Universities are key players in education and respon-sible for the integral formation of professionally com-petent, service-oriented, principled, and productive citizens. Quality service in Philippines gets much ate-ntion and has aroused difficulties and apprehensions in almost all sectors and agencies in the government as shown by the frequent visits and the evaluation made by the regulatory bodies such as the International Organization for Standardization (ISO) and Commi-ssion on Higher Education. For decades, government agencies are less concerned about quality service, and it has been so long that the services the stakeholders need, notwithstanding the length of time of waiting, the efforts, expenses and time involved of coming back and forth, were enough for them. Precisely, the pur-pose of evaluation is to provide check and balance, to alleviate and attain a superior status more than comp-liant to what the students and community needs. 

With the premises above, Capiz State University is required to offer courses and training in education, science and technology, the arts humanities, fisheries and forestry, along with other disciplines. It provides services at different levels of students learning.  Moreover, the study used the SERVQUAL model that described customer satisfaction and dissatisfaction (Parasuraman et al., 1988), which highlights five gaps in sending service and influences customer judgment on service received. It also presents the satisfaction index of the Capiz State University stakeholders, which will aid the university in gauging how satisfied stakeholders are with improvements to the quality of service they receive. The evaluation of quality service that the University delivered identifies the weaknesses and strengths besides by what means it could be imp-roved, which forms the studys utmost concern. Fur-ther, the research correlated to the present thrusts of Higher Education Institutions (HEIs) for concrete view points on stakeholders satisfaction index. The study ascertained the satisfaction level of stakeholders on the dimensions of quality service delivery of Capiz State University when it comes to reliability, assurance, tan-gibles, empathy, and responsiveness; satisfaction level of stakeholders when grouped to profile; significant difference in the satisfaction level of stakeholders when grouped to profile; and the insights to the stake-holders satisfaction index towards quality service delivery (Mezgebe, 2020; Aktar, 2021). 

This study is anchored on three theories: SERVQUAL or the Service Quality (Zeithaml et al., 1990); Theory of Constraints (TOC) (Goldratt, 1984), and Two Factor Theory of Customer Satisfaction (Neumann & Jackson, 2015). Zeithaml et al. (1988) Service Quality Model (SERVQUAL) captures and measures the quality se-vice experienced by customers and the factors that shape customer perceptions, which the current study considered.  

Design/Participants   

A descriptive-correlational research utilizing quantita-tive method in gathering the essential data was emp-loyed. The said design is deemed applicable in inves-tigating the quality service of Capiz State University and stakeholders satisfaction on service delivery. The study utilized the 858 respondents composed of 339 parents and guardians and the 369 students and 150 faculty and personnel of the three campuses of Capiz State University: Pontevedra, Burias, and Roxas City. A researcher-made research instrument composed of the respondents profile and the dimensions of quality service was validated through a reliability test adminis-tered to 30 respondents, who were not part of the total sample size. The data collected were coded, tabulated, summarized, and processed using Statistical Package for Social Sciences (SPSS) version 20 that facilitated the analysis and interpretation.

Sample Size

The sample size was computed using the Krejcie and Morgan formula, (1970). The total population was gathered at the Capiz State University database 2020-2021 for students and from the Academic Affairs Office, while the faculty/personnel data were taken from the Human Resources Department Office, Cen-tral Administration Office. And for the parents, it was from the Universitys frontline office logbook. From the total population of students, three hundred sixty-nine (369) were the sample size respondents out of 9, 221 students. The overall number of parents/guardians was supposedly the same with the students; however, only three hundred thirty-nine (339) of the parents/-guardians accomplished the instrument. The total pop-ulation of faculty / personnel was 392 and the total sample size was one hundred ninety-four (194) but one hundred fifty (150) faculty and personnel filled out the instrument. The number of respondents from parents/-guardians and faculty and personnel categories falling short of the computed sample size was attributed to COVID-19 situation, quarantine measures and “Work from Home” implementation.  The three hundred sixty -nine (369) sample size for students was proportionally allocated to the three (3) campuses: Roxas City, Ponte-vedra, and Burias. The Krejcie and Morgan 1970 for-mula used Z value (1.96 for 95% confidence level), population proportion (assumed to be 0.5 or 50%) and degree of accuracy expressed as a proportion was 50% (0.05), hence, the three hundred sixty-nine (369) sample size for students. Per campus, the sample size formula was applied, whereby, two hundred seventeen (217) respondents out of five thousand four hundred twenty (5,420) students were from Roxas City, thirty-five (35) respondents from Burias out of eight hundred seventy-nine (879) students, and one hundred seven-teen (117) respondents of the two thousand nine hun-dred twenty-two (2,922) students from Pontevedra.  The Krejcie and Morgan 1970 formula was also used in the calculation for the parent / guardian respondents.  It also used proportional allocation with set values of 50% for population proportion, Z value (1.96) and 5% confidence level for proportional representation of the degree of accuracy. The distribution of parent/guardian respondents was from the three hundred thirty-nine (339) sample size respondents per campus presented with two hundred (200) parents/guardians from Roxas City, thirty-two (32) were from Burias, and one hund-red seven (107) parents and guardians were from Pon-tevedra. The distribution of sample size per campuses as to faculty/personnel was based on (Krejcie & Mor-gan, 1970) formula with population proportion set at 50%, Z value (1.96) and degree of accuracy expressed as a proportion were both set at 5% confidence level (0.05). 

Table 1: Population, sample size of students, parents and guardians, faculty and personnel.

Measured values provided one hundred fifty (150) required sample size from three hundred ninety-two (392) faculty/personnel distributed per campus; sixty-eight (68) respondents out of one hundred sixty-seven (167) from Roxas City, thirty-six (36) from Burias out of ninety-five (95) personnel, and forty-six (46) respondents of the one hundred thirty (130) personnel from Pontevedra. Table 1 shows the population, sample size of students, parents and guardians, faculty and personnel.

Research Instrument

The primary research tool used to acquire the required data was a two-part questionnaire created by the rese-archher. Part I was about the respondents profile in gathering the information on the stakeholders related factors consisting the socio-demographic characteris-tics such as age, sex, campus, and highest educational attainment. Part II dealt with the satisfaction on service delivered. Tests of the instruments reliability and vali-dity were performed. After the approval, the question-naires were distributed to the target respondents. The researcher administered the distribution personally.  After the respondents answered the instrument, they were gathered and encoded for the Statistical Package or SPSS for data processing and analysis.

The satisfaction level of stakeholders on quality ser-vice dimensions was high. It was above quality service standard as to assurance and empathy, while reliability and responsiveness were above minimum standard. Findings also showed high stakeholders satisfaction as to reliability. Records and data were accurate, safely kept, available anytime for clients concerns, promises were fulfilled and personnel were courteous, gave clear information and provided alternative solutions to pro-blems. Moreover, stakeholders satisfaction on respon-siveness was above average as manifested in excellent service to clients needs, courteous and prompt service. However, clients insecurity while interacting with the personnel was noted. The satisfaction level of stake-holders as to assurance was high as manifested through personnels friendliness, having up-to-date documents and information, make stakeholders feel at ease, reso-urces and other services were available. As to tangible quality service, stakeholders satisfaction was also high as demonstrated in communicating to clients, excellent security services, accommodation, organized files, leaf-lets and course materials were available but Inform-ation and Communication Technology (ICT) facilities need replacement. The stakeholders satisfaction as to empathy was average as exhibited through sincerity and friendly approach, listening to complaints and give solutions, attentive to their work and update stake-holders regarding issues and complaints. The results showed that the majority of the faculty and personnel, parent and guardian, and stakeholder respondents were from Roxas City campus, followed by Pontevedra and Burias campuses. The personnel and faculty were from CM, COEAS, COED, BIT and COAF of Roxas City campus with Instructor 1-111 positions, Associate Pro-fessors, and Administrative Officers, with 15 years and below length of service, with varied length of service composed of both new and old employees. The faculty were mostly females, married, from the brackets of 21-35 years old and 56-65 years old, holders of Masters degree and were pursuing their doctorate degree. The results highlight-ted that the employees were highly knowledgeable and capable of providing quality ser-vice. The parents and guardians were between 46-50 years old, married or had a family in their 30s and 40s and 70% have 1-2 children enrolled in said Uni-versity, particularly in Roxas City campus in the Coll-ege of Management (CM), second year taking BSE entrepreneurship between 17-20 years old and mostly were females. Moreover, the research found significant variation on the level of satisfaction of stakeholders when grouped to profile, particularly on category / classification, campus, age, and sex, where-as, an in-significant difference in civil status. Similarly, on the level of satisfaction of stakeholders on the dimensions of quality service, the study found significant varia-tion, particularly in reliability, responsive-ness, assu-rance, and empathy, whereas, an insignificant diffe-rence found on tangibles. The findings corroborate with the studies of Hanaysha et al. (2011), which five dimensions of quality service have significant impacts on the students satisfaction; Archambault, (2008) and Kayastha, (2011) which service performance and stu-dents satisfaction aid private, post-secondary institu-tions to forecast and measure students satisfaction and their retention. The findings are consistent with those of Khan et al. (2011) who discovered that reliability, responsiveness, and empathy are all highly correlated with service quality. According to Agbor, (2011) great service is also significantly correlated with customer satisfaction. Agbor, (2011) also emphasized that peo-ple rendering the services to customers have the attribute of knowledge and ability to stir confidence and Naidoo, (2011) stressed to foster assurance for confidence and trust among students through the infor-mation and skills of contact personnel and continuity of service staff. Temizer & Turkyilmaz, (2012) con-tend that higher education institutions must place a greater emphasis on quality due to heightened rivalry, globalization, and reduced government funding.

The level of satisfaction of stakeholders on the five quality service dimensions was high though assurance and empathy edged over others in extensiveness of service but tangibility was less comparable to the four quality service dimensions. Their level of satisfaction when grouped to profile was high. Significant variation was revealed on the level of satisfaction of stakehol-ders when grouped to profile, particularly on category-/classification, campus, age, and sex, whereas, an in-significant difference in civil status. On the stakehol-ders level of satisfaction on dimensions of quality ser-vice, the study found significant variation, particularly in assurance, reliability, responsiveness, and empathy, whereas, an insignificant difference in tangibles. The results have provided a vivid scenario on the Univer-sitys quality of service. It is useful for policy decision-makers and curriculum reviewers to review the diffe-rent departments quality service for quality education and strive to enhance students satisfaction in the wake of growing competition. The quality service dimen-sions that the University can capitalize were on person-nel abilities to develop operational controls to make sure that their outputs and results of their efforts match the desired outcomes, which highly satisfy and assure the students. 

The researcher is forever grateful to Capiz State Uni-versity, the participants, and those who supported this endevour.

The author declares no conflict of interest.