SATISFACTION of Facility Service Quality, Assessment for Learning, and Student Engagement in Mathematics among Learners in Public High SCHOOLS

Abstract

This study aimed to determine the influence of satisfaction with facility service quality and assessment for learning on student engagement in mathematics. A quantitative research design using the descriptive-correlational method was employed. The respondents were the Secondary Public School Mathematics Students in Davao City. Adapted questionnaires were used to collect information from participants. Mean and standard deviation were utilized to determine the level of satisfaction of facility service quality, assessment for learning, and student engagement. The Spearman Correlation Coefficient was used to measure the relationship of the variables, while multiple regression analysis was used to determine the influence of the variables with student engagement. Results revealed that the level of satisfaction with the facility service quality is high, indicating that it is often evident. The assessment for learning and student engagement in mathematics was rated very high, implying that it is always evident. The relationship between the three variables further demonstrated that satisfaction with the facility service quality and assessment for learning is significantly related to student engagement in mathematics. Furthermore, satisfaction with facility service quality and the assessment for learning were found to influence student engagement in mathematics significantly.