Purpose: This study empirically investigates the structural relationships among educational service quality, service value, student satisfaction, and educational performance in college major physical education practical classes.
Method: This study was conducted with university students enrolled in physical education-related departments at seven universities located in Busan, Daegu, and Gyeongbuk, Korea. Data were collected from 448 students using convenience sampling, of which 396 responses were included in the final analysis after excluding 52 invalid responses. The data were analyzed using SPSS version 29.0 and AMOS version 29.0 statistical software. Frequency analysis was performed to investigate the demographic characteristics of the participants. Confirmatory factor analysis (CFA) and reliability analysis were conducted to assess the validity and reliability of the measurement instruments. Additionally, correlation analysis was used to verify the independence of variables, and structural equation modeling (SEM) was performed to test the hypotheses.
Results: First, among the dimensions of educational service quality in major physical education classes at universities, program quality, interaction quality, and physical environment quality were found to have significant effects on service value. Second, it was found that program quality, interaction quality, and physical environment quality had significant effects on student satisfaction. Third, only program quality had a significant effect on educational performance. Fourth, service value was found to have a significant effect on student satisfaction. Fifth, service value also had a significant effect on educational performance. Finally, student satisfaction was found to have a significant effect on educational performance.
Conclusion: These results suggest that improving the quality of educational services in physical education classes is essential for increasing student satisfaction and improving learning outcomes. Furthermore, they confirm that improving the quality of program content is the most important factor in educational service quality.