customer is not cooperative lower quality may be achieved.
The fourth characteristic of services is heterogeneity or
variance of the service from time to time. This means that
sometimes the service is good while at other times it may be
poor. Perishability is the fifth characteristic of the service
delivery that affects service quality. If it is not managed well it
may mean long waiting lines or no people in the queue at all
which the customer interprets as low quality. In addition, a
service is an activity which has some element of intangibility
associated with it which involves some interaction with
customers or with property in their possession, and does not
result in a transfer of ownership. A change in condition may
occur and production of the service may or may not be closely
associated with a physical product. In simple terms services
are deeds, processes, and performances [55]. In the study of
Jun, Yang, and Kim [25], they identified the key underlying
dimensions of online retailing service quality as perceived by
online customers. The findings showed that the access
dimension had a significant effect on overall service quality,
but not on satisfaction. It was concluded that a significantly
positive relationship between overall service quality and
satisfaction. Furthermore, Tsiotsou [48] investigated the effect
of various perceived quality levels on product involvement,
overall satisfaction and purchase intentions. The findings of
the study are perceived perceptions of product quality were
significantly related to all the variables under investigation.
Finally concluded perceived quality explained more of the
variance in overall satisfaction than in product involvement
and purchase intentions. Another study conducted by Kyoon
yoo and Ah park [30] about determining the relationships
among employees perceived service quality, customers and
financial performance. The findings of the study revealed that
employee training has an influence on perceived service
quality. They concluded that management may keep the
consistency and reliability of perceived service quality by
IJSTR©2019
www.ijstr.org
ISSN 2277-8616
increasing the capability of employee through training and a
shared understanding.
Tangibility. This determinant is related to the appeal of
facilities, equipment and material used by a service firm as
well as to the appearance of service employees [16]. Besides,
representing the service physically tangibles are the
appearance of physical facilities, equipment‘s, personnel, and
communication materials. Tangibles provide physical
representations or image of the service that customers,
particularly new customers, will use to evaluate quality [17].
Assurance. This means that staffs‘ behavior will give
customers confidence in the school canteen and that the
canteen makes customers feel safe. It also means that the
employees are always courteous and have the necessary
knowledge to respond to customers‘ questions [16]. This is
especially critical where trust and confidence in the service
provider are crucial. The assurance perceived by customers is
an important dimension of service quality in any industry but
even more so in the health care industry where customers
associate quality with perceptions of human factors [4]. On the
other hand, Dehbidi, Salimifard, & Abdollahzadeh [9]
investigated an innovative study that focuses on the quality of
dimensions which is more attracted by customers. The
obtained results from this research showed that courtesy and
politeness dimension existed among staff and customers had
the highest score which indicates the importance of this
dimension from the staff and customers‘ viewpoint. The lowest
score belonged to tangible requirements that both groups of
participants had the same opinion.
Reliability. This means that the service firm provides its
customers with accurate service the first time without making
any mistakes and delivers what it has promised to do by the
time that has been agreed upon [16]. Likewise, it is defined as
be fundamentally concerned with issues of consistency of
measures [6]. Moreover, it is the ability to deliver expected
standard at all time, how the organization handle customer
services problem, performing right services for the first time,
providing services within promised time and maintaining error
free record. Reliability consists of accurate order of fulfillment,
accurate record, accurate quote, accurate billing, and accurate
calculation of commissions which keep the service promising
to the customer [54]. Additionally, it is also defined as the
ability to perform the promised service dependably and
accurately. ―In its broadest sense, reliability means that the
company delivers on its promises—promises about delivery,
service provision, problem resolution, and pricing‖. Customers
need to do business with companies that keep their promises.
Of the five dimensions, reliability has been consistently shown
to be the most important determinant of perception of service
quality gap [17].
Responsiveness. This means that the employees of a service
firm are willing to help customers and respond to their
requests a well as to in-form customers when service will be
provided, and then give prompt service [16]. Besides, it refers
to the willingness to help customers and provide prompt
service‖. This dimension is concerned with dealing with the
116
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019
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 [17].
Empathy. This means that the school or firm understands
customers‘ problems and performs in their best interests as
well as giving customers individual personal attention and
having convenient operating hour [16]. Also, it means carrying
individual attention to customers including the features of
sensitivity, approachability and understanding customers‘
needs. The aspects of empathy, which could bring about
higher levels of customer satisfaction, are providing
personalized care and concern, the ability to anticipate a
customer‘s need and make him or her feel special [19].
Furthermore, treating customers as individuals‘ individualized
attention that the firm provides its customers, the essence of
empathy is conveying, through personalized or customized
service, that customers are unique and special and that their
needs are understood. Customers want to feel understood by
and important to firms that provide service to them [17].
Student Satisfaction
Elliott & Shin [11] defined student satisfaction as the
favorability of a student‘s subjective evaluation of the various
outcomes and experiences associated with education‖. While
most student satisfaction study focus on the perspective of
customer, researchers is facing a problem of creating a
standard definition for student satisfaction thus providing a
need of customer satisfaction theory to be selected and
modified so that it can explain the meaning of student
satisfaction [21]. Even though it is risky to view students as
customer, but given the current atmosphere of higher
education marketplace, there is a new moral prerogative that
student have become ―customer‖ and therefore can, as fee
payers, reasonably demand that their views be heard and
acted upon [50]. Elliott & Healy [10] define student satisfaction
as short-term attitude resulting from an evaluation of a
student‘s educational experience. There is not much difference
between the two terms because the student is just another
kind of customer who is a consumer of the education service
and therefore most of the literature on service marketing will
apply. Customer satisfaction, as noted by Jashireh,
Slambolchi, and Mobarakabadi [23], is a customer's
perspective based on expectation and then subsequent post
purchase experience‖. In other words, it is an evaluation of
products or services quality level that meets or exceeds the
customer expectations. Satisfaction as a term means the
feeling an individual gets when his or hers wishes,
expectations or needs are fulfilled, and the pleasant feeling
that follows from it. As satisfaction is a feeling, it resides in the
user‘s mind and differs from other observable behaviors, such
as complaining, product choice and repurchasing [20].
Satisfaction and dissatisfaction are two ends of a continuum,
where the location is defined by a comparison between
expectations and outcome. Customers would be satisfied if the
outcome of the service meets expectations. When the service
quality exceeds the expectations, the service provider has won
IJSTR©2019
www.ijstr.org
ISSN 2277-8616
a delighted customer. Dissatisfaction will occur when the
perceived overall service quality does not meet expectations
[50]. Mauri and Minazzi [36] highlighted that customer
satisfaction is the result of comparison between customer‘s
expectations and customer perceptions. In other words
customer satisfaction is seen as the deference between
excepted quality of service and customers‘ experience or
perceptions after receiving the service. If the atmosphere of
the restaurant does not comfort the customers and they do not
return for another dining experience, the staff has not created
a service that satisfies the emotional, psychological and
cognitive needs of the customers [34]. In line with this, Xu,
Goedegebuure, and Van der Heijden [53] also states that the
increasing demand of restaurants have led restaurant owners
to believe that the environment and ambiance of their
restaurant have to be compelling enough in order to retain
customers for more visits. Price is a value or reward provided
in exchange for need satisfaction to the organization. Price
and perceived consumer want should be compatible. It is not
easy to decide pricing for a product or service because the
core values of the available goods are used to evaluate price
which is crucial for consumer satisfaction because the price is
the most prominent factor to help customer estimate the good
or service value. Price also determines, for a customer, to
decide on a purchase or not [38]. .The role of price in a quality
is not very clear. Normally, however, the price of a service can
be viewed in relation to the quality expectations of customers
or to their previously perceived service quality. If the price of a
service is considered too high, customers will not buy. Price
also has an impact on expectations. But in some situations,
price seems to be a quality criterion. A higher price level may
equal a better quality in the minds of customers, especially
when the service is highly intangible. In many cases
professional services are examples of such services [16].
Ambiance of cafeteria plays a big part in customer satisfaction.
This element is about comfortable seating arrangement that
leave enough space for customer to move, or high quality
design of the space and building, and also the suitable music
[39]. Besides that, the packaging of food, size and design of
plate as well as lighting of the cafeteria will directly affect the
individual‘s perception [46]. Purdue University conducted a
research and they found out its recent Fred and Mary Ford
cafeteria, which provided customer with a modern café
ambience and variety of food attracted more students to
patronize their dining court. Place with nice ambience which
decorated with high-end furniture and good choice of colors is
the main factor that will build customer loyalty and getting
students to come back time and time again to the dining place
[13]. According to Kursunluoglu [31] customer services are
intangible or tangible value increasing activities which are
related with products or services indirectly or directly to meet
customer expectations and then to provide customer
satisfaction and loyalty. Research shows that 68% of all
customers do not return for repeat business because of an
attitude of indifference on behalf of the employee serving them
[22]. Retailers must provide excellent customer services to
customer for enable to meet customers‘ expectation. It has
been shown by empirical studies that the key difference
between customer satisfaction and service quality is that
satisfaction reflects customers‘ experiences with that service,
117
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

while quality relates to managerial delivery of the service. The during the School Year 2018 – 2019. Presented in Table 1 is
level of a service quality can be determined based on the the distribution of respondents using the Slovin‘s Formula
amount that paid for the service [45]. According to Klassen et (n=N/(1+Ne^2 )) and ratio and proportion for each section.
al. [29] purchase decision that made by students will consider
about the price. The good value of price, portion size, Table 1 Distribution of Respondents
reasonable price and overall value of dinning is categorized
into price. When perceived price is low, the perceived satisfied Enrolment
No. of
will be low. Food quality is a quality characteristic of food and Grade & Section Data as of %
Respondents
June 2018
then consumers can be acceptable [37]. Food quality is very
close and the impact of customer satisfaction that can be Grade 11 – Aristotle 30 15 7.67
measured cafeteria service level by students' satisfaction. The Grade 11 – Democritus 58 30 14.83
food quality has two factors includes external factors and
internal factors. External factor is major appearance, size or Grade 11 – Descartes 55 28 14.07
color, texture and flavor and internal factors will major focus to Grade 11 – Kepler 18 9 4.60
nutrition, chemical and physical. That the factors are most
important to influence consumer select the food and evaluate Grade 11 – Marx 57 29 14.58
food quality. The degree of satisfying university cafeteria Grade 11 – Plato 62 32 15.86
depends mostly on the quality of meals, diversity of food, food
hygiene and environment [28]. Overall quality of the food, taste Grade 11 – Pythagoras 55 28 14.07
of food, freshness of the food and eye appeal of the food are
Grade 11 – Socrates 56 29 14.32
classified for food quality dimension [40].
Grand Total 391 200 100
3. Research Methods
Presented are the discussions on the research design, 3.4 Research Instrument
research locale, research subjects, research instrument, data The instrument used in the gathering of data was a survey
gathering procedure and statistical treatment of the data. questionnaire, both service quality and student satisfaction,
adopted from the study of Kajenthiran and Karunanithy [26]. To
3.1 Research Design ensure the reliability of the instruments, a pilot test was
This study used the non-experimental quantitative research conducted through calculating the value of Cronbach‘s Alpha
design utilizing correlational method. According to Catena [7], with the obtained values of each domains such as 0.910 for
descriptive correlational method is used to determine the tangibility, 0.895 for assurance, 0.900 for reliability, 0.896 for
relationship between two or more variables and to ascertain responsiveness, 0.910 for empathy, and 0.905 for student
their relationship. Besides, Rybarova [44] emphasized that this satisfaction. For the statements in the student satisfaction,
method was used since the study provides a description of a they were based on its indicators namely ambiance,
individuals and aimed to explain the nature of the data. This cleanliness, facilities, special features, and prices of products.
study is descriptive in nature since it assessed the levels of Hence, the Cronbach‘s value of the construct meet the
canteen service quality and student satisfaction at MCHS minimum reliability of 0.6 which means that the measures
canteen. This is correlational since it determined whether used here are consistent enough for the study. In terms of
canteen service quality influences student satisfaction. instrument‘s face validity, the items were modified to suit the
purpose of this study and were validated by experts. The
3.2 Research Locale questionnaire was presented to the adviser for comments,
This study was conducted in Mintal Comprehensive High corrections, and suggestions. The perceptions of the
School (MCHS) situated at the heart of Barangay Mintal, respondents among the Grade 11 Senior High School students
Tugbok District, Davao City. Its official mantra is ―Excellence is of Mintal Comprehensive High School were based on the
a Virtue‖ which the school‘s guiding principles in shaping the following Five-point Likert rating scales:
minds of the students, parents, teachers and stakeholders. It
has been 25 years in existence of providing quality basic
education in the locality. It offers complete Junior High School
(JHS) and Senior High School (SHS) Programs. It is
categorized as large school since the total student population
is approximately 3,000 students with 70 JHS and 25 SHS
competent teachers from different fields of expertise. MCHS
has only one school-managed canteen who serves its entire
population.

3.3 Research Respondents

The respondents of this study were taken from the Grade 11
Senior High School students of MCHS. Specifically, the
respondents were composed of 200 out of 391 total population
of Grade 11 students. The said students were officially enrolled

118
IJSTR©2019
www.ijstr.org
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

Range of Descriptive Interpretation Collation and Tabulation of Data. The first step was to
Means Level ensure that the data collected was accurate. The gathered
This means that the canteen service data through the questionnaire were scored, recorded, and
4.20 – Very High quality at MCHS as perceived by the classified with the help of the statistical analysis. The data
5.00 Grade 11 students is outstanding.
were collated and tabulated before subjecting it to statistical
This means that the canteen service treatment. Results were analyzed and interpreted based on
3.50 – High quality at MCHS as perceived by the the purpose of the study with the assistance of the statistician.
4.19 Grade 11 students is very
satisfactory.
3.6 Statistical Treatment of the Data
This means that the canteen service The following statistical tools were used in the treatment and
2.60 – Moderate quality at MCHS as perceived by the analysis of the gathered data.
3.49 Grade 11 students is moderately
satisfactory.
Mean. This was used to determine the level of canteen service
This means that the canteen service quality and student satisfaction of Grade 11 students of Mintal
1.80 – Low quality at MCHS as perceived by the Comprehensive High School.
2.59 Grade 11 students is rarely
satisfactory.
Pearson r. This statistical tool was used in determining the
This means that the canteen service significant relationship between the canteen service quality
1.00 – Very Low quality at MCHS as perceived by the and student satisfaction among the Grade 11 students of
1.79 Grade 11 students is poor. Mintal Comprehensive High School.

Range of Descriptive Interpretation Regression Analysis. This was used to determine the
Means Level
4.20 – Highly This means that the Grade 11
significant influence of the domains of canteen service quality
5.00 Satisfied students of MCHS are highly (tangibility, assurance, reliability, responsiveness, and
satisfied with the provided canteen empathy) on the student satisfaction of Grade 11 students of
services. Mintal Comprehensive High School.
3.50 – Very This means that the Grade 11
4.19 Satisfied students of MCHS are very satisfied 4. RESULTS AND DISCUSSION
with the provided canteen services. Presented are the findings of the study, its analysis, and
interpretations based on the tabulated and treated data
2.60 – Moderately This means that the Grade 11
3.49 Satisfied students of MCHS are moderately
generated from responses of the respondents. The discussion
satisfied with the provided canteen is arranged based on the statement of the problem presented
services. in this study and the presentation concentrates with the
highest, middle, and lowest mean ratings.
1.80 – Rarely This means that the Grade 11
2.59 Satisfied students of MCHS are rarely satisfied
with the provided canteen services. 4.1 Service Quality in terms of Tangibility
Presented in Table 2 is the data on the level of service quality
1.00 – Not This means that the Grade 11 in terms of tangibility. The mean ratings are as follows:
1.79 Satisfied students of MCHS are not satisfied
with the provided canteen services.
assigning good canteen staffs (3.40); providing comfortable
facilities in the school canteen (3.17); and having complete
and functional equipment of the school canteen (3.07). The
3.5 Data Gathering Procedure overall mean rating is (3.17) which means that the level of
The following steps were followed in gathering of data. canteen service quality in terms of tangibility is moderately
satisfactory. This means that students perceived the canteen
Permission to Conduct the Study. A letter of endorsement personnel as good, well-dressed, neat, and provided them
from the research teacher was secured. Then, letter with comfortable, complete, and functional facilities. Also, the
permission from School Principal was secured to conduct the physical area of the canteen is described as clean and
study on canteen service quality and student satisfaction. After presentable. This is in support to the idea of Gupta and
the approval, the researchers prepared the letter addressed to Zeithaml [17] who emphasized that the appearance of physical
the section advisers and subject teachers to formally conduct facilities, equipment, personnel, and written materials in stores
the survey. to attract their customers. The concept of physical aspects is
defined as the retail store appearance and store layout. In
Administration and Retrieval of Questionnaire. The empirical study focus the relative importance of quality
researchers administered the questionnaire personally to the dimensions, the service quality performance in relation to
respondents of the study and they were requested to answer ‗should‘ and ‗would‘ expectations and the role of context
the questionnaire honestly so that valid and reliable data could markers. The findings of the study that service providers need
be elicited. Prior to the distribution of the instrument, the to tone up their performance with respect to most of service
researcher explained the purpose of conducting the survey. dimensions.
One hundred percent (100%) of the completely answered
questionnaire was retrieved.
119
IJSTR©2019
www.ijstr.org
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

Table 2 Tangibility 4.3 Service Quality in terms of Reliability

Displayed in Table 4 is the data on the level of service quality
Descriptive
No. Items Mean SD
Level
in terms of reliability. The mean ratings are as follows:
keeping canteen staffs being cheerful and kind all the time
1. keeping the canteen staffs 3.20 0.99 Moderate (3.29); having the attitude to entertain the costumer (3.24); and
well-dressed and appear keeping service accurately (3.14). The overall mean rating is
neat (3.23) which mean that the level of canteen service quality in
2. keeping the physical 3.09 0.93 Moderate terms of reliability is moderately satisfactory. This implies that
appearance of the school
students noticed that reliability is sometimes manifested by the
canteen neat and
presentable canteen staffs. Additionally, canteen staffs show kindness and
3. having complete and 3.07 1.02 Moderate cheerfulness in rendering their services to the students. They
functional equipment of also keep services dependently, accurately, and with sincere
the school canteen interest in providing the needs of the students.
4. providing comfortable 3.17 1.00 Moderate
facilities in the school
canteen Table 4 Reliability
5. assigning good canteen 3.40 1.02 Moderate
staffs Descriptive
Overall Mean 3.17 1.06 Moderate No. Items Mean SD Level

1. showing sincere interest to the 3.20 1.09 Moderate

4.2 Service Quality in terms of Assurance students
Reflected in Table 3 is the data on the level of service quality 2. keeping service accurately 3.14 0.90 Moderate
in terms of assurance. The mean ratings are as follows: the 3. keeping service dependently 3.27 1.01 Moderate
canteen staffs show trust and confidence (3.56); the canteen
staffs show positive behaviour towards students (3.19); and 4. having the attitude to entertain 3.24 0.89 Moderate
the students
the canteen staffs have the ability to inspire students. The 5. keeping canteen staffs being 3.29 1.05 Moderate
overall mean rating is (3.25) which mean that the level of cheerful and kind all the time
canteen service quality in terms of assurance is moderately Overall Mean 3.23 0.80 Moderate
satisfactory. This implies that canteen staffs conveyed trust,
confidence, courtesy, and politeness towards student
customers. Besides, canteen employees show positive and The results show that reliability has been consistently shown
inspiring behavior in dealing or serving with their customers. to be an important determinant of perceptions of service
quality [52]. On the other hand, in restaurants, reliability was
The result is allied on the study of Dehbidi, Salimifard, and
found to be an important contributor to customer satisfaction
Abdollahzadeh [9] about the quality of dimensions which is
[35]. Some institutional food services offer students the
more attracted by customers. The obtained results from this opportunity to pay only those foods eaten each day with a
research showed that courtesy and politeness dimension declining-balance account system being used [15].
existed among staff and customers had the highest score
which indicates the importance of this dimension from the staff 4.4 Service Quality in terms of Responsiveness
and customers‘ viewpoint. The lowest score belonged to Showed in Table 5 were the data on the level of service quality
tangible requirements that both groups of participants had the in terms of responsiveness. The mean ratings are as follows:
same opinion. In other words, the Grade 11 students having the heart to willingly serve and help the students (3.31);
perceived assurance indicator as moderate satisfactory providing good and quality service (3.23); responding to
because the attributes indicated were sometimes manifested students‘ needs (3.23); and prompt service (3.08). The overall
by the canteen personnel. mean rating is (3.22) which mean that the level of canteen
service quality in terms of responsiveness is moderately
Table 3 Assurance satisfactory. This implies that canteen personnel respond
positively and promptly to students‘ requests and needs. They
also manifest willingness to serve and help the students by
No. Items Mean SD
Descriptiv proving good and quality services. The importance of
e Level responsiveness in canteen services is substantiated by
research indifferent sectors of the food service industry. It is
1. showing knowledge of 3.17 1.66 Moderate
products sold in the canteen
important that the staff help customers with positive attitude.
2. showing positive behavior 3.19 0.91 Moderate Gramling, Byrd, Epps, Keith, Lick, and Tian [14] found out that
towards students students expected a better attitude from staff serving them. In
3. having the ability to inspire 3.10 1.00 Moderate another study, university students highlight employee‘s attitude
students as one of the three most influential factors of students‘ food
4. showing courtesy and 3.25 1.06 Moderate
choices [56]. In contrast with the result of this study, at
politeness
5. conveying trust and 3.56 1.09 Moderate Shantou University, students were most dissatisfied with the
confidence staff being impatient in serving them of all service aspects [3].
Overall Mean 3.25 0.84 Moderate This implies that the attitude of service staff can make
students feel welcome when using the food services provided
by the school canteen.

120
IJSTR©2019
www.ijstr.org
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

Table 5 Responsiveness students. Although, the level of canteen service quality is

neither high nor low, a moderate satisfaction is good enough
Descriptive
already. The results mean that the students perceived the
No. Items Mean SD Level canteen service quality as moderately satisfactory in all its
domains namely tangibility, assurance, reliability,
1. keeping canteen staffs never 3.25 1.04 Moderate responsiveness, and empathy. This implies that canteen
bust to respond their service quality still needs to be addressed in order to better
student`s request
2. providing prompt service 3.08 0.97 Moderate serve its student customers.

3. having the heart to willingly 3.31 0.94 Moderate Table 7 The Level of Canteen Service Quality
serve and help the students
4. providing good and quality 3.23 1.09 Moderate
service Descriptive
No. Indicators Mean SD
5. responding student‘s needs 3.23 1.11 Moderate Level

Overall Mean 3.22 0.86 Moderate 1. Tangibility 3.18 0.81 Moderate

2. Assurance 3.25 0.84 Moderate
4.5 Service Quality in terms of Empathy 3. Reliability 3.23 0.80 Moderate
Shown in Table 6 is the data on the level of service quality in
4. Responsiveness 3.22 0.86 Moderate
terms of empathy. The mean ratings are as follows: showing
kindness to students (3.23); asking students in a nice and 5. Empathy 3.15 0.86 Moderate
cheerful manner (3.22); being approachable and friendly to Overall Mean 3.21 0.75 Moderate
students; and showing concern and care for the students
(2.95). The overall mean rating is (3.15) which means that the
level of canteen service quality in terms of empathy is 4.7 Student Satisfaction
moderately satisfactory. This means that canteen staffs Displayed in Table 8 is the data on the level of student
showed empathy in dealing with students through being kind, satisfaction in the school canteen of Mintal Comprehensive
approachable, understanding, and sensitive to their needs. High School. The mean ratings are as follows: the products
The results support the idea of Harr [19] that empathy means displayed in the canteen are presentable, clean, and contain
carrying individual attention to customers including the the required nutritional value (3.72) or very satisfied; the
features of sensitivity, approachability and understanding canteen staffs entertain student customers promptly and
customers‘ needs. The aspects of empathy, which could bring without any delay (3.69) or very satisfied; the canteen staffs
about higher levels of customer satisfaction, are providing wear hair net and gloves to observe cleanliness in the
personalized care and concern, the ability to anticipate a preparation and handling of foods (3.46) or moderately
customer‘s need and make him or her feel special. satisfied; the canteen personnel are friendly and
accommodating (3.41) or moderately satisfied; the canteen is
Table 6 Empathy strategically situated in a place where it is accessible and
convenient to all students (3.05) or moderately satisfied; the
Descriptive utensils, tools, and equipment used in the canteen are
No. Items Mean SD Level sanitized or clean (3.21) or moderately satisfied; the canteen
is well-organized and well-managed (2.87); the canteen
1. understanding the specific 3.16 1.04 Moderate cleanliness is well-maintained (2.79) or moderately satisfied;
needs of the students
2. showing concern or care for 2.95 0.87 Moderate the ambiance in the canteen is good and refreshing (2.53) or
the students not satisfied; and the foods in the canteen are affordable to the
3. asking students in a nice and 3.22 1.02 Moderate students (2.39) or not satisfied.
cheerful manner.
4. showing kindness to 3.23 1.06 Moderate
students Table 8 The Level of Student Satisfaction
5. being approachable and 3.22 1.07 Moderate
friendly to students Descriptiv
No. Items Mean SD
Overall Mean 3.15 0.86 Moderate e Level
1. The canteen personnel are 3.41 1.09 Moderately
friendly and accommodating. Satisfied
4.6 Summary on the Level of Canteen Service Quality 2. The canteen personnel wear hair 3.46 0.69 Moderately
net and gloves to observe Satisfied
Displayed in Table 7 is the summary on the level of canteen cleanliness in the preparation and
service quality in terms tangibility, assurance, reliability, handling of foods.
responsiveness, and empathy. The mean ratings of the 3. The canteen personnel entertain 3.69 0.91 Very
indicators are as follows: assurance (3.25); reliability (3.23); student customers promptly and Satisfied
without any delay.
responsiveness (3.22); tangibility (3.18); and empathy (3.15). 4. The utensils, tools, and 3.21 1.05 Moderately
The overall mean rating of canteen service quality is (3.21) equipment used in the canteen Satisfied
which means moderately satisfactory. It means that canteen are sanitized or clean.
services manifested with assurance, reliability, 5. The products displayed in the 3.72 0.63 Very
canteen are presentable, clean, Satisfied
responsiveness, tangibility and empathy as perceived by the and contain the required
121
IJSTR©2019
www.ijstr.org
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

nutritional value. students are not satisfied with prices of the products sold in
6. The foods in the canteen are 2.39 0.78 Not canteen. According to Soriano [45] that the level of a service
affordable to the students. Satisfied quality can be determined based on the amount that paid for
7. The canteen cleanliness is well- 2.79 1.08 Moderately the service. Also, Klassen, Trybus, and Kumar [29]
maintained. Satisfied
8. The canteen is well-organized 2.87 1.14 Moderately
emphasized that purchase decision that made by students will
and well-managed. Satisfied consider about the price. The good value of price, portion size,
9. The ambiance in the canteen is 2.53 0.79 Not reasonable price and overall value of dinning is categorized
good and refreshing. Satisfied into price. Thus, when perceived price is low, the perceived
10. The canteen is strategically 3.05 1.05 Moderately
situated in a place where it is Satisfied
satisfied will be low.
accessible and convenient to all
students. 4.7 The Relationship between the Canteen Service Quality
Moderately and Student Satisfaction
Overall Mean 3.11 0.42
Satisfied
Presented in Table 9 is the correlational analysis showing the
relationship between canteen service quality and student
The abovementioned results mean that the student satisfaction in the school canteen of Mintal Comprehensive
satisfaction in the canteen of Mintal Comprehensive High High School which obtained the overall computed r-value of
School is not high or low, but moderate only. Results show that 0.681 with an equivalent p-value of 0.039 at alpha 0.05 level of
students were satisfied with the products sold in the canteen significance. Specifically, each domain of canteen service
and the promptness of serving by the canteen staffs. Besides, quality is tested for association with student satisfaction. The r-
a moderate satisfaction is manifested in terms of canteen values are as follows: responsiveness (0.793) with p-value of
location, cleanliness, sanitation, organization, and 0.019; empathy (0.764) with p-value of 0.025; tangibility
management. The results are in accordance to the succeeding (0.732) with p-value of 0.036; reliability (0.653) with p-value of
previous studies. Firstly, after reviewing the pass researchers 0.044; and assurance (0.436) with p-value of 0.035. The data
about student satisfaction, researcher realized that students show that canteen service quality is associated with student
will evaluate the quality of service based on the cleanliness of satisfaction where the domains: responsiveness, empathy,
canteen [2]. Secondly, a survey clarify that around 59% tangibility, and reliability, show high positive correlations while
customers value cleanliness more than many other factors [5]. assurance has obtained a low positive correlation.
Thirdly, every owner of canteen should make many efforts to
make sure that their canteen cleanliness is meeting the Table 9 Correlation Analysis
government regulation and expectation of customer. Lastly,
Threevitaya [47] indicated that cleanliness of canteen were the Domains 1 2 3 4 5 6
number 1 concern for the students when they walk in a
canteen. However, students were not satisfied with the 1-
-
ambiance of the canteen and the prices of the products Tangibility
displayed in the canteen. In other words, canteen is not that 2-
0.668 -
refreshing and good place for students to stay and dine with. Assurance
Students were not agreeable to the prices set by the canteen 3-
management for these were so high and not affordable to 0.714 0.809 -
Reliability
students for they usually have meager allowance given by 4-
their parents. Further, this implies that the school administrator Responsive 0.762 0.793 0.777 -
and canteen personnel may do some review on the prices of ness
their canteen products as well as improve the ambiance where
5 - Empathy 0.743 0.744 0.763 0.818 -
the canteen building is situated. The results with emphasis on
dissatisfaction of students in terms of canteen ambiance was 6 - Canteen
accentuated by Namkung and Jang [39] that ambiance of Service 0.864 0.894 0.902 0.925 0.907 -
cafeteria or canteen plays a big part in customer satisfaction. Quality
This element is about comfortable seating arrangement that 7 - Student 0.732 0.436 0.653 0.793 0.764 0.681
leave enough space for customer to move, or high quality (p=0.036 (p=0.035 (p=0.044 (p=0.019 (p=0.025 (p=0.039
Satisfaction ) ) ) ) ) )
design of the space and building, and also the suitable music.
Besides that, Story, Kaphingst, Robinson-O'Brien, and Glanz
[46] explained that the packaging of food, size and design of Since the overall computed p-value is less than 0.05 alpha
plate as well as lighting of the cafeteria will directly affect the level of significance, the null hypothesis is hereby rejected and
individual‘s perception. Likewise, Purdue University conducted it could be stated therefore, that there is a significant
a research and they found out its recent Fred and Mary Ford relationship between canteen service quality and student
cafeteria, which provided customer with a modern café satisfaction in the school canteen of Mintal Comprehensive
ambience and variety of food attracted more students to High School. Besides, responsiveness, empathy, tangibility,
patronize their dining court. Place with nice ambiance which and reliability are associated with student satisfaction. This
decorated with high-end furniture and good choice of colors is implies that the higher level of service quality provided by the
the main factor that will build customer loyalty and getting school canteen, the greater its impact on student satisfaction.
students to come back time and time again to the dining place The results are parallel to the study of Ali and Mohamed [1]
[13]. Furthermore, it can be gleaned from the result that who investigated a research to assess relationship between
122
IJSTR©2019
www.ijstr.org
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

service quality and students‘ satisfaction. The study found that, findings are allied in the result of the study by Usman [49]
positive significant relationship between service quality revealed that service quality have a significant impact on the
dimensions (Tangibility, Reliability, Responsiveness, students‘ satisfactory level. Likewise, Poturak [43] identified
Assurance and Empathy) and students‘ satisfaction. that, students have slightly positive opinion about the service
Furthermore, Hanaysha, Abdullah, and Warokka [18], has also quality. However, in the study of Kajenthiran and Karunanithy
pointed out that, all the five dimensions of service quality were [26], only assurance and responsiveness significantly
correlated with student satisfaction. In the meantime, the contribute to student satisfaction. Besides, tangibility, reliability,
finding of the present study is consistent with the results of and empathy were not predictors of student satisfaction.
previous studies in terms of the direction of the relationship.
5. SUMMARY, CONCLUSIONS AND
4.8 The Domains of Canteen Service Quality which RECOMMENDATIONS
Significantly Influence Student Satisfaction
Reflected in Table 10 is the regression analysis showing the 5.1 Summary
influence of canteen service quality on the student satisfaction This study was conducted to determine the relationship of
of Grade 11 students of Mintal Comprehensive High School. canteen service quality in relation to student satisfaction of
Canteen service quality obtains an F-value of 36.10 with a Grade 11 students of Mintal Comprehensive High School,
computed p-value of 0.039 at alpha 0.05 level of significance. located at Mintal, Tugbok, Davao City. This study was
Since the overall p-value is less than 0.05 alpha level of conducted to 200 respondents, 90 males and 110 females,
significance, then, the null hypothesis is rejected and it could who were selected through random sampling technique. This
be stated therefore that canteen service quality significantly made use of the non-experimental research design with mean,
influence student satisfaction. Pearson r and regression analysis as data analysis tools. The
data were gathered through an adopted and validated
Table 10 Regression Analysis questionnaire. The findings of the study were as follows:
1. The level of canteen service quality of Mintal
Comprehensive High School had an overall mean
Degrees rating of 3.11 or moderately satisfactory. This value
Sum of Mean
Model of F Sig.
Squares
Freedom
Square was obtained based on the following indicators and
their corresponding mean ratings: assurance (3.25) or
moderately satisfactory; reliability (3.23) or
Regression 2.15 5 0.570 36.10 0.039 moderately satisfactory; responsiveness (3.22) or
Residual
Total
moderately satisfactory; tangibility (3.18) or
32.02 194 0.138
34.17 199 moderately satisfactory; and empathy (3.15) or
moderately satisfactory.
Coefficients Unstandardized Standardized t Sig. 2. The level of student satisfaction in the school canteen
Coefficients Coefficients
of Mintal Comprehensive High School is 3.21 or
moderately satisfied.
B Std. Error Beta
3. There was a significant relationship between canteen
service quality and student satisfaction with the r-
(Constant) 3.009 0.135 0.215
0.132 value of 0.681 and computed p-value is 0.039.
Tangibility 0.074 0.062 0.091 1.762 0.014 Specifically, the following domains of canteen service
quality gained positive correlation on student
Assurance 0.005 0.069 0.010 1.071 0.499
satisfaction: responsiveness – r=0.793, p=0.019 or
Reliability 0.011 0.073 0.021 2.151 0.088 significant correlation; empathy – r=0.764, p=0.025 or
Responsive
0.075 0.064 0.129 1.855 0.002
significant correlation; tangibility – r=0.732, p=0.036
ness
or significant correlation; reliability – r=0.653, p=0.044
Empathy 0.269 0.168 0.067 1.484 0.033 or significant correlation; and assurance – r=0.436,
p=0.035 or significant correlation. All p-values were
Furthermore, the domains of canteen service quality obtains less than alpha 0.05, therefore, the null hypothesis is
the following p-values: tangibility (0.014); assurance (0.447); rejected.
reliability (0.088); responsiveness (0.002); and empathy 4. The domains of canteen service quality which
(0.033). Since the computed p-values of tangibility, influence significantly on student satisfaction were
responsiveness, and empathy are less than 0.05 alpha level of tangibility (p=0.014), responsiveness (p=0.002), and
significance, then the null hypothesis is hereby rejected and it empathy (p=0.033). Since, the computed p-values of
could be stated therefore that tangibility, responsiveness, and the three domains were less than alpha 0.05, then,
empathy contributed significantly on the student satisfaction. the null hypothesis is rejected.
This implies that the two other domains, assurance and
reliability, do not significantly influence student satisfaction.
This also means that providing canteen service quality with
high regard on tangibility, responsiveness, and empathy will
most likely predict high level of student satisfaction. The
123
IJSTR©2019
www.ijstr.org
 INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019 ISSN 2277-8616

5.2 Conclusions [4] Brassington, F., & Pettit, S. (2000).Principles of

Based on the findings of the study, the following conclusions
are drawn:
1. The level of canteen service quality of Mintal
Comprehensive High School is moderately
satisfactory.
2. The level of student satisfaction in the school canteen
of Mintal Comprehensive High School is moderately
satisfied.
3. There is a significant relationship between canteen
service quality and student satisfaction at Mintal
Comprehensive High School as perceived by the
Grade 11 students.
4. The domains of canteen service quality significantly
influence on the student satisfaction especially
tangibility, responsiveness, and empathy.
5.3 Recommendations
Since the results showed that the canteen service quality is on
the level of moderately satisfactory as well as the student
satisfaction is moderately satisfied, then, the following
recommendations are formulated:
1. The school administrators, canteen managers, and
staffs may take action through designing and planning
the necessary improvements of the school canteen
and its services given to students and other
customers.
2. The school canteen staffs may initiate feedback
mechanism to continuously improve its services
offered to entire school stakeholders.
3. The school canteen managers may also review the
prices of the products that are affordable to students.
4. The school canteen staffs may also find ways to make
the canteen more presentable, clean, convenient and
making its ambiance more comfortable and
refreshing.
5. The students are also encouraged to patronize the
school canteen and give constructive feedback to the
school canteen managers and staffs which would
serve as basis for improvement.
References
[1] Ali, A. Y. S., & Mohamed, A. I. (2014).Service Quality
Provided by Higher Education Institutions in Somalia
and Its Impact on Student Satisfaction. European
Journal of Business and Management, 6(11), 143-
148.
[2] Barber, N., & Scarcelli, J. M. (2010). Enhancing the
Assessment of Tangible Service Quality through the
Creation of a Cleanliness Measurement Scale.
Managing Service Quality: An International Journal,
20(1), 70-88.
[3] Binge, C., Xufen, H., Guoying, L., Chunyue, W. &
Tingting, Y. (2012). Impacts of campus food service
on students‘ life: A anthropological case study of
Shantou University. International Journal of China
Marketing, 2(2), 123-143.
Marketing(2nd edition). London: Prentice Hall.
[5] Brewer, M. S., & Rojas, M. (2008). Consumer
Attitudes toward Issues in Food Safety. Journal of
Food Safety, 28(1), 1-22.
[6] Bryman, A., & Bell, E. (2003). Breaking down the
quantitative/ qualitative divide. Business Research
Methods, 465-478.
[7] Catena (2002). Descriptive correlation. Retrieved on
February 9, 2019 from
http://www.ncbi.nlm.njh.gov/pmc/articles/PMC309989
7.
[8] Chanaka, U., AW, W., & Achchuthan, S. (2014). An
Assessment of Retail Service Quality: An Empirical
Study of the RSQS in Sri Lankan Supermarkets.
Developing Country Studies, 4(3), 78-90.
[9] Dehbidi, S. Y., Salimifard, K., & Abdollahzadeh, A.
(2014). Evaluating the effective components on
dimensions of quality in service organizations (A
Fuzzy AHP Approach). Asian Journal of Research in
Marketing, 3(1), 169-182.
[10] Elliott, K. M., & Healy, M. A. (2001). Key Factors
Influencing Student Satisfaction Related to
Recruitment and Retention. Journal of Marketing for
Higher Education, 10(4), 1–11.
doi:10.1300/J050v10n04_01
[11] Elliott, K. M., & Shin, D. (2002). Student satisfaction:
An alternative approach to assessing this important
concept. Journal of Higher Education Policy and
Management, 24(2), 197–209.
[12] Evans, J. R. (2011). The management and control of
quality (8th ed.). South-Western-Cengage Learning
(USA).
[13] Field, A. (2013). Discovering Statistics Using IBM
SPSS statistics. Sage. Food Service Director. (2005,
February). James Pond, 18 (3).
[14] Gramling, L., Byrd, R., Epps, L., Keith, D., Lick, R. &
Tian, R. (2005). Food service management and its
impact on college operations: A business
anthropological case study. Foodservice Research
International, 16(1-2), 15-43.
[15] Gregoire, M. B.(2010). Food service organizations: A
managerial and systems approach. 7th ed. New
Jersey: Pearson Education.
[16] Grönroos, C. 2005. Service Management and
Marketing. A customer relationship management
approach. Swedish School of Economics and
Business Administration.

124
IJSTR©2019
www.ijstr.org
INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019
[17] Gupta, S., & Zeithaml, V. (2006). Customer metrics
and their impact on financial performance. Marketing
Science, 25(6), 718-739.
[18] Hanaysha, J., Abdullah, H. H., & Warokka, A. (2011).
Service quality and students‘ satisfaction at higher
learning institutions: The competing dimensions of
Malaysian Universities‘ competitiveness. Journal of
Southeast Asian Research, 1.
[19] Harr, K. K. L. (2008). Service dimensions of service
quality impacting customer satisfaction of fine dining
restaurants in Singapore.
[20] Hom, P. W., Lee, T. W., Shaw, J. D., & Hausknecht, J.
P. (2017). One hundred years of employee turnover
theory and research. Journal of Applied Psychology,
102(3), 530.
[21] Hom, W. C. (2002). Applying Customer Satisfaction
Theory to Community College Planning of Counseling
Services.iJournal.
[22] Japan External Trade Organization (JETRO). (2016).
Operations Standards Manual (Restaurant Case). Los
Angeles. Retrieved from
https://www.jetro.go.jp/ext_images/en/reports/survey/p
df/2015_03_biz4.pdf.
[23] Jashireh, A., Slambolchi, A., & Mobarakabadi, H.
(2016). A literature review of service quality and
customer satisfaction. Advanced Social humanities
and Mangement, 3(2), 1-12.
[24] Jones, M. A., Taylor, V. A., Becherer, R. C., &
Halstead, D. (2003). The impact of instruction
understanding on satisfaction and switching
intentions. Journal of Consumer Satisfaction,
Dissatisfaction and Complaining Behavior, 16,10.
[25] Jun, M., Yang, Z., & Kim, D. (2004). Customers'
perceptions of online retailing service quality and their
satisfaction. International Journal of Quality &
Reliability Management, 21(8), 817-840.
[26] Kajenthiran, K., & Karunanithy, M. (2015). Service
Quality and Student Satisfaction: A Case Study of
Private External Higher Education Institutions in
Jaffna, Sri Lanka. Journal of Business, 1, 2.
[27] Kasper, H., Helsdingen, P. van, & Gabbott, M. (2006).
Services marketing management (2nd ed.).
Chichester, England: John Wiley and sons ltd.
[28] Kim, W. G., & Kim, H. B. (2004). Measuring
Customer-based Restaurant Brand Equity. Cornell
Hotel and Restaurant Administration Quarterly, 45(2),
115-131.
[29] Klassen, J. K., Trybus, E., & Kumar, A. (2005).
IJSTR©2019
www.ijstr.org
ISSN 2277-8616
Planning Food Services for a Campus Setting.
Hospitality Management, In Press.
[30] Kyoon Yoo, D., & Ah Park, J. (2007). Perceived
service quality: Analyzing relationships among
employees, customers, and financial performance.
International Journal of Quality & reliability
management, 24(9), 908-926.
[31] Kursunluoglu, E. (2011). Customer Service Effects on
Customer Satisfaction and Customer Loyalty: A Field
Research in Shopping Centers in Izmir City Turkey.
International Journal of Business and Social Science,
2(17), 52-59.
[32] Lai, T. L. (2004). Service quality and perceived value's
impact on satisfaction, intention and usage of short
message service (SMS). Information Systems
Frontiers, 6(4), 353-368.
[33] Lewis, R. C., & Booms, B. H. (1983).The marketing
aspects of service quality. Emerging perspectives on
services marketing, 65(4), 99-107.
[34] Lin, I. Y., & Mattila, A. S. (2010). Restaurant
servicescape, service encounter, and perceived
congruency on customers' emotions and satisfaction.
Journal of hospitality marketing & management, 19(8),
819-841.
[35] Liu, Y. & Jang, S. (2009). Perceptions of Chinese
restaurants in the US: What affects customer
satisfaction and behavioural intentions? International
Journal of Hospitality Management, 28(3), 338-348.
[36] Mauri, A. G., & Minazzi, R. (2013). Web reviews
influence on expectations and purchasing intentions
of hotel potential customers. International Journal of
Hospitality Management, 34, 99-107.
[37] McWilliams, M. (2000). Foods: Experimental
Perspectives (2nd ed.). New York: Measure
Consumer Satisfaction. Hospitality Research Journal,
17(2), 63-74.
[38] Mohsan, F., Nawaz, M. M., Khan, M. S., Shaukat, Z.,
& Aslam, N. (2011). Impact of customer satisfaction
on customer loyalty and intentions to switch:
Evidence from banking sector of Pakistan.
International Journal of Business and Social Science,
2(16).
[39] Namkung, Y., & Jang, S. (2008). Are Highly Satisfied
Restaurant Customers Really Different? International
Journal of Contemporary Hospitality Management,
20(2), 142-155.
[40] Ng, Y. N. (2005). A Study of Customer Satisfaction,
Return Intention and words-of-Mouth Endorsement in
University Dining Facilities. (Unpublished master‘s
125
INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 8, ISSUE 06, JUNE 2019
thesis). Oklahoma State University, Stillwater,
Oklahoma.
[41] Parasuraman, A., Zeithaml, V.A. and Berry, L.L.
(1985).A conceptual model of service quality and its
implications for future research. Journal of Marketing,
49(3), 41-50.
[42] Parasuraman, A., Zeithaml, V.A., and Berry, L. L.
(1988) ‗SERVQUAL: a multiple-item scale for
measuring consumer perceptions of service quality‘.
Journal of Retailing, 64(1), 12-40.
[43] Poturak, M. (2014). Private universities service quality
and students satisfaction. Global Business and
Economics Research Journal, 3(2), 33-49.
[44] Rybarova, D. (2006). Descriptive and correlational
studies. Retrieved on February 9, 2019 from
http://www.u.arizona.edu/
[45] Soriano, D. R. (2003). The Spanish Restaurant
Sector: Evaluating the Perceptions of Quality. The
Service Industries Journal, 23(2), 183-194.
[46] Story, M., Kaphingst, K. M., Robinson-O'Brien, R., &
Glanz, K. (2008). Creating Healthy Food and Eating
Environments: Policy and Environmental Approaches.
Annu. Rev. Public Health, 29(1), 253-272.
[47] Threevitaya, S. (2003). Factors that Influenced the
Decisions of Customers to Dine at Selected
Restaurants in Bangkok, Thailand (Doctoral
dissertation, University of Wisconsin-Stout).
[48] Tsiotsou, R. (2005). Perceived quality levels and their
relation to involvement, satisfaction, and purchase
intentions. Marketing Bulletin, 16(4), 1-10.
[49] Usman, A. (2010). The Impact of Service Quality on
Students‘ Satisfaction in Higher Education Institutes of
Punjab. Journal of Management Research, 2(2).
[50] Van Ossel, G., Stremersch, S., & Gemmel, P. (2003).
Customer satisfaction and complaint management. B
van Looy, P Gemmel and R Van Dierdonck
Services management: An Integrated
Approach, London, Prentice hall 2nd edition.
[51] William, J. (2002). The student satisfaction approach:
student feedback and its potential role in quality
assessment and enhancement. 24th EAIR Forum,
Prague, 8-11 September.
[52] Wilson, A. Zeithaml, V., Bitner, M.J. & Gremler, D.
(2008). Services marketing: Integrating costumer
focus across the firm. Maidenhead: McGrall Hill.
[53] Xu, Y., Goedegebuure, R., & Van der Heijden, B.
(2007). Customer perception, satisfaction, and
IJSTR©2019
View publication stats
www.ijstr.org
ISSN 2277-8616
customer loyalty within Chinese securities business:
towards a mediation model for predicting customer
behavior. Journal of relationship marketing, 5(4), 79-
104.
[54] Yang, Z., & Fang, X. (2004). Online service quality
dimensions and their relationships with
satisfaction: A content analysis of customer reviews of
securities brokerage services. International Journal of
Service Industry Management, 15(3), 302-326.
[55] Zeithaml, V. & Bitner, M.J. (2003).Services
Marketing,3rd ed., McGraw-Hill Irwin, Boston, MA
[56] Zopiatis, A., & Pribic, J. (2007). College students'
dining expectations in Cyprus. British Food Journal,
109(10), 765-776.
ACKNOWLEDGMENT
This article is made possible by the great providence of God who
unconditionally give His blessings and love that continue to inspire
the researcher to write relevant studies. Specifically, the
researcher would like to extend his heartfelt thanks for the
enormous support given by the following individuals: Dr. Johnito
O. Galan, EdD, Public Schools District Supervisor and School
Principal of Mintal Comprehensive High School; Ma‘am Heidie L.
Forsuelo, Principal II of the SHS Department; Dr. Darwin Z.
Polido, PhD, Cluster 6 Research Coordinator, Ma‘am Rosallen G.
Batingal, MSBIO, Ma‘am Jovy A. Dulay, MA, and Ma‘am Ligaya B.
Sia, MA, members of the research panel. Most importantly, this
paper is also realized because of the effort made by the selected
Grade 12 Einstein students, SY 2018 – 2019, namely: Lalaine C.
Abenoja, Gleizzle M. Gingco, Abier Jean C. Antay, Jennifer N.
Baguio, Shannen C. Bocal, Edd Christian S. Esperon, Ryan John
T. Pacadar, Cesar G. Repalda, Rona Grace H. Talingting, and
Faye Marie S. Villegas who helped in conducting the survey,
tallying and tabulating the data gathered, conceptualizing the
outline of this paper, and for presenting the final output in the
school and cluster levels.
126