Service Quality of the Registrar’s Office of a Select Higher Educational Institution
DOI:
https://doi.org/10.69569/jip.2025.731Keywords:
Expectation, Higher educational institution, Perception, Registrar’s Office, Satisfaction, Service quality, Student, Victorias CityAbstract
This research assesses the service quality of the Registrar’s Office in a selected higher education institution in Victorias City by analyzing the differences between students’ expectations and their actual perceptions. Despite the registrar’s essential role in delivering student services, limited recent research has examined expectation–perception gaps using the SERVQUAL model, particularly within higher education institutions in local contexts, creating a gap in understanding how well administrative offices meet student needs. To address this gap, the study utilized the SERVQUAL model, focusing on five key dimensions of service quality: tangibility, reliability, responsiveness, assurance, and empathy. A descriptive, quantitative research method was used, and data were collected from 349 student respondents via a structured survey. The data were analyzed using the mean and standard deviation, and the Kruskal-Wallis test and Mann-Whitney U test. Findings revealed that students’ expectations were consistently high, while their perceptions were also highly satisfactory, with discrepancies observed across all dimensions. Significant differences in expectations and perceptions were found when grouped according to sex, course, and year level (p < .05). In contrast, no significant differences emerged based on the type of services availed (p > .05). Furthermore, an important relationship was identified between the levels of expectation and perception of service quality (p > .05). While overall satisfaction was achieved, the small negative gaps across reliability, responsiveness, assurance, and empathy—ranging from 0.00 to –0.05—indicate areas where service improvements can further enhance the student experience. These findings underscore the importance of continuously evaluating student services to improve satisfaction, support institutional goals, and foster a more responsive, student-centered administrative environment.
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