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CANTEEN SERVICE QUALITY AND STUDENT SATISFACTION

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 CANTEEN SERVICE QUALITY AND STUDENT
SATISFACTION
Norman Raotraot 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 t o
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 Besides, there is no existing study conducted pertaining to

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.
————————————————
 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
canteen service quality in MCHS.
1.1 Statement of the Problem
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] 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
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 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
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
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
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 categorized as large school since the total student population
satisfaction and loyalty. Research shows that 68% of all is approximately 3,000 students with 70 JHS and 25 SHS
customers do not return for repeat business because of an competent teachers from different fields of expertise. MCHS
attitude of indifference on behalf of the employee serving has only one school-managed canteen who serves its entire
them [22]. Retailers must provide excellent customer services population.
to customer for enable to meet customers’ expectation. It has 3.3 Research Respondents
been shown by empirical studies that the key difference The respondents of this study were taken from the Grade 11
between customer satisfaction and service quality is that Senior High School students of MCHS. Specifically, the
satisfaction reflects customers’ experiences with that service, respondents were composed of 200 out of 391 total population
while quality relates to managerial delivery of the service. of Grade 11 students. The said students were officially
The level of a service quality can be determined based on the enrolled during the School Year 2018 – 2019. Presented in
amount that paid for the service [45]. According to Klassen et Table 1 is the distribution of respondents using the Slovin’s
al. [29] purchase decision that made by students will consider Formula (n=N/(1+Ne^2 )) and ratio and proportion for each
about the price. The good value of price, portion size, section.
reasonable price and overall value of dinning is categorized Table 1 Distribution of Respondents
into price. When perceived price is low, the perceived satisfied Enrolment
will be low. No. of
Grade & Section Data as of %
Food quality is a quality characteristic of food and then Respondents
June 2018
consumers can be acceptable [37]. Food quality is very close
and the impact of customer satisfaction that can be measured Grade 11 – Aristotle 30 15 7.67
cafeteria service level by students' satisfaction. The food Grade 11 – Democritus 58 30 14.83
quality has two factors includes external factors and internal
factors. External factor is major appearance, size or color, Grade 11 – Descartes 55 28 14.07
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,
Grade 11 – Pythagoras 55 28 14.07
taste of food, freshness of the food and eye appeal of the food Grade 11 – Socrates 56 29 14.32
are classified for food quality dimension [40].
Grand Total 391 200 100
3. Research Methods
Presented are the discussions on the research design, research 3.4 Research Instrument
locale, research subjects, research instrument, data gathering The instrument used in the gathering of data was a survey
procedure and statistical treatment of the data. questionnaire, both service quality and student satisfaction,
adopted from the study of Kajenthiran and Karunanithy [26].
3.1 Research Design To 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, they
method was used since the study provides a description of a were based on its indicators namely ambiance, cleanliness,
individuals and aimed to explain the nature of the data. facilities, special features, and prices of products. Hence, the
This study is descriptive in nature since it assessed the levels Cronbach’s value of the construct meet the minimum
of canteen service quality and student satisfaction at MCHS reliability of 0.6 which means that the measures used here are
canteen. This is correlational since it determined whether consistent enough for the study. In terms of instrument’s face
canteen service quality influences student satisfaction. validity, the items were modified to suit the purpose of this
3.2 Research Locale study and were validated by experts. The questionnaire was
This study was conducted in Mintal Comprehensive High presented to the adviser for comments, corrections, and
School (MCHS) situated at the heart of Barangay Mintal, suggestions.
Tugbok District, Davao City. Its official mantra is ‚Excellence The perceptions of the respondents among the Grade 11
is a Virtue‛ which the school’s guiding principles in shaping Senior High School students of Mintal Comprehensive High
the minds of the students, parents, teachers and stakeholders. School were based on the following Five-point Likert rating
It has been 25 years in existence of providing quality basic scales:
education in the locality. It offers complete Junior High School
(JHS) and Senior High School (SHS) Programs. It is
Range of Descriptive Interpretation section advisers and subject teachers to formally conduct the
Means Level survey.
Administration and Retrieval of Questionnaire. The
This means that the canteen service researchers administered the questionnaire personally to the
4.20 – 5.00 Very High quality at MCHS as perceived by the respondents of the study and they were requested to answer
Grade 11 students is outstanding. the questionnaire honestly so that valid and reliable data
could be elicited. Prior to the distribution of the instrument,
This means that the canteen service the researcher explained the purpose of conducting the survey.
3.50 – 4.19 High quality at MCHS as perceived by the One hundred percent (100%) of the completely answered
Grade 11 students is very questionnaire was retrieved.
satisfactory.
Collation and Tabulation of Data. The first step was to ensure
that the data collected was accurate. The gathered data
This means that the canteen service
through the questionnaire were scored, recorded, and
2.60 – 3.49 Moderate quality at MCHS as perceived by the
Grade 11 students is moderately classified with the help of the statistical analysis. The data
satisfactory. were collated and tabulated before subjecting it to statistical
treatment. Results were analyzed and interpreted based on the
This means that the canteen service purpose of the study with the assistance of the statistician.
1.80 – 2.59 Low quality at MCHS as perceived by the
Grade 11 students is rarely 3.6 Statistical Treatment of the Data
satisfactory.
The following statistical tools were used in the treatment and
This means that the canteen service analysis of the gathered data.
1.00 – 1.79 Very Low quality at MCHS as perceived by the Mean. This was used to determine the level of canteen service
Grade 11 students is poor. quality and student satisfaction of Grade 11 students of Mintal
Comprehensive High School.
Pearson r. This statistical tool was used in determining the
Range of Descriptive Interpretation significant relationship between the canteen service quality
Means Level and student satisfaction among the Grade 11 students of
Mintal Comprehensive High School.
4.20 – 5.00 Highly This means that the Grade 11
Satisfied students of MCHS are highly
Regression Analysis. This was used to determine the
satisfied with the provided canteen significant influence of the domains of canteen service quality
services. (tangibility, assurance, reliability, responsiveness, and
empathy) on the student satisfaction of Grade 11 students of
3.50 – 4.19 Very This means that the Grade 11 Mintal Comprehensive High School.
Satisfied students of MCHS are very satisfied
with the provided canteen services. 4. Results and Discussion
2.60 – 3.49 Moderately This means that the Grade 11 Presented are the findings of the study, its analysis, and
Satisfied students of MCHS are moderately interpretations based on the tabulated and treated data
satisfied with the provided canteen generated from responses of the respondents. The discussion
services. is arranged based on the statement of the problem presented
in this study and the presentation concentrates with the
1.80 – 2.59 Rarely This means that the Grade 11
highest, middle, and lowest mean ratings.
Satisfied students of MCHS are rarely satisfied
with the provided canteen services.
4.1 Service Quality in terms of Tangibility
1.00 – 1.79 Not This means that the Grade 11
Presented in Table 2 is the data on the level of service quality
Satisfied students of MCHS are not satisfied in terms of tangibility. The mean ratings are as follows:
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 overall
3.5 Data Gathering Procedure mean rating is (3.17) which means that the level of canteen
service quality in terms of tangibility is moderately
The following steps were followed in gathering of data. 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 permission with comfortable, complete, and functional facilities. Also, the
from School Principal was secured to conduct the study on physical area of the canteen is described as clean and
canteen service quality and student satisfaction. After the presentable.
approval, the researchers prepared the letter addressed to the This is in support to the idea of Gupta and Zeithaml [17] who
emphasized that the appearance of physical facilities,
equipment, personnel, and written materials in stores to Table 3 Assurance
attract their customers. The concept of physical aspects is
Descriptive
defined as the retail store appearance and store layout. In No. Items Mean SD Level
empirical study focus the relative importance of quality
dimensions, the service quality performance in relation to 1. showing knowledge of 3.17 1.66 Moderate
‘should’ and ‘would’ expectations and the role of context products sold in the canteen
markers. The findings of the study that service providers need 2. showing positive behavior 3.19 0.91 Moderate
to tone up their performance with respect to most of service towards students
dimensions. 3. having the ability to inspire 3.10 1.00 Moderate
students
Table 2 Tangibility 4. showing courtesy and 3.25 1.06 Moderate
politeness
Descriptive 5. conveying trust and 3.56 1.09 Moderate
No. Items Mean SD Level
confidence
Overall Mean 3.25 0.84 Moderate
1. keeping the canteen staffs 3.20 0.99 Moderate
well-dressed and appear
neat
4.3 Service Quality in terms of Reliability
2. keeping the physical 3.09 0.93 Moderate
appearance of the school
canteen neat and Displayed in Table 4 is the data on the level of service quality
presentable in terms of reliability. The mean ratings are as follows:
3. having complete and 3.07 1.02 Moderate keeping canteen staffs being cheerful and kind all the time
functional equipment of
(3.29); having the attitude to entertain the costumer (3.24); and
the school canteen
4. providing comfortable 3.17 1.00 Moderate keeping service accurately (3.14). The overall mean rating is
facilities in the school (3.23) which mean that the level of canteen service quality in
canteen terms of reliability is moderately satisfactory. This implies that
5. assigning good canteen 3.40 1.02 Moderate students noticed that reliability is sometimes manifested by
staffs
the canteen staffs. Additionally, canteen staffs show kindness
Overall Mean 3.17 1.06 Moderate
and cheerfulness in rendering their services to the students.
They also keep services dependently, accurately, and with
4.2 Service Quality in terms of Assurance sincere interest in providing the needs of the students.

Reflected in Table 3 is the data on the level of service quality in Table 4 Reliability
terms of assurance. The mean ratings are as follows: the No. Items Mean SD
Descriptive
Level
canteen staffs show trust and confidence (3.56); the canteen
staffs show positive behaviour towards students (3.19); and
the canteen staffs have the ability to inspire students. The 1. showing sincere interest to the 3.20 1.09 Moderate
students
overall mean rating is (3.25) which mean that the level of
2. keeping service accurately 3.14 0.90 Moderate
canteen service quality in terms of assurance is moderately
satisfactory. This implies that canteen staffs conveyed trust, 3. keeping service dependently 3.27 1.01 Moderate
confidence, courtesy, and politeness towards student
4. having the attitude to 3.24 0.89 Moderate
customers. Besides, canteen employees show positive and
entertain the students
inspiring behavior in dealing or serving with their customers.
5. keeping canteen staffs being 3.29 1.05 Moderate
The result is allied on the study of Dehbidi, Salimifard, and cheerful and kind all the time
Abdollahzadeh [9] about the quality of dimensions which is Overall Mean 3.23 0.80 Moderate
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 The results show that reliability has been consistently shown
which indicates the importance of this dimension from the to be an important determinant of perceptions of service
staff and customers’ viewpoint. The lowest score belonged to quality [52]. On the other hand, in restaurants, reliability was
tangible requirements that both groups of participants had the found to be an important contributor to customer satisfaction
same opinion.
[35]. Some institutional food services offer students the
In other words, the Grade 11 students perceived assurance
indicator as moderate satisfactory because the attributes opportunity to pay only those foods eaten each day with a
indicated were sometimes manifested by the canteen declining-balance account system being used [15].
personnel.
4.4 Service Quality in terms of Responsiveness customers’ needs. The aspects of empathy, which could bring
Showed in Table 5 were the data on the level of service quality about higher levels of customer satisfaction, are providing
in terms of responsiveness. The mean ratings are as follows: personalized care and concern, the ability to anticipate a
having the heart to willingly serve and help the students customer’s need and make him or her feel special.
(3.31); providing good and quality service (3.23); responding
Table 6 Empathy
to students’ needs (3.23); and prompt service (3.08). The Descriptive
No. Items Mean SD
overall mean rating is (3.22) which mean that the level of Level

canteen service quality in terms of responsiveness is

moderately satisfactory. This implies that canteen personnel 1. understanding the specific 3.16 1.04 Moderate
needs of the students
respond positively and promptly to students’ requests and
2. showing concern or care for 2.95 0.87 Moderate
needs. They also manifest willingness to serve and help the
the students
students by proving good and quality services. 3. asking students in a nice and 3.22 1.02 Moderate
The importance of responsiveness in canteen services is cheerful manner.
substantiated by research indifferent sectors of the food 4. showing kindness to 3.23 1.06 Moderate
service industry. It is important that the staff help customers students
5. being approachable and 3.22 1.07 Moderate
with positive attitude. Gramling, Byrd, Epps, Keith, Lick, and
friendly to students
Tian [14] found out that students expected a better attitude Overall Mean 3.15 0.86 Moderate
from staff serving them. In another study, university students
highlight employee’s attitude as one of the three most
influential factors of students’ food choices [56]. 4.6 Summary on the Level of Canteen Service Quality
Displayed in Table 7 is the summary on the level of canteen
In contrast with the result of this study, at Shantou University,
service quality in terms tangibility, assurance, reliability,
students were most dissatisfied with the staff being impatient
responsiveness, and empathy. The mean ratings of the
in serving them of all service aspects [3]. This implies that the
indicators are as follows: assurance (3.25); reliability (3.23);
attitude of service staff can make students feel welcome when
responsiveness (3.22); tangibility (3.18); and empathy (3.15).
using the food services provided by the school canteen.
The overall mean rating of canteen service quality is (3.21)
which means moderately satisfactory. It means that canteen
Table 5 Responsiveness
services manifested with assurance, reliability, responsiveness,
Descriptive
No. Items Mean SD tangibility and empathy as perceived by the students.
Level
Although, the level of canteen service quality is neither high
nor low, a moderate satisfaction is good enough already.
1. keeping canteen staffs never 3.25 1.04 Moderate
The results mean that the students perceived the canteen
bust to respond their
service quality as moderately satisfactory in all its domains
student`s request
2. providing prompt service 3.08 0.97 Moderate namely tangibility, assurance, reliability, responsiveness, and
empathy. This implies that canteen service quality still needs
3. having the heart to willingly 3.31 0.94 Moderate to be addressed in order to better serve its student customers.
serve and help the students
4. providing good and quality 3.23 1.09 Moderate Table 7 The Level of Canteen Service Quality
service Descriptive
5. responding student’s needs 3.23 1.11 Moderate No. Indicators Mean SD
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
terms of empathy. The mean ratings are as follows: showing 4. Responsiveness 3.22 0.86 Moderate
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
students; and showing concern and care for the students Overall Mean 3.21 0.75 Moderate
(2.95). The overall mean rating is (3.15) which means that the 4.7 Student Satisfaction
level of canteen service quality in terms of empathy is Displayed in Table 8 is the data on the level of student
moderately satisfactory. This means that canteen staffs showed satisfaction in the school canteen of Mintal Comprehensive
empathy in dealing with students through being kind, High School. The mean ratings are as follows: the products
approachable, understanding, and sensitive to their needs. displayed in the canteen are presentable, clean, and contain
The results support the idea of Harr [19] that empathy means the required nutritional value (3.72) or very satisfied; the
carrying individual attention to customers including the canteen staffs entertain student customers promptly and
features of sensitivity, approachability and understanding
without any delay (3.69) or very satisfied; the canteen staffs student satisfaction, researcher realized that students will
wear hair net and gloves to observe cleanliness in the evaluate the quality of service based on the cleanliness of
preparation and handling of foods (3.46) or moderately canteen [2]. Secondly, a survey clarify that around 59%
satisfied; the canteen personnel are friendly and customers value cleanliness more than many other factors [5].
accommodating (3.41) or moderately satisfied; the canteen is Thirdly, every owner of canteen should make many efforts to
strategically situated in a place where it is accessible and make sure that their canteen cleanliness is meeting the
convenient to all students (3.05) or moderately satisfied; the government regulation and expectation of customer. Lastly,
utensils, tools, and equipment used in the canteen are Threevitaya [47] indicated that cleanliness of canteen were the
sanitized or clean (3.21) or moderately satisfied; the canteen is number 1 concern for the students when they walk in a
well-organized and well-managed (2.87); the canteen canteen.
cleanliness is well-maintained (2.79) or moderately satisfied; However, students were not satisfied with the ambiance of the
the ambiance in the canteen is good and refreshing (2.53) or canteen and the prices of the products displayed in the
not satisfied; and the foods in the canteen are affordable to the canteen. In other words, canteen is not that refreshing and
students (2.39) or not satisfied. good place for students to stay and dine with. Students were
not agreeable to the prices set by the canteen management for
Table 8 The Level of Student Satisfaction these were so high and not affordable to students for they
usually have meager allowance given by their parents.
No. Items Mean SD
Descriptive Further, this implies that the school administrator and canteen
Level personnel may do some review on the prices of their canteen
1. The canteen personnel are 3.41 1.09 Moderately products as well as improve the ambiance where the canteen
friendly and accommodating. Satisfied building is situated.
2. The canteen personnel wear hair 3.46 0.69 Moderately The results with emphasis on dissatisfaction of students in
net and gloves to observe Satisfied terms of canteen ambiance was accentuated by Namkung and
cleanliness in the preparation and
Jang [39] that ambiance of cafeteria or canteen plays a big part
handling of foods.
in customer satisfaction. This element is about comfortable
3. The canteen personnel entertain 3.69 0.91 Very
seating arrangement that leave enough space for customer to
student customers promptly and Satisfied
without any delay.
move, or high quality design of the space and building, and
4. The utensils, tools, and 3.21 1.05 Moderately also the suitable music. Besides that, Story, Kaphingst,
equipment used in the canteen Satisfied Robinson-O'Brien, and Glanz [46] explained that the
are sanitized or clean. packaging of food, size and design of plate as well as lighting
5. The products displayed in the 3.72 0.63 Very of the cafeteria will directly affect the individual’s perception.
canteen are presentable, clean, Satisfied Likewise, Purdue University conducted a research and they
and contain the required found out its recent Fred and Mary Ford cafeteria, which
nutritional value. provided customer with a modern café ambience and variety
6. The foods in the canteen are 2.39 0.78 Not of food attracted more students to patronize their dining
affordable to the students. Satisfied court. Place with nice ambiance which decorated with high-
7. The canteen cleanliness is well- 2.79 1.08 Moderately end furniture and good choice of colors is the main factor that
maintained. Satisfied will build customer loyalty and getting students to come back
8. The canteen is well-organized 2.87 1.14 Moderately time and time again to the dining place [13].
and well-managed. Satisfied
Furthermore, it can be gleaned from the result that students
9. The ambiance in the canteen is 2.53 0.79 Not
are not satisfied with prices of the products sold in canteen.
good and refreshing. Satisfied
10. The canteen is strategically 3.05 1.05 Moderately
According to Soriano [45] that the level of a service quality can
situated in a place where it is Satisfied be determined based on the amount that paid for the service.
accessible and convenient to all Also, Klassen, Trybus, and Kumar [29] emphasized that
students. purchase decision that made by students will consider about
Moderately the price. The good value of price, portion size, reasonable
Overall Mean 3.11 0.42
Satisfied price and overall value of dinning is categorized into price.
Thus, when perceived price is low, the perceived satisfied will
The abovementioned results mean that the student satisfaction be low.
in the canteen of Mintal Comprehensive High School is not
high or low, but moderate only. Results show that students 4.7 The Relationship between the Canteen Service Quality
were satisfied with the products sold in the canteen and the and Student Satisfaction
promptness of serving by the canteen staffs. Besides, a Presented in Table 9 is the correlational analysis showing the
moderate satisfaction is manifested in terms of canteen relationship between canteen service quality and student
location, cleanliness, sanitation, organization, and satisfaction in the school canteen of Mintal Comprehensive
management. High School which obtained the overall computed r-value of
The results are in accordance to the succeeding previous 0.681 with an equivalent p-value of 0.039 at alpha 0.05 level of
studies. Firstly, after reviewing the pass researchers about
significance.
Specifically, each domain of canteen service quality is tested Reflected in Table 10 is the regression analysis showing the
for association with student satisfaction. The r-values are as influence of canteen service quality on the student satisfaction
follows: responsiveness (0.793) with p-value of 0.019; empathy of Grade 11 students of Mintal Comprehensive High School.
(0.764) with p-value of 0.025; tangibility (0.732) with p-value of Canteen service quality obtains an F-value of 36.10 with a
computed p-value of 0.039 at alpha 0.05 level of significance.
0.036; reliability (0.653) with p-value of 0.044; and assurance
Since the overall p-value is less than 0.05 alpha level of
(0.436) with p-value of 0.035. The data show that canteen significance, then, the null hypothesis is rejected and it could
service quality is associated with student satisfaction where be stated therefore that canteen service quality significantly
the domains: responsiveness, empathy, tangibility, and influence student satisfaction.
reliability, show high positive correlations while assurance has
obtained a low positive correlation. Table 10 Regression Analysis
Degrees
Table 9 Correlation Analysis Sum of
Model of Mean Square F Sig.
Squares
Freedom
Domains 1 2 3 4 5 6

1-
- Regression 2.15 5 0.570 36.10 0.039
Tangibility
Residual
Total 32.02 194 0.138
2-
0.668 - 34.17 199
Assurance
Coefficients Unstandardized Standardized t Sig.
3- Coefficients
0.714 0.809 - Coefficients
Reliability

4- B Std. Error Beta

Responsive 0.762 0.793 0.777 -
ness (Constant) 3.009 0.135 0.215 0.132

Tangibility 0.074 0.062 0.091 1.762 0.014

5 - Empathy 0.743 0.744 0.763 0.818 -
Assurance 0.005 0.069 0.010 1.071 0.499
6 - Canteen
Reliability 0.011 0.073 0.021 2.151 0.088
Service 0.864 0.894 0.902 0.925 0.907 -
Quality Responsive
0.075 0.064 0.129 1.855 0.002
ness
0.732 0.436 0.653 0.793 0.764 0.681
7 - Student
Empathy 0.269 0.168 0.067 1.484 0.033
Satisfaction
(p=0.036) (p=0.035) (p=0.044) (p=0.019) (p=0.025) (p=0.039)

Furthermore, the domains of canteen service quality obtains

Since the overall computed p-value is less than 0.05 alpha level
the following p-values: tangibility (0.014); assurance (0.447);
of significance, the null hypothesis is hereby rejected and it
reliability (0.088); responsiveness (0.002); and empathy (0.033).
could be stated therefore, that there is a significant
Since the computed p-values of tangibility, responsiveness,
relationship between canteen service quality and student
and empathy are less than 0.05 alpha level of significance, then
satisfaction in the school canteen of Mintal Comprehensive
the null hypothesis is hereby rejected and it could be stated
High School. Besides, responsiveness, empathy, tangibility,
therefore that tangibility, responsiveness, and empathy
and reliability are associated with student satisfaction. This
contributed significantly on the student satisfaction. This
implies that the higher level of service quality provided by the
implies that the two other domains, assurance and reliability,
school canteen, the greater its impact on student satisfaction.
do not significantly influence student satisfaction. This also
The results are parallel to the study of Ali and Mohamed [1]
means that providing canteen service quality with high regard
who investigated a research to assess relationship between
on tangibility, responsiveness, and empathy will most likely
service quality and students’ satisfaction. The study found
predict high level of student satisfaction.
that, positive significant relationship between service quality
The findings are allied in the result of the study by Usman [49]
dimensions (Tangibility, Reliability, Responsiveness,
revealed that service quality have a significant impact on the
Assurance and Empathy) and students’ satisfaction.
students’ satisfactory level. Likewise, Poturak [43] identified
Furthermore, Hanaysha, Abdullah, and Warokka [18], has also
that, students have slightly positive opinion about the service
pointed out that, all the five dimensions of service quality
quality.
were correlated with student satisfaction. In the meantime, the
However, in the study of Kajenthiran and Karunanithy [26],
finding of the present study is consistent with the results of
only assurance and responsiveness significantly contribute to
previous studies in terms of the direction of the relationship.
student satisfaction. Besides, tangibility, reliability, and
empathy were not predictors of student satisfaction.
4.8 The Domains of Canteen Service Quality which
Significantly Influence Student Satisfaction
5. Summary, Conclusions, and
Recommendations
5.1 Summary
This study was conducted to determine the relationship of
canteen service quality in relation to student satisfaction of
Grade 11 students of Mintal Comprehensive High School,
located at Mintal, Tugbok, Davao City. This study was
conducted to 200 respondents, 90 males and 110 females, who
were selected through random sampling technique. This made
use of the non-experimental research design with mean,
Pearson r and regression analysis as data analysis tools. The
data were gathered through an adopted and validated
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 rating of
3.11 or moderately satisfactory. This value was obtained based
on the following indicators and their corresponding mean
ratings: assurance (3.25) or moderately satisfactory; reliability
(3.23) or moderately satisfactory; responsiveness (3.22) or
moderately satisfactory; tangibility (3.18) or moderately
satisfactory; and empathy (3.15) or moderately satisfactory.
2. The level of student satisfaction in the school canteen of
Mintal Comprehensive High School is 3.21 or moderately
satisfied.
3. There was a significant relationship between canteen service
quality and student satisfaction with the r-value of 0.681 and
computed p-value is 0.039. Specifically, the following domains
of canteen service quality gained positive correlation on
student satisfaction: responsiveness – r=0.793, p=0.019 or
significant correlation; empathy – r=0.764, p=0.025 or
significant correlation; tangibility – r=0.732, p=0.036 or
significant correlation; reliability – r=0.653, p=0.044 or
significant correlation; and assurance – r=0.436, p=0.035 or
significant correlation. All p-values were less than alpha 0.05,
therefore, the null hypothesis is rejected.
4. The domains of canteen service quality which influence
significantly on student satisfaction were tangibility (p=0.014),
responsiveness (p=0.002), and empathy (p=0.033). Since, the
computed p-values of the three domains were less than alpha
0.05, then, the null hypothesis is rejected.
5.2 Conclusions
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.
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ACKNOWLEDGMENT
This article is made possible by the great providence of God who
unconditionally gives 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.