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Canteen Service Quality And Student Satisfaction

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 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, This study aimed to determine the relationship between
where different snack and drink products are sold. A school canteen service quality and student satisfaction at MCHS.
utilizes a canteen to meet the food and nutritional needs of its Also, this research sought to determine the significant impact
students in order for them to have the energy in to accomplish of canteen service quality on student satisfaction. Specifically,
the task that they would do for the day. The Department of this study targeted the following questions:
Education is strongly committed to support student‘s health 1. What is the level of service quality provided by the
and well-being through its curriculum in schools and range school canteen of Mintal Comprehensive High School
initiatives that offer opportunities for physically fit individuals in terms of tangibility, assurance, reliability,
who love eating healthy food. Schools are encouraged to responsiveness, and empathy?
implement comprehensive health and well-being programs, 2. What is the level of student satisfaction in the school
including food and nutrition education. The establishment and canteen of Mintal Comprehensive High School?
operation of school canteen is important in developing love 3. Is there a significant relationship between the
and interest in buying nutritious and healthy food among domains of canteen service quality (tangibility,
students, faculty and the school personnel, making it possible assurance, reliability, responsiveness, and empathy)
for them to enjoy nutritious and healthy food at affordable and student satisfaction at Mintal Comprehensive
prices during the school day. The canteen should also provide High School?
the students variety of foods and dishes that enhance their 4. What domains of canteen service quality (tangibility,
skills and knowledge (DepEd Order No. 8 of 2007). Presently, assurance, reliability, responsiveness, and empathy)
Mintal Comprehensive High School (MCHS) has various do significantly influence on student satisfaction at
challenges that need to be addressed especially in terms of its Mintal Comprehensive High School?
canteen service quality provided to students. For instance, a
lot of students complain about the price of canteen products 1.2 Hypothesis
because it is too pricey, hence, the students cannot afford The null hypotheses were formulated and tested at 0.05 alpha
because of their insufficient allowances. Besides, teachers and level of significance:
students also recommend a more spacious venue for canteen H01: There is no significant relationship between the domains
because most of the time it is crowded. There are also various of canteen service quality (tangibility, assurance,
experiences and complaints from students regarding the kind reliability, responsiveness, and empathy) and student
or variety of foods display in the canteen. Hence, the satisfaction at the MCHS canteen.
researcher is challenged to conduct this study in order to H02: The domains of canteen service quality (tangibility,
assess the canteen service quality provided to students at assurance, reliability, responsiveness, and empathy) do
MCHS where the findings would serve as feedback not significantly influence on student satisfaction at the
mechanism of providing good and satisfying canteen services. MCHS canteen.
Besides, there is no existing study conducted pertaining to
canteen service quality in MCHS. 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
 Dr. Norman Raotraot Galabo, Master Teacher I, is currently concept have focused on three issues: what is service quality;
teaching at DepEd- Mintal Comprehensive High School, what causes service quality problems; and what can service
Mintal, Tugbok District, Davao City, Philippines 8000. E-mail: organizations do to improve quality. Conversely, Lai [32]
[email protected]
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emphasized that the SERVQUAL model provides a theoretical curriculum, the Grade 11, which does not represent the entire
basis for exploring the relationship between service quality student population of the said school. Hence, the result may
and customer satisfaction and expectations play a significant not truly represent the reality in the school canteen as
role in customer satisfaction. Jones, Taylor, Becherer, & perceived by the entire population of the said school.
Halstead [24] emphasized that, ―when expectations are met or
exceeded, customers report higher levels of satisfaction.‖ 1.5 Significance of the Study
There are numerous previous studies that had investigated the This study was conducted to determine the significant
concept of satisfaction on service setting. Customer relationship between the levels of service quality and student
satisfaction can be assessed based on the customer‘s satisfaction in the school canteen of MCHS. The study results
satisfaction attitude on various attributes of the product or may be beneficial to the following:
service. Customer satisfaction depends on a variety of factors,
including perceived service quality, customers‘ mood, School Administrators. The results may provide information
emotions, social interactions, and other experience-specific as basis for policy formulation and improvement of canteen
subjective factors. Moreover, Parasuraman et al., [41] services provided to the students of MCHS. This may help
developed a service quality model to demonstrate that school principals to provide assistance in the provision of
consumers' perceptions of quality are influenced by separate canteen facilities to be included in the school improvement
gaps occurring in organizations. However, they listed ten plan.
determinants of service quality that can be generalized to any
type of service. The ten dimensions include tangibility, Canteen Managers. This may provide the necessary data for
reliability, responsiveness, competence, access, courtesy, the canteen managers to identify their priority areas of
communication, credibility, security and understanding. In improving the canteen services to better serve its customers,
addition, these ten dimensions were then regrouped in the the students.
well-known five dimensions in the SERVQUAL model which
include tangibility, assurance, reliability, responsiveness, and Teachers. This may encourage teachers to give feedback to
empathy. These five dimensions are defined as follows: the administration and school canteen managers for
tangibility refers to those physical facilities, equipment, and improvement of services like affordable prices, nutritional
appearance of personnel; assurance which refers to foods, facilities, maintaining cleanliness, and sanitation.
knowledge and courtesy of employees and their ability to
convey trust and confidence; reliability as the ability to perform Students. This study would be beneficial to students for them
the promised service dependably and accurately; to understand the realities about the canteen operations and
responsiveness as the willingness to help customers and to the basic services that are expected to be provided by the
provide prompt services; and empathy which refers to caring, school.
individualized attention the firm provides its customers.
Presented in Figure 1 is the conceptual framework of study Future Researchers. This may serve as basis for those
where the independent variable is the canteen service quality research enthusiasts to conduct further inquiry regarding
with the indicators namely: tangibility, assurance, reliability, canteen service quality and student satisfaction.
responsiveness, and empathy. The dependent variable is the
student satisfaction which is based on the provided services of 1.6 Definition of Terms
the school canteen of MCHS.
Canteen Service Quality. This refers to the basic services
INDEPENDENT VARIABLE DEPENDENT VARIABLE 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
Canteen Service
Quality
delivered matches customers‘ expectations.

 tangibility Student Student Satisfaction. This refers to the degree of satisfaction

Satisfaction perceived by the students based on the provided services of
 assurance the school canteen of MCHS. Elliott & Shin [11] defined
student satisfaction as the favorability of a student‘s subjective
 reliability
evaluation of the various outcomes and experiences
 responsiveness associated with education. In this study, the student
satisfaction means customer satisfaction because students are
 empathy
considered customers of school canteen.
Figure 1. The Conceptual Framework Showing the
Variables of the Study. 2. Literature Review
This part deliberately presented the different views of authors,
1.4 Delimitation and Limitation of the Study findings from previous studies, and varied ideas from research
This study focused only the responses perceived by the Grade writers regarding canteen service quality and student
11 students of MCHS about the canteen service quality and satisfaction. The readings were carefully chosen as to its
their satisfaction. The respondents were only taken from one significant contribution to the purpose of this study. Also, the

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shared views enriched the discussion of this study and gave increasing the capability of employee through training and a
the researcher a wider understanding and perceptions about shared understanding.
this present inquiry.
Tangibility. This determinant is related to the appeal of
Canteen Service Quality facilities, equipment and material used by a service firm as
The concept of quality is difficult to define because quality well as to the appearance of service employees [16]. Besides,
means different things to different people. The way one representing the service physically tangibles are the
customer will experience a product or service is not the same appearance of physical facilities, equipment‘s, personnel, and
way another will experience it. Quality can be categorized in communication materials. Tangibles provide physical
terms of various perspectives like judgment, product, user, representations or image of the service that customers,
value or manufacturing perspective [12]. With the judgment particularly new customers, will use to evaluate quality [17].
perspective, the quality of a product cannot be defined but one
can recognize it one he sees it. The user perspective is about Assurance. This means that staffs‘ behavior will give
how the needs of a customer are met. Kasper, Helsdingen, customers confidence in the school canteen and that the
and Gabbott [27] view there are five service characteristics canteen makes customers feel safe. It also means that the
that determine how service quality is achieved. The first is the employees are always courteous and have the necessary
inability to own the service the way one would own a product. knowledge to respond to customers‘ questions [16]. This is
Quality assessment can only be made after the service has especially critical where trust and confidence in the service
been purchased. The second characteristic is the intangibility provider are crucial. The assurance perceived by customers is
of services that make it impossible to assess what is being an important dimension of service quality in any industry but
offered and the quality of what has been delivered. The third even more so in the health care industry where customers
characteristic of service delivery is the inseparability of the associate quality with perceptions of human factors [4]. On the
service from the people involved in its production and other hand, Dehbidi, Salimifard, & Abdollahzadeh [9]
consumption. The customer is a participant in the process and investigated an innovative study that focuses on the quality of
therefore this has an effect on the output received. If the dimensions which is more attracted by customers. The
customer is not cooperative lower quality may be achieved. obtained results from this research showed that courtesy and
The fourth characteristic of services is heterogeneity or politeness dimension existed among staff and customers had
variance of the service from time to time. This means that the highest score which indicates the importance of this
sometimes the service is good while at other times it may be dimension from the staff and customers‘ viewpoint. The lowest
poor. Perishability is the fifth characteristic of the service score belonged to tangible requirements that both groups of
delivery that affects service quality. If it is not managed well it participants had the same opinion.
may mean long waiting lines or no people in the queue at all
which the customer interprets as low quality. In addition, a Reliability. This means that the service firm provides its
service is an activity which has some element of intangibility customers with accurate service the first time without making
associated with it which involves some interaction with any mistakes and delivers what it has promised to do by the
customers or with property in their possession, and does not time that has been agreed upon [16]. Likewise, it is defined as
result in a transfer of ownership. A change in condition may be fundamentally concerned with issues of consistency of
occur and production of the service may or may not be closely measures [6]. Moreover, it is the ability to deliver expected
associated with a physical product. In simple terms services standard at all time, how the organization handle customer
are deeds, processes, and performances [55]. In the study of services problem, performing right services for the first time,
Jun, Yang, and Kim [25], they identified the key underlying providing services within promised time and maintaining error
dimensions of online retailing service quality as perceived by free record. Reliability consists of accurate order of fulfillment,
online customers. The findings showed that the access accurate record, accurate quote, accurate billing, and accurate
dimension had a significant effect on overall service quality, calculation of commissions which keep the service promising
but not on satisfaction. It was concluded that a significantly to the customer [54]. Additionally, it is also defined as the
positive relationship between overall service quality and ability to perform the promised service dependably and
satisfaction. Furthermore, Tsiotsou [48] investigated the effect accurately. ―In its broadest sense, reliability means that the
of various perceived quality levels on product involvement, company delivers on its promises—promises about delivery,
overall satisfaction and purchase intentions. The findings of service provision, problem resolution, and pricing‖. Customers
the study are perceived perceptions of product quality were need to do business with companies that keep their promises.
significantly related to all the variables under investigation. Of the five dimensions, reliability has been consistently shown
Finally concluded perceived quality explained more of the to be the most important determinant of perception of service
variance in overall satisfaction than in product involvement quality gap [17].
and purchase intentions. Another study conducted by Kyoon
yoo and Ah park [30] about determining the relationships Responsiveness. This means that the employees of a service
among employees perceived service quality, customers and firm are willing to help customers and respond to their
financial performance. The findings of the study revealed that requests a well as to in-form customers when service will be
employee training has an influence on perceived service provided, and then give prompt service [16]. Besides, it refers
quality. They concluded that management may keep the to the willingness to help customers and provide prompt
consistency and reliability of perceived service quality by service‖. This dimension is concerned with dealing with the

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customer‘s requests, questions and complaints promptly and a delighted customer. Dissatisfaction will occur when the
attentively. A firm is known to be responsive when it perceived overall service quality does not meet expectations
communicates to its customers how long it would take to get [50]. Mauri and Minazzi [36] highlighted that customer
answers or have their problems dealt with. To be successful, satisfaction is the result of comparison between customer‘s
companies need to look at responsiveness from the view point expectations and customer perceptions. In other words
of the customer rather than the company‘s perspective [17]. customer satisfaction is seen as the deference between
excepted quality of service and customers‘ experience or
Empathy. This means that the school or firm understands perceptions after receiving the service. If the atmosphere of
customers‘ problems and performs in their best interests as the restaurant does not comfort the customers and they do not
well as giving customers individual personal attention and return for another dining experience, the staff has not created
having convenient operating hour [16]. Also, it means carrying a service that satisfies the emotional, psychological and
individual attention to customers including the features of cognitive needs of the customers [34]. In line with this, Xu,
sensitivity, approachability and understanding customers‘ Goedegebuure, and Van der Heijden [53] also states that the
needs. The aspects of empathy, which could bring about increasing demand of restaurants have led restaurant owners
higher levels of customer satisfaction, are providing to believe that the environment and ambiance of their
personalized care and concern, the ability to anticipate a restaurant have to be compelling enough in order to retain
customer‘s need and make him or her feel special [19]. customers for more visits. Price is a value or reward provided
Furthermore, treating customers as individuals‘ individualized in exchange for need satisfaction to the organization. Price
attention that the firm provides its customers, the essence of and perceived consumer want should be compatible. It is not
empathy is conveying, through personalized or customized easy to decide pricing for a product or service because the
service, that customers are unique and special and that their core values of the available goods are used to evaluate price
needs are understood. Customers want to feel understood by which is crucial for consumer satisfaction because the price is
and important to firms that provide service to them [17]. the most prominent factor to help customer estimate the good
or service value. Price also determines, for a customer, to
Student Satisfaction decide on a purchase or not [38]. .The role of price in a quality
Elliott & Shin [11] defined student satisfaction as the is not very clear. Normally, however, the price of a service can
favorability of a student‘s subjective evaluation of the various be viewed in relation to the quality expectations of customers
outcomes and experiences associated with education‖. While or to their previously perceived service quality. If the price of a
most student satisfaction study focus on the perspective of service is considered too high, customers will not buy. Price
customer, researchers is facing a problem of creating a also has an impact on expectations. But in some situations,
standard definition for student satisfaction thus providing a price seems to be a quality criterion. A higher price level may
need of customer satisfaction theory to be selected and equal a better quality in the minds of customers, especially
modified so that it can explain the meaning of student when the service is highly intangible. In many cases
satisfaction [21]. Even though it is risky to view students as professional services are examples of such services [16].
customer, but given the current atmosphere of higher Ambiance of cafeteria plays a big part in customer satisfaction.
education marketplace, there is a new moral prerogative that This element is about comfortable seating arrangement that
student have become ―customer‖ and therefore can, as fee leave enough space for customer to move, or high quality
payers, reasonably demand that their views be heard and design of the space and building, and also the suitable music
acted upon [50]. Elliott & Healy [10] define student satisfaction [39]. Besides that, the packaging of food, size and design of
as short-term attitude resulting from an evaluation of a plate as well as lighting of the cafeteria will directly affect the
student‘s educational experience. There is not much difference individual‘s perception [46]. Purdue University conducted a
between the two terms because the student is just another research and they found out its recent Fred and Mary Ford
kind of customer who is a consumer of the education service cafeteria, which provided customer with a modern café
and therefore most of the literature on service marketing will ambience and variety of food attracted more students to
apply. Customer satisfaction, as noted by Jashireh, patronize their dining court. Place with nice ambience which
Slambolchi, and Mobarakabadi [23], is a customer's decorated with high-end furniture and good choice of colors is
perspective based on expectation and then subsequent post the main factor that will build customer loyalty and getting
purchase experience‖. In other words, it is an evaluation of students to come back time and time again to the dining place
products or services quality level that meets or exceeds the [13]. According to Kursunluoglu [31] customer services are
customer expectations. Satisfaction as a term means the intangible or tangible value increasing activities which are
feeling an individual gets when his or hers wishes, related with products or services indirectly or directly to meet
expectations or needs are fulfilled, and the pleasant feeling customer expectations and then to provide customer
that follows from it. As satisfaction is a feeling, it resides in the satisfaction and loyalty. Research shows that 68% of all
user‘s mind and differs from other observable behaviors, such customers do not return for repeat business because of an
as complaining, product choice and repurchasing [20]. attitude of indifference on behalf of the employee serving them
Satisfaction and dissatisfaction are two ends of a continuum, [22]. Retailers must provide excellent customer services to
where the location is defined by a comparison between customer for enable to meet customers‘ expectation. It has
expectations and outcome. Customers would be satisfied if the been shown by empirical studies that the key difference
outcome of the service meets expectations. When the service between customer satisfaction and service quality is that
quality exceeds the expectations, the service provider has won satisfaction reflects customers‘ experiences with that service,

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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

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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.
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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.

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

Based on the findings of the study, the following conclusions Marketing(2nd edition). London: Prentice Hall.
are drawn:
1. The level of canteen service quality of Mintal [5] Brewer, M. S., & Rojas, M. (2008). Consumer
Comprehensive High School is moderately Attitudes toward Issues in Food Safety. Journal of
satisfactory. Food Safety, 28(1), 1-22.
2. The level of student satisfaction in the school canteen
of Mintal Comprehensive High School is moderately [6] Bryman, A., & Bell, E. (2003). Breaking down the
satisfied. quantitative/ qualitative divide. Business Research
3. There is a significant relationship between canteen Methods, 465-478.
service quality and student satisfaction at Mintal
Comprehensive High School as perceived by the [7] Catena (2002). Descriptive correlation. Retrieved on
Grade 11 students. February 9, 2019 from
4. The domains of canteen service quality significantly http://www.ncbi.nlm.njh.gov/pmc/articles/PMC309989
influence on the student satisfaction especially 7.
tangibility, responsiveness, and empathy.
[8] Chanaka, U., AW, W., & Achchuthan, S. (2014). An
5.3 Recommendations Assessment of Retail Service Quality: An Empirical
Since the results showed that the canteen service quality is on Study of the RSQS in Sri Lankan Supermarkets.
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satisfaction is moderately satisfied, then, the following
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1. The school administrators, canteen managers, and (2014). Evaluating the effective components on
staffs may take action through designing and planning dimensions of quality in service organizations (A
the necessary improvements of the school canteen Fuzzy AHP Approach). Asian Journal of Research in
and its services given to students and other Marketing, 3(1), 169-182.
customers.
2. The school canteen staffs may initiate feedback [10] Elliott, K. M., & Healy, M. A. (2001). Key Factors
mechanism to continuously improve its services Influencing Student Satisfaction Related to
offered to entire school stakeholders. Recruitment and Retention. Journal of Marketing for
3. The school canteen managers may also review the Higher Education, 10(4), 1–11.
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4. The school canteen staffs may also find ways to make
the canteen more presentable, clean, convenient and [11] Elliott, K. M., & Shin, D. (2002). Student satisfaction:
making its ambiance more comfortable and An alternative approach to assessing this important
refreshing. concept. Journal of Higher Education Policy and
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school canteen and give constructive feedback to the
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serve as basis for improvement. quality (8th ed.). South-Western-Cengage Learning
(USA).
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http://www.u.arizona.edu/ This article is made possible by the great providence of God who
unconditionally give His blessings and love that continue to inspire
[45] Soriano, D. R. (2003). The Spanish Restaurant the researcher to write relevant studies. Specifically, the
Sector: Evaluating the Perceptions of Quality. The researcher would like to extend his heartfelt thanks for the
Service Industries Journal, 23(2), 183-194. enormous support given by the following individuals: Dr. Johnito
O. Galan, EdD, Public Schools District Supervisor and School
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Sia, MA, members of the research panel. Most importantly, this
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intentions. Marketing Bulletin, 16(4), 1-10. outline of this paper, and for presenting the final output in the
school and cluster levels.
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