(Luận văn thạc sĩ) a research of the effect of service quality to customer satisfaction in izone ielts training academy

ĐẠI HỌC QUỐC GIA HÀ NỘI KHOA QUẢN TRỊ VÀ KINH DOANH - KHƯƠNG NHƯ QUỲNH A RESEARCH OF THE EFFECT OF SERVICE QUALITY TO CUSTOMER SATISFACTION IN IZONE IELTS TRAINING ACADEMY NGHIÊN CỨU ẢNH HƯỞNG CỦA CHẤT LƯỢNG DỊCH VỤ ĐẾN SỰ HÀI LÒNG CỦA KHÁCH HÀNG TẠI HỌC VIỆN ĐÀO TẠO IELTS IZONE LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH HÀ NỘI - 2020 ĐẠI HỌC QUỐC GIA HÀ NỘI KHOA QUẢN TRỊ VÀ KINH DOANH - KHƯƠNG NHƯ QUỲNH A RESEARCH OF THE EFFECT OF SERVICE QUALITY TO CUSTOMER SATISFACTION IN IZONE IELTS TRAINING ACADEMY NGHIÊN CỨU ẢNH HƯỞNG CỦA CHẤT LƯỢNG DỊCH VỤ ĐẾN SỰ HÀI LÒNG CỦA KHÁCH HÀNG TẠI HỌC VIỆN ĐÀO TẠO IELTS IZONE Chuyên ngành: Quản trị kinh doanh Mã số: 60 34 01 02 LUẬN VĂN THẠC SĨ QUẢN TRỊ KINH DOANH NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN KIM HÀO HÀ NỘI - 2020 DECLARATION The author confirms that the research outcome in the thesis is the result of author‟s independent work during study and research period and it is not yet published in other‟s research and article The other‟s research result and documentation (extraction, table, figure, formula, and other document) used in the thesis are cited properly and the permission (if required) is given The author is responsible in front of the Thesis Assessment Committee, Hanoi School of Business and Management, and the laws for above-mentioned declaration 31st of August, 2019 i ACKNOWLEDGEMENT After studying MBA course, I have attained plenty of various knowledge, skills and insights The course raises my capacity of administration and management up to the next level I declare that this is a true copy of my thesis The content of this thesis has been approved by the committee of Vietnam National University, Hanoi – Hanoi School of Business and Management (HSB) This thesis has not been submitted for a higher degree to any other University or Institution I would like to thank sincerely people for heloping, supporting and guiding me conscientiously in order to finish this thesis successfully First of all, I would like to thank all the professors of MBA program, especially Dr Tran Kim Hao – my supervisor Then I would like to thank deeply to the directors and staff of IZONE IELTS Training Academy, respondents and interviewees who allowed me to gather enough data for this research Finally, I would like to express my thanks to my husband, my family, my colleges and my fellow friends who always stand by me during the past two years and encourage me to keep moving from the beginning of my study ii ABBREVIATION EFA Exploratory Factor Analysis iii LIST OF FIGURES Figure 1.1 The relationship between service quality and customer satisfaction 10 Figure 1.2 Service Quality Gap Model in SERVQUAL 12 Figure 1.3 SERVQUAL model 13 Figure 1.4: Conceptual model of the research 15 Figure 3.1: Organization Chart of IZONE IELTS Training Academy 25 Figure 4.1: Gender statistic 32 Figure 4.2: Age statistic 33 Figure 4.3: Current enrolled course at IZONE statistic 33 Figure 4.4: Referral channel statistic 34 Figure 4.5: Referral intention statistic 34 Figure 4.6: Calibration model of customer satisfaction 39 iv LIST OF TABLES Table 1.1 Compare the two SERVQUAL and SERVPERF model 14 Table 3.1: Categories of IELTS training center in Hanoi 21 Table 4.1: Factors table after Cronbach test 35 Table 4.2: Reliable observed variables after running exploratory factor analysis 37 Table 4.7: Table of Descriptive statistic of grouped factors after run exploratory factor analysis 37 Table 4.3: Correlation test result 38 Table 3: Cronbach analysis result 58 Table KMO and Bartlett's Test result 59 Table Total Variance Explained test result 59 Table Rotated Component Matrixa test result 60 Table 11: Model Summaryb test result 64 Table 12: ANOVAa test result 64 Table 13: Coefficientsa test result 64 Table 14: Levene Statistic of age group test result 64 Table 15: ANOVA Statistic of age group test result 65 Table 16: Levene Statistic of group of referral channel test result 65 Table 17: ANOVA Statistic of group of referral channel test result 65 Table 18: Levene Statistic of group of current enrolled courses at IZONE test result 65 Table 19: ANOVA Statistic of group of current enrolled courses at IZONE test result 65 v TABLE OF CONTENT INTRODUCTION 1 Research rationale Literature review Aim of research Research objects Research scope Thesis structure CHAPTER I THEORETICAL BACKGROUND OF SERVICE QUALITY AND CUSTOMER SATISFACTION 1.1 Theoretical background review 1.1.1 Services 1.1.2 Training 1.1.3 Sevice quality 1.1.4 Dimensions of service quality 1.1.5 Customer satisfaction 1.1.6 The relationship between service quality and customer satisfaction 1.2 Service quality assessment models 11 1.2.1 Service Quality Gap Model 11 1.2.2 10-component of service quality model 12 1.2.3 SERVQUAL and SERVPERF models 13 1.3 Research conceptual model 14 1.4 Proposed hypothesis of the research 15 CHAPTER II: RESEARCH METHODOLOGY 16 2.1 Research approach 16 2.2 Research process 16 2.3 Research design 17 2.4 Sampling design and procedure 17 2.4.1 Target Population 17 2.4.2 Sampling technique 17 vi 2.4.3 Sample size 17 2.5 Data collection instrument 18 2.6 Survey design 18 2.7 Data analysis methods 19 CHAPTER III: CURRENT SITUATION OF IZONE IELTS TRAINING ACADEMY 20 3.1 Current situation of IELTS training market in Hanoi 20 3.1.1 IELTS definition 20 3.1.2 Situation of IELTS training service in Hanoi 21 3.2 Overview of IZONE IELTS Training Academy 23 3.2.1 IZONE general information 23 3.2.2 IZONE‟s differences in the IELTS training market 23 3.2.3 IZONE‟s features 24 3.2.4 IZONE‟s organizational information 25 3.2.5 IELTS course levels in IZONE 26 3.2.6 IZONE achievements 29 3.3 Current situation of IELTS trainining service quality in IZONE 29 3.3.1 IZONE‟s facilities: 29 3.3.2 IZONE‟s IELTS teachers: 30 3.3.3 IZONE‟s training program design: 30 3.3.4 IZONE‟s training materials: 30 3.3.5 IZONE‟s supportive service: 31 CHAPTER IV: RESEARCH FINDING RESULTS 32 4.1 Demographic and general statistic 32 4.1.1 Demographic analysis 32 4.1.2 General information of IZONE learning customer analysis 33 4.2 Customer satisfaction questionnaire analysis 35 4.2.1 Cronbach analysis 35 4.2.2 Exploratory Factor Analysis 36 4.2.3 Correlation analysis 37 4.2.4 Regression analysis 39 vii 4.2.5 Testing research hypotheses 39 4.2.6 ANOVA analysis 40 CHAPTER 5: RESEARCH DISCUSSION AND RECOMMENDATION 42 5.1 Finding result discussion 42 5.2 Research recommendation 43 CONCLUSION, LIMITATION AND IMPLICATION 46 Conclusions 46 Limitations 47 2.1 Limitation of Sampling 47 2.2 Limitation of Bias by respondents 47 2.3 Limitation of the option format of the answers 47 Implications 47 REFERENCES 48 APPENDIX I 53 APPENDIX II 56 viii 40 Rust, R T., & Oliver, R L (1994) Service quality: insights and managerial implications from the frontier Service quality: New directions in theory and practice, 1-19 41 Rust, R T., & Oliver, R L (1994) Service quality: insights and managerial implications from the frontier In R T Rust, & R L Oliver (Eds.), Service Quality: New Directions in Theory and Practice (pp 1-19) Thousand Oaks, CA: Sage Publication http://dx.doi.org/10.4135/9781452229102.n1 42 Saunders, M., Lewis, P & Thornhill, A., (2009) Research methods for business students 5th ed Essex: Pearson Education Limited 43 Spreng, R A., & Mackoy, R D (1996) An empirical examination of a model of perceived service quality and satisfaction Journal of retailing, 72(2), 201-214 44 Tabachnick, B G., Fidell, L S., & Ullman, J B (2007) Using multivariate statistics (Vol 5) Boston, MA: Pearson 45 Taylor, S A., & Baker, T L (1994) An assessment of the relationship between servi e qu lity n ustomer s tisf tion in the form tion of ustomers’ pur h se intentions Journal of Marketing, 58(Summer), 163-178 46 Tabachnick, B G., & Fidell, L S (2001) Principal components and factor analysis Using multivariate statistics, 4, 582-633 47 Teas, R K (1993) Expectations, performance evaluation, and consumers' perceptions of quality The journal of marketing, 18-34 48 Tung, L L (2004) Servi e qu lity n per eive v lue’s imp t on s tisf tion, intention and usage of short message service (SMS) Information Systems Frontiers, 6(4), 353-368 http://dx.doi.org/10.1023/B:ISFI.0000046377.32617.3d 49 Turel, O., & Serenko, A (2006) Satisfaction with mobile services in Canada: an empirical investigation Telecommunications Policy, 30, 314-331 http://dx.doi.org/10.1016/j.telpol.2005.10.003 50 Weiner, Bernard (1986), An attributional Theory of Motivation and Emotion New York: Springer – Verlag 51 Yi, W (1990) A critical review of consumer satisfaction Review of marketing, 4(1), 68-123 52 Zeithaml, V A., & Bitner, M J (2000) Services Marketing: Integrating Customer Focus across the Firm (2nd ed.) New York, NY: McGraw Hill 51 53 Zeithaml, V A., Berry, L L., & Parasuraman, A (1996) The behavioral consequences of service quality Journal of Marketing, 60(April), 31-46 http://dx.doi.org/10.2307/1251929 52 APPENDIX I This survey is designed to identify the factors affecting customer satisfaction in IZONE IELTS Training Academy Thank you for taking some time from your busy schedule to complete this survey Please answer all the questions The information collected from this survey is strictly confidential and will be used only for this research Part 1: General question Question 1: What is your group of ages Below 18/From 18 to 22/From 22 to 24/Above 24 Question 2: What is your gender Male/Female/Other Question 3: What is current enrolled course in IZONE IELTS Foundation course/ PRE-IELTS course/ IELTS course/ Advanced IELTS Question 4: What is customer referral channel? Facebook/ Google/ Friends/ Media Question 5: Do you refer your friends to learn in IZONE? Yes/ No Part 2: Survey questionnaire Scales of Training facilities factor Factors Questions Code Agreed level TF1 Classrooms are cleaned, having enough light and space for student to activities during sessions Training Classrooms‟ Facilities such as sound devices Facilities and visual aids are working properly TF2 Toilet are clean and hygienic TF3 TF4 (TF) The vehicle parking for learners is convenient to park 53 Scales of IELTS Teachers factor Factors Questions Code Agreed level IT1 methodology to help learners find easier to learn IT2 IELTS Teachers are nice and professional IT3 Code Agreed level IELTS Teachers have attractive profile with years of experience in teaching IELTS IELTS Teachers IELTS Teachers have appropriate and flexible (IT) Scales of Training materials factor Factors Questions Training materials is understandable and suitable for your IELTS level Training materials (TN) TM1 5 Training materials is up-to-date with the changing of IELTS format of the current TM2 examination The quality of material copies for learner is TM3 good Scales of Program designing factor Factors Questions Code Agreed level logical TD1 The duration of the cprogram is suitable TD2 The content is various and appropriate TD3 TD4 The amount and arrangement of the modules are Program Designing (PD) A trial test organizing after IELTS course is useful 54 Scales of Supportive services factor Factors Questions Code Agreed level SS1 SS2 SS3 Questions Code Agreed level You satisfy with the service quality in IZONE ER1 ER2 ER3 The quality of IZONE feedback solving system is timely, effective and polite Supportive Class Assistants are professional and effective Services (SS) during sessions to help learners Class Assistants are nice and supportive beside class time Scales of Customer Satisfaction Factors Customer Satisfaction You will learn the next level course after finishing this course (CS) You will introduce your friends to learn in IZONE 55 APPENDIX II Table 1: Table of descriptive statistic of research variables Descriptive Statistics Std N Range Minimum Maximum Mean Deviation Variance Skewness Std Kurtosis Std Std Statistic Statistic Statistic Statistic Statistic Error Statistic Statistic Statistic Error Statistic Error TF1 121 3.63 0.095 1.050 1.102 -0.829 0.220 0.389 0.437 TF2 121 3.74 0.091 1.004 1.009 -0.869 0.220 0.628 0.437 TF3 121 3.37 0.095 1.042 1.086 -0.529 0.220 -0.061 0.437 TF4 121 3.17 0.106 1.167 1.361 -0.313 0.220 -0.703 0.437 IT1 121 4.02 0.097 1.068 1.141 -1.635 0.220 2.521 0.437 IT2 121 3.98 0.094 1.033 1.066 -1.444 0.220 2.065 0.437 IT3 121 4.26 0.100 1.099 1.209 -1.942 0.220 3.323 0.437 TM1 121 3.86 0.100 1.098 1.205 -1.292 0.220 1.294 0.437 TM2 121 3.83 0.093 1.022 1.045 -1.310 0.220 1.769 0.437 TM3 121 3.77 0.099 1.086 1.179 -0.994 0.220 0.546 0.437 TD1 121 3.85 0.084 0.928 0.861 -1.416 0.220 2.321 0.437 TD2 121 3.88 0.098 1.074 1.153 -1.449 0.220 1.791 0.437 TD3 121 3.92 0.090 0.988 0.976 -1.360 0.220 2.014 0.437 TD4 121 3.93 0.096 1.055 1.112 -1.470 0.220 2.140 0.437 SS1 121 3.88 0.090 0.993 0.987 -1.424 0.220 2.201 0.437 SS2 121 4.13 0.097 1.072 1.149 -1.672 0.220 2.590 0.437 SS3 121 3.79 0.095 1.042 1.087 -1.038 0.220 1.139 0.437 CS1 121 3.96 0.087 0.961 0.923 -1.521 0.220 2.715 0.437 CS2 121 3.70 0.091 0.997 0.994 -0.960 0.220 1.108 0.437 CS3 121 3.93 0.091 0.998 0.996 -1.401 0.220 2.239 0.437 Valid N 121 (listwise) 56 Table 2: Table of demographic analysis Demographic analysis Age Gender Current Column N % From 18 to 22 86 71.1% From 22 to 24 14 11.6% Over 24 6.6% Under 18 13 10.7% Female 90 74.4% Male 31 25.6% 23 19.0% 55 45.5% 0.8% 42 34.7% IELTS enrolled courses Count (5.0- 6.0) at IZONE Introductory (3.0-4.0) Khoá PRE- IELTS (4.0- 5.0) PRE-IELTS (4.0-5.0) Referral Facebook 64 52.9% channel Friends 47 38.8% Google 1.7% Newspapers 0.8% Others 5.8% Refer others to No 15 12.4% IZONE Yes 106 87.6% 57 Table 3: Cronbach analysis result Observed Variables Scale Mean if Item Scale Variance if Deleted Item Deleted Corrected Item-Total Correlation Cronbach's Alpha if Item Deleted I Training facilities: α=0,854; N=4 TF1 10 7.207 0.775 0.781 TF2 10 7.628 0.728 0.802 TF3 11 7.717 0.669 0.825 TF4 11 7.359 0.625 0.848 II IELTS teacher: α=0,955; N=3 IT1 4.25 0.909 0.929 IT2 4.37 0.917 0.925 IT3 4.192 0.888 0.947 III Training material: α=0,889; N=3 TM1 3.81 0.794 0.832 TM2 4.036 0.813 0.818 TM3 4.001 0.745 0.875 III Training design α=0,941; N=4 TD1 12 8.363 0.88 0.919 TD2 12 7.827 0.826 0.935 TD3 12 7.856 0.923 0.903 TD4 12 7.945 0.822 0.935 III Supportive service: α=0,909; N=3 SS1 3.993 0.805 0.88 SS2 3.64 0.828 0.861 SS3 3.766 0.821 0.866 III Customer satisfaction: α=0,918; N=3 CS1 3.517 0.852 0.868 CS2 3.53 0.797 0.913 CS3 3.376 0.856 0.864 58 Table KMO and Bartlett's Test result KMO and Bartlett's Test Kaiser-Meyer-Olkin Measure of 0.950 Sampling Adequacy Bartlett's Test of Sphericity Approx Chi-Square 2262.137 df 136 Sig 0.000 Table Total Variance Explained test result Total Variance Explained Initial Eigenvalues Compone nt % of Total Varianc e 11.74 69.076 Cumulati ve % 69.076 Extraction Sums of Rotation Sums of Squared Loadings Squared Loadings % of Total Varianc e 11.74 69.076 Cumulati Tota ve % 69.076 1.142 6.717 75.793 l 0.637 3.745 79.538 0.552 3.246 82.784 0.478 2.811 85.594 0.399 2.348 87.942 0.351 2.064 90.007 0.287 1.69 91.697 0.264 1.555 93.252 10 0.239 1.406 94.658 11 0.196 1.154 95.811 12 0.181 1.062 96.873 13 0.157 0.923 97.797 14 0.125 0.735 98.531 15 0.097 0.569 99.1 Varianc e 8.66 50.98 Cumulati ve % 50.98 1.142 6.717 75.793 4.21 24.813 % of 59 75.793 Table Rotated Component Matrixa test result Rotated Component Matrixa Component 0.885 0.849 0.837 0.831 0.814 0.811 0.809 0.808 0.801 0.793 0.731 0.718 0.626 TD3 TM1 TD4 TD1 IT3 TM2 TD2 SS2 IT1 IT2 SS3 SS1 TM3 TF2 TF3 TF1 TF4 0.793 0.786 0.785 0.703 Table 7: Table of the correlation between independent variables Correlations TF1 Pearson TF1 TF2 TF3 TF4 IT1 IT2 IT3 TM1 TM2 TM3 TD1 TD2 TD3 TD4 SS1 SS2 SS3 715** 607** 625** 670** 640** 639** 569** 623** 582** 636** 605** 573** 520** 630** 592** 558** Correlation Sig (2- 0 0 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 121 121 121 121 121 tailed) N 121 TF2 Pearson 715** 633** 515** 604** 582** 566** 541** 565** 579** 567** 590** 549** 472** 647** 566** 520** Correlation Sig (2- 0 0 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 121 121 121 121 tailed) N 121 TF3 Pearson 121 607** 633** 502** 576** 563** 498** 447** 531** 585** 471** 508** 508** 523** 501** 485** 442** Correlation Sig (2- 0 0 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 121 121 121 tailed) N 121 TF4 Pearson 121 121 625** 515** 502** 525** 542** 478** 468** 515** 420** 494** 415** 526** 477** 485** 528** 524** Correlation Sig (2- 0 121 121 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 121 121 tailed) IT1 N 121 121 Pearson 670** 604** 576** 525** 899** 860** 756** 828** 659** 811** 780** 847** 763** 741** 776** 663** Correlation Sig (2- 0 0 121 121 121 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 121 tailed) N 121 121 60 IT2 Pearson 640** 582** 563** 542** 899** 870** 740** 795** 658** 780** 712** 840** 764** 729** 785** 686** Correlation Sig (2- 0 0 121 121 121 121 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 tailed) IT3 N 121 121 Pearson 639** 566** 498** 478** 860** 870** 790** 752** 636** 748** 759** 802** 769** 714** 798** 637** Correlation Sig (2- 0 0 0 121 121 121 121 121 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 tailed) N 121 TM1 Pearson 121 569** 541** 447** 468** 756** 740** 790** 780** 692** 797** 820** 811** 748** 734** 795** 680** Correlation Sig (2- 0 0 0 121 121 121 121 121 121 0 0 0 0 121 121 121 121 121 121 121 121 121 tailed) N 121 TM2 Pearson 121 623** 565** 531** 515** 828** 795** 752** 780** 714** 807** 764** 852** 786** 727** 736** 700** Correlation Sig (2- 0 0 0 0 121 121 121 121 121 121 121 0 0 0 0 121 121 121 121 121 121 121 121 tailed) N 121 TM3 Pearson 121 582** 579** 585** 420** 659** 658** 636** 692** 714** 668** 663** 658** 656** 701** 649** 589** Correlation Sig (2- 0 0 0 0 121 121 121 121 121 121 121 121 0 0 0 121 121 121 121 121 121 121 tailed) N 121 TM4 Pearson 121 636** 567** 471** 494** 811** 780** 748** 797** 807** 668** 811** 859** 782** 714** 732** 690** Correlation Sig (2- 0 0 0 0 0 121 121 121 121 121 121 121 121 121 0 0 0 121 121 121 121 121 121 tailed) N 121 TD1 Pearson 121 605** 590** 508** 415** 780** 712** 759** 820** 764** 663** 811** 831** 700** 730** 716** 707** Correlation Sig (2- 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 0 0 121 121 121 121 121 tailed) N 121 TD2 Pearson 121 573** 549** 508** 526** 847** 840** 802** 811** 852** 658** 859** 831** 850** 720** 789** 743** Correlation Sig (2- 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 0 0 121 121 121 121 tailed) N 121 TD3 Pearson 121 520** 472** 523** 477** 763** 764** 769** 748** 786** 656** 782** 700** 850** 685** 774** 684** Correlation Sig (2- 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 121 0 121 121 121 tailed) N 121 SS1 Pearson 121 630** 647** 501** 485** 741** 729** 714** 734** 727** 701** 714** 730** 720** 685** 766** 756** Correlation Sig (2- 0 0 0 0 61 0 0 0 tailed) N 121 SS2 Pearson 121 121 121 121 121 121 121 121 121 121 121 121 121 121 121 592** 566** 485** 528** 776** 785** 798** 795** 736** 649** 732** 716** 789** 774** 766** 121 786** Correlation Sig (2- 0 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 121 121 121 tailed) N 121 SS3 Pearson 121 121 558** 520** 442** 524** 663** 686** 637** 680** 700** 589** 690** 707** 743** 684** 756** 786** Correlation Sig (2- 0 0 0 0 0 0 0 0 121 121 121 121 121 121 121 121 121 121 121 121 121 121 121 tailed) N 121 Table 8: Table of communalities Communalities TF1 Initial 1.000 Extraction 0.773 TF2 1.000 0.744 TF3 1.000 0.691 TF4 1.000 0.581 IT1 1.000 0.835 IT2 1.000 0.813 IT3 1.000 0.795 TM1 1.000 0.805 TM2 1.000 0.807 TM3 1.000 0.626 TD1 1.000 0.808 TD2 1.000 0.772 TD3 1.000 0.881 TD4 1.000 0.778 SS1 1.000 0.727 SS2 1.000 0.785 SS3 1.000 0.663 62 121 Table 9: Table of component matrix Component Matrixa Component TD3 0.914 IT1 0.912 IT2 0.899 TM2 0.891 TD1 0.885 IT3 0.882 SS2 0.877 TM1 0.872 TD2 0.866 TD4 0.856 SS1 0.853 SS3 0.809 TM3 0.788 TF1 0.756 0.449 TF2 0.714 0.485 TF3 0.652 0.516 TF4 0.627 0.433 63 -0.214 -0.213 -0.215 Table 10: Table of descriptive statistic of calibrating factors after EFA test Descriptive Statistics N Range Minimum Maximum Statistic Statistic Statistic Statistic Mean Std Deviation Variance Statistic Std Error Statistic Skewness Kurtosis Statistic Statistic Std Error Statistic Std Error TF 121 3.4793 0.08092 0.8901 0.792 -0.668 0.22 0.548 0.437 TPS 121 3.9313 0.08312 0.91432 0.836 -1.813 0.22 3.378 0.437 Valid N (listwise) 121 Table 11: Model Summaryb test result Model Summaryb Model R 903 a Adjusted R Std Error of the R Square Square Estimate Durbin-Watson 0.815 0.811 0.39672 2.058 Table 12: ANOVAa test result ANOVAa Model Sum of Squares df Mean Square F Sig Regression 81.557 40.778 259.092 000b Residual 18.572 118 0.157 Total 100.129 120 Table 13: Coefficientsa test result Coefficientsa Model Unstandardized Standardized Coefficients Coefficients B Std Error (Constant) 0.297 0.165 TF 0.129 0.060 TPS 0.874 0.059 Collinearity Statistics Beta t Sig Tolerance VIF 1.803 0.074 0.130 2.145 0.034 0.454 2.201 0.875 14.873 0.000 0.454 2.201 Source: Author (2019) Table 14: Levene Statistic of age group test result Test of Homogeneity of Variances Levene Statistic df1 df2 Sig 1.8 110 0.094 64 Table 15: ANOVA Statistic of age group test result ANOVA Sum of Squares df Mean Square Between Groups 4.122 10 0.412 Within Groups 55.895 110 0.508 Total 60.017 120 F Sig 0.811 0.618 Table 16: Levene Statistic of group of referral channel test result Test of Homogeneity of Variances Levene Statistic df1 df2 Sig 2.082 110 0.051 Table 17: ANOVA Statistic of group of referral channel test result ANOVA Sum of Squares df Mean Square Between Groups 24.805 10 2.48 Within Groups 152.666 110 1.388 Total 177.471 120 F Sig 1.787 0.071 Table 18: Levene Statistic of group of current enrolled courses at IZONE test result Test of Homogeneity of Variances Levene Statistic df1 df2 Sig 0.411 110 0.894 Table 19: ANOVA Statistic of group of current enrolled courses at IZONE test result ANOVA Sum of Squares df Mean Square Between Groups 5.034 10 0.503 Within Groups 63.842 110 0.58 Total 68.876 120 65 F Sig 0.867 0.566 ... responsiveness, assuarance, empathy, and tangibles Aim of research The principle objective of this research is to analyze how service quality affects customer satisfaction in IZONE IELTS Training Academy Additionally,... training Academy Therefore, the researcher has adapted a deductive approach for this research as to evaluate the dimensions of service quality which are affecting the satisfaction of customer in and... model, learners‟ satisfaction will be evaluated by training service quality Training Materials (Tangible) IELTS Teachers (Tangible) (Assurance) Customer satisfaction Training Facilities (Tangibles)