Language, Literature and Education: Research Updates Vol. 8

Mapping Stakeholder Perceptions of Service Quality: Development and Initial Validation of the e-Qual Assessment Tool in Higher Education Institutions

Melinda Parro-Pan — 2025-09-15

The quality of education, especially at the higher education level, is pivotal in shaping employable, globally competitive graduates. Students and families increasingly prioritise institutions recognised for quality education, viewing them as gateways to successful and fulfilling careers. In pursuit of quality and excellence in educational institutions, it is increasingly important to identify the demands and needs of stakeholders. Service quality has been identified as one such demand. The purpose of the current study was to develop and validate a quality service assessment tool based on the SERVQUAL Model to describe the service quality in a Higher Education Institution. This study utilised a development and descriptive-evaluative research design to create and validate a Quality Service Assessment Tool grounded in the SERVQUAL model. The assessment tool was subsequently administered to a total of 105 respondents, comprising students, faculty, non-teaching staff, and external stakeholders. Its distribution via Google Forms enabled a broad reach and convenient data collection. The sources of data were the heads and personnel of the different clusters of CBSUA. The study involved the adaptation and pilot testing of the model tailored for CBSUA offices. The data were treated statistically using the weighted mean and rank. Initial validation of the tool was conducted through pre-testing with a small and diverse group composed of students, faculty, non-teaching staff, and alumni. To ensure the tool's validity, expert review was also conducted. The weighted-mean scores for the five SERVQUAL dimensions across the offices of the University President, Research and Innovation, Administration and Finance, Business and External Affairs, and Academic Cluster demonstrate that respondents find all five dimensions to be appropriate for assessing the service quality of each office. The relatively high scores across all dimensions highlight the importance of Tangibility, Assurance, Reliability, Responsiveness, and Empathy in shaping stakeholders' perceptions and expectations of service quality within an educational institution. While some dimensions hold greater importance for specific offices due to their unique roles and responsibilities, all dimensions are nonetheless essential for evaluating the overall service quality in each context. The findings align with previous research on the applicability of the SERVQUAL model across various contexts, including higher education institutions. Ultimately, the results underline the significance of maintaining a high level of service quality across all dimensions in each office, as this is crucial for ensuring stakeholder satisfaction and fostering a positive reputation for the university. It is suggested that similar research be undertaken across all State Universities and Colleges (SUCs) in the Bicol Region to broaden the scope of validation and applicability.

Diagnosing Cognitive-Emotional Appraisals of 13-year-old Students during Classroom Learning

Nina Gerdzhikova — 2025-09-15

The present study adopted the fundamental principles of appraisal theories of emotions in order to investigate students' appraisals based on their perceptions about teaching and communication during the lessons. The cognitive appraisals of students were evaluated in the context of three subject matters: Bulgarian language, history and biology. The data were collected from 202 pupils in the 6th grade of a Bulgarian comprehensive school. The application of statistical procedures in the data analysis demonstrated elevated levels of reliability and validity of the questionnaire. The questionnaire design enables the monitoring of fluctuations in cognitive-emotional appraisals by subject matter and by phase of the lesson. Two predominant trends emerged in the students' appraisals: the activity and extraversion of their behaviour are contingent on the phase of the lesson and the subject matter; fear has low levels.

Predicting Mathematics Engagement: The Impact of Teaching Performance and Critical Thinking in Blended Learning

Leonardo Jr. S. Rulida — 2025-09-15

Engaging college students in mathematics remains a significant challenge but is essential for effective teaching and learning in higher education, particularly in blended learning environments (combining face-to-face and online instruction). With the rise of blended learning, which integrates face-to-face and online modalities, the role of educators in fostering active participation has become increasingly important. This study examined the combined effect of perceived teaching performance and critical thinking skills on the mathematical engagement of Philippine Bachelor of Secondary Education (BSED) mathematics students. Using a quantitative, non-experimental, predictive-correlational design, 120 valid cases were obtained through stratified random sampling. A modified Teacher Effectiveness Performance Evaluation System Questionnaire was distributed online via Google Forms to evaluate teachers' teaching performance. Completed responses were collected, organised, and analysed using appropriate statistical methods in SPSS v.26. Correlational analysis revealed a very strong positive relationship among perceived teaching performance, critical thinking skills, and student engagement. This indicates that students who perceive their instructors as effective, engaging, and supportive are more likely to actively participate in learning mathematics. The regression analysis further demonstrated that these two factors significantly predicted students' engagement in mathematics. These findings highlight the importance of enhancing instructional quality, promoting critical thinking activities, and fostering engaging learning environments to support improved student participation, academic performance, and long-term success in mathematics. The study concluded that students' engagement in mathematics is significantly influenced by their perceived teaching performance of college instructors and their critical thinking skills. Based on these results, it is recommended that teacher training programs and curriculum developers integrate strategies that strengthen critical thinking and emphasise effective teaching practices to maximise student engagement in mathematics.

Bridging Perception Gaps: Instructional, Professional, and Personal Characteristics of Multigrade Teachers in Laoang, Northern Samar

Lea L. Casane — 2025-09-15

This study explored the perceptions of instructional competence, professional characteristics, and personal attributes among multigrade teachers and school heads. Using a quantitative research design and a highly reliable survey instrument (Cronbach’s Alpha = 0.995), data were gathered from 42 participants selected through complete enumeration. Descriptive statistics were used to compare the mean ratings between the two groups. Results revealed a significant divergence in perceptions: multigrade teachers rated themselves more favourably than school heads did, suggesting a perceptual gap in how teacher attributes are viewed across roles. To address this discrepancy and enhance multigrade education, the study recommends collaborative professional development, mentorship initiatives, the establishment of clear evaluation criteria, and formal recognition of the contributions of multigrade teachers. These strategies aim to foster mutual understanding, improve instructional practices, and create a more supportive educational environment.

Time Management Competencies: Implications for Academic Advising

Samuel Osei — 2025-09-15

This review study explored existing literature on the concept of time management, its influence, and the role of academic advising in fostering time management competencies among students. The review was anchored in Self-Regulated Learning (SRL) theory, providing a comprehensive lens for analysing how students manage their learning processes, including the effective use of time. A systematic approach was employed to review the literature, sourcing relevant studies from peer-reviewed journal articles, books, and credible online publications. The selection of the literature was limited to studies published between 2015 and 2025. The literature indicates that effective use of time does not only influences academic achievement but also supports students’ overall well-being by reducing stress, promoting a balanced lifestyle, and enhancing motivation. The review also highlighted academic advising as a strategic platform for cultivating time management competencies. Based on the reviewed studies, it is concluded that academic advisors can serve as skill coaches to equip students with self-regulated learning routines and provide them with personalised strategies that respond to their individual needs. It is recommended that higher education institutions should embed time management coaching into existing academic advising services. Additionally, academic advisors should be trained to use validated tools such as the Time Management Questionnaire (TMQ) and the Time Management Behaviour Scale (TMBS) to diagnose students’ strengths and weaknesses and provide tailored guidance.

Skills Development as a Core Component of Lifelong Learning: A Review of the Kenyan Context

Ngure, Susan Wanuri — 2025-09-15

Lifelong learning is a continuous education predisposition that can either be formal or informal. This learning is guided by a more learned or experienced person, and it involves numerous learning opportunities that are intentional and voluntary. Skills development plays a crucial role in enabling individuals to become fully and productively engaged in livelihoods, and to have the opportunity to adapt these capabilities to meet the ever-changing demands of the economy and labour market. This study examines the integration of skills development into a continuous skill acquisition spectrum. Skills development and processes in Kenya are examined through policy development and delivery, and the need for continuous learning is acknowledged and demonstrated. This study conducted a review of existing literature on Lifelong learning and skills development in Kenya. In this study, lifelong education and training are well articulated and discussed alongside the benefits that can be accrued from them. The study discusses three foundational learning models—Behaviourism, Cognitivism, and Constructivism—and their relevance to lifelong learning. Some of the accrued benefits include: Productivity, employment creation, sustainability, structural changes, domestic growth, and social integration, among others. The findings reveal that Lifelong learning is crucial for addressing skills mismatches and promoting economic growth in Kenya. Future research could build on these findings by investigating how lifelong learning is practised in Kenya through quantitative inquiry, or by focusing on specific areas such as different vocations, training levels, or geographic locations.

Effect of Strategic Administrative Practices on Student Academic Achievement: Evidence from Kaiboi National Polytechnic

Kennedy Ntabo Otiso — 2025-09-15

Strategic leadership in educational institutions plays a pivotal role in shaping student academic outcomes. This chapter explores the effect of administrative practices within the broader context of strategic leadership on students’ academic performance at Kaiboi National Polytechnic in Nandi County, Kenya. Anchored in the Education Production Function Theory and Path–Goal Theory, the study specifically examines how communication strategies, administrative routines, and leadership role modelling influence academic achievement. Utilising a descriptive research design, data were collected from a census of 219 stakeholders, including the Chief Principal, Deputy Principals, Heads of Departments, trainers, and trainees, through structured questionnaires. Data analysis employed both descriptive and inferential statistical tools. The findings underscore the significant role of administrative practices—particularly in lesson planning, classroom supervision, and syllabus coverage—in enhancing academic performance. Recent data and trends reinforce the continued relevance of strategic leadership in technical and vocational education. The chapter concludes with targeted recommendations for institutional leaders to strengthen leadership practices that foster student success.

Effects of Instructional Supervision on Learners Performance in Secondary Schools in Turbo Sub County, Uasin Gishu, Kenya

Emily Kirwok — 2025-09-15

Instructional supervision is the process of assisting teachers in the form of guidance, direction, and stimulation to develop and improve the teaching and learning process for a better academic outcome. By providing guidance and constructive criticism, instructional supervision creates a reflective environment that allows teachers to continuously improve their teaching methods. The aim of the study is to evaluate the effects of instructional supervision on students’ performance in secondary schools in Turbo sub-county, Uasin Gishu, Kenya. This study focused on classroom observation, feedback, and professional documents and their impact on teaching quality and student outcomes. This study used a descriptive survey design. The population target was 55 principals, 102 teachers, and 3,150 students, with a sample size of 355 respondents selected through stratified random and purposive sampling methods. Data collection involved structured questionnaires and interviews, with instrument validity ensured through face and content validation. Reliability scores for teacher and student questionnaires were 0.67 and 0.69, respectively, close to the acceptable 0.70 threshold. Analysis included content analysis for interview responses and descriptive statistics for questionnaire data, using SPSS version 26. Findings revealed that instructional supervision by principals supported academic achievement by ensuring syllabus completion on time. The majority (89.48%) of principals conducted instructional monitoring in schools extremely frequently, while 64.13% engaged in instructional supervision very often or often. Many principals did not employ real-time classroom observation, such as in-class visits, to verify that lesson plans matched actual instruction. Most respondents agreed that principals’ instructional oversight influences students’ academic performance. Specifically, 43.18% indicated that principals’ classroom walk-ins help ensure teacher attendance, which in turn contributes to improved test scores. Instructional supervision discovered that using a variety of teaching strategies during classes enhanced student learning and academic achievement. Teachers’ supportive feedback, including encouragement, played a critical role in motivating students, thereby improving performance. The study recommends strengthening Principals’ instructional practices to enhance academic results and encourages them to go beyond standard checks, such as attendance registers, by conducting impromptu classroom visits. This approach could better ensure alignment between planned lessons and classroom delivery. Additionally, fostering supportive feedback is emphasised to boost student morale and engagement.

A Morphological and Semantic Study of the Compositum of the Kedang Language (Mountain Dialect, Hule Sub-Dialect)

Yosef Demon — 2025-09-15

Humans use language to communicate for an informative function in conversation. A person's ability, proficiency and communication skills depend greatly on how much vocabulary they have. Compositum is a derived word formed from the combination of two or more words formed from the combination of two or more words into one new word that contains a new meaning. This paper examines the Kedang language (KdL) composite, a Mountain Dialect, Hule subdialect, Nilanapo Village, Omesuri District, Lembata Regency. The study was conducted from morphological and semantic aspects. The study used a qualitative descriptive approach. The form of oral data was obtained from informants who speak KdL, the Mountain dialect, the Hule subdialect, and Nilanapo village, at least 25-65 years old. Data was collected using the listening and speaking method equipped with the techniques of listening involved speaking, listening free involved speaking, speaking face-to-face, recording, noting and documentation. Data analysis uses analysis steps such as data collection, data reduction, data presentation, and conclusions. The results of the study stated that there are two types of KdL composites, namely subordinate composites, including substantive subordinatives type A and attributive subordinatives type B and coordinative composites with type C. The relationship between the words that form the composite is adhesive and cohesive that it cannot be inserted with other words, one of its core elements cannot be expanded and it cannot be reversed. KdL composites' characteristics include non-insertion, non-extensiveness, and irreversibility (morphological characteristics) and have a unity of meaning (semantic characteristics). Semantically, the meaning of KdL composites states a new meaning that cannot be known in relation to the two core components, a new meaning that can be known in relation to one of the components, and a new meaning that can be known about both components. Based on the word category, the KdL composite includes the categories of nouns, verbs, adjectives, adverbs, numerals and conjunctions.