@article{10.11648/j.edu.20241304.19,
  author = {Ali Sharaf Al Musawi and Marwa Al-Mahruqi and Shaimaa Al-Ramadhani and Shams Al-Zakwani and Salim Al-Oweimri and Mahmood Al-Hosni and Ibrahim Al-Alawi and Sumaya Al-Yaarubi and Iman Al-Nabhani and Thouraiya Al-Maqbali and Houda Al-Daraai and Zakiya Al-Mahroqi and Muna Al-Rusheidi and Aisha Al-Rawahi and Salwa Al Rashdi and Adhraa Al-Resheidi and Afrah Al-Habsi and Marwa Al-Naabi and Asila Al-Aamri},
  title = {Quality Assessment of a Learning Resources Centers' Services at Omani Private Schools Using SERVQUAL Scale
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {222-230},
  doi = {10.11648/j.edu.20241304.19},
  url = {https://doi.org/10.11648/j.edu.20241304.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.19},
  abstract = {The increasing role of learning resources, electronic publishing, and the emergence of new innovations in LRCs necessitate significant changes in educational schemes, systems, methods, and resources. Studies highlight the significance of a school resource center in aiding students and teachers in designing, producing, using, and delivering resource materials, improving classroom environments, and providing a diverse range of learning resources. This study examines the perceived and expected service quality at the Learning Resources Center of Seeb International School in Oman. As well as investigating the significant differences in service quality due to some variables (gender, job, and experience). Utilizing the SERVQUAL model, the research explores five dimensions of service quality: reliability, responsiveness, assurance, tangibility, and empathy. The sample group comprised 15 participants, including teachers and administrators. The findings indicate that participants at Seeb International School's LRC perceive a higher level of service quality than predicted by the SERVQUAL model, with favorable opinions and high mean scores suggesting their expectations have been met or exceeded. The analysis reveals that gender does not significantly impact perceived service quality, but job category influences perceptions, with administrators rating service quality lower than teachers. Additionally, experience plays a significant role, as participants with more experience rate service quality higher than those with less experience. These results contribute to understanding service quality at the LRC of private schools in Oman and provide valuable insights for school administrators to enhance their learning resource services.
},
 year = {2024}
}

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TY  - JOUR
T1  - Quality Assessment of a Learning Resources Centers' Services at Omani Private Schools Using SERVQUAL Scale

AU  - Ali Sharaf Al Musawi
AU  - Marwa Al-Mahruqi
AU  - Shaimaa Al-Ramadhani
AU  - Shams Al-Zakwani
AU  - Salim Al-Oweimri
AU  - Mahmood Al-Hosni
AU  - Ibrahim Al-Alawi
AU  - Sumaya Al-Yaarubi
AU  - Iman Al-Nabhani
AU  - Thouraiya Al-Maqbali
AU  - Houda Al-Daraai
AU  - Zakiya Al-Mahroqi
AU  - Muna Al-Rusheidi
AU  - Aisha Al-Rawahi
AU  - Salwa Al Rashdi
AU  - Adhraa Al-Resheidi
AU  - Afrah Al-Habsi
AU  - Marwa Al-Naabi
AU  - Asila Al-Aamri
Y1  - 2024/08/27
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241304.19
DO  - 10.11648/j.edu.20241304.19
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 222
EP  - 230
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241304.19
AB  - The increasing role of learning resources, electronic publishing, and the emergence of new innovations in LRCs necessitate significant changes in educational schemes, systems, methods, and resources. Studies highlight the significance of a school resource center in aiding students and teachers in designing, producing, using, and delivering resource materials, improving classroom environments, and providing a diverse range of learning resources. This study examines the perceived and expected service quality at the Learning Resources Center of Seeb International School in Oman. As well as investigating the significant differences in service quality due to some variables (gender, job, and experience). Utilizing the SERVQUAL model, the research explores five dimensions of service quality: reliability, responsiveness, assurance, tangibility, and empathy. The sample group comprised 15 participants, including teachers and administrators. The findings indicate that participants at Seeb International School's LRC perceive a higher level of service quality than predicted by the SERVQUAL model, with favorable opinions and high mean scores suggesting their expectations have been met or exceeded. The analysis reveals that gender does not significantly impact perceived service quality, but job category influences perceptions, with administrators rating service quality lower than teachers. Additionally, experience plays a significant role, as participants with more experience rate service quality higher than those with less experience. These results contribute to understanding service quality at the LRC of private schools in Oman and provide valuable insights for school administrators to enhance their learning resource services.

VL  - 13
IS  - 4
ER  - 

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