Quality of Educational Service at the Faculty of Social Sciences and Humanities of a Public University

The quality of the educational service is one of the factors that is present as the objective of every university institution and, therefore, the quality of training of professionals in Peru, both in its face-to-face and remote modality. The objective of the research was to determine the association of expectation and perception of the quality of educational service provided by the National University of Education. The selected exhibition consisted of 189 students from the Faculty of Social Sciences and Humanities. They responded to the survey based on the SERVQUAL model that measures the expectation of students of a university of excellence and the perception of educational service that is offered by the institution. The association between the two variables was evaluated through Spearman's Rho correlation. The results demonstrate a weak association of student expectation and perception variables at a significance level of 0.05. Likewise, these results are extended to the security dimension, in contrast to the other dimensions such as tangibility, responsiveness, empathy and reliability. This means that the gaps (P-E) that are the differences between perception (P) and Expectations (E) suggest that improvement plans must be implemented to obtain the quality of educational service that students demand.


Resumen
La calidad del servicio educativo es uno de los factores que está presente como objetivo de toda institución universitaria y, por tanto, la calidad de la formación de los profesionales en el Perú, tanto en su modalidad presencial como a distancia. El objetivo de la investigación fue determinar la asociación de expectativa y percepción de la calidad del servicio educativo brindado por la Universidad Nacional de Educación. La muestra seleccionada estuvo compuesta por 189 estudiantes de la Facultad de Ciencias Sociales y Humanidades. Respondieron a la encuesta con base en el modelo SERVQUAL que mide la expectativa de los estudiantes de una universidad de excelencia y la percepción del servicio educativo que ofrece la institución. La asociación entre las dos variables se evaluó mediante la correlación Rho de Spearman. Los resultados demuestran una asociación débil de las expectativas de los estudiantes y las variables de percepción a un nivel de significancia de 0.05. Asimismo, estos resultados se extienden a la dimensión de seguridad, en contraste con las otras dimensiones como la tangibilidad, la capacidad de respuesta, la empatía y la confiabilidad. Esto significa que las brechas (P-E) que son las diferencias entre percepción (P) y Expectativas (E) sugieren que se deben implementar planes de mejora para obtener la calidad del servicio educativo que demandan los estudiantes. 3 under semi-presence or remote mode, through the use of virtual learning environments, until the educational service is restored in person. Consequently, the remote teaching modality is not exempt from the requirement of quality standards in the sector.

Palabras clave
Within the framework of quality, one of the main players in the university community are students. For this reason, the perception of university quality through satisfaction is one of the dynamics that has been considered in many of the national and international university institutions. Satisfaction results are used for decision-making, such as the formulation of improvement plans.
One of the main functions of an educational institution, particularly university, is to meet the needs of the student, as posed by the Models of Total Quality Management. It is therefore conducive to identifying what these needs might be that require attention, in order to assess and take appropriate actions to achieve quality improvement. In this sense, an instrument should be sought that collects information on educational quality, through student satisfaction with the main interest of determining the positive and negative aspects in the undergraduate context. This generates indicators that can help the school receive feedback when evaluated to help you optimize the service it offers. Candelas et al. (2013) made a measurement of the satisfaction of students of a Mexican higher education center, using as a data collection tool the questionnaire called Student University Satisfaction (SEU), which was applied to a sample of 163 students of the industrial engineering career, identifying six dimensions: academic aspect, administrative aspect, empathy, academic offer, complementary aspects and environment, which account for 68% of the total variance.
De Castro et al. (2012) state that students should be considered as their clients who need to be served and institutions demonstrate their quality. So, many of the accreditation models; as the case of ISO 9001:2008, which states that the organization must ensure the student's requirements through their perception. Ahmad and Almas (2013) reported that studies on student opinion have increased in recent decades as part of policy-making diagnostics in higher education. One of the highlights has been students' satisfaction with their teachers. These evaluations have been considered for administrative decisions such as promotion, permanence and training for their own improvement.  Correia and Miranda (2012) reported that Bologna's institutional diagnostic process has allowed a great concern for the management of the quality of the educational service offered to institutions of the higher level, mainly universities in Spain. The quality of educational service at the higher level focuses not only on the teaching processlearning, teacher-student relationship, but also includes the quality of academic services such as that provided in libraries, projection or social responsibility systems, welfare services, mentoring, follow-up of their graduates and departmental secretariats.
In Peru, Yenque de Dios and Ráez Guevara (1999) carried out research taking as an analysis unit the Universidad Nacional Mayor de San Marcos to measure educational quality, taking as variable the level of satisfaction of their students. The purpose of the research was to describe which methods are appropriate to improve the quality of the services provided by the university by referring to academics. The methodology was based on observation and surveys of all actors in the university community such as managers, students, teachers and administrative staff.
Bullón (2007) researched student satisfaction of educational quality in 56 engineering students from the Pontifical Catholic University of Peru, to whom they applied a survey to measure satisfaction. An acceptable level of satisfaction was found for students in the Mechanical Engineering career, while quite satisfied for students of the Electronic, Industrial and Civil engineering career. Factors such as the skills developed in his training, as part of his egress profile, were of greater satisfaction than those regarding the university's consideration of its socioeconomic level.
Naldos and Rosas (2018) reported that students of the Service Management program, at the University of Piura, have a better perception of the security dimension in the quality of educational service, measured through the SERVQUAL survey.

2 Material and methods
The intentional sample consisted of 189 students from the entrance promotions from 2016 to 2019 from the career of the Faculty of Social Science and Humanities at the Enrique Guzmán y Valle National University of Education, as shown in Table 1.  Parasuraman, Zeithaml and Berry (1988) surveys, called SERVQUAL (Service Quality), were used to collect information from variables expectation and perception of quality, with 22 items. The Likert scale was entirely at odds with totally according to values from 1 to 5 respectively. It should be noted that this instrument was adapted to the conditions of the educational service remotely.
The reliability of the instrument was estimated through the Cronbach coefficient.
The calculation of this coefficient determines that if its value is close to the unit, it is a reliable instrument that makes stable and consistent measurements. The surveys in this study reached a Cronbach coefficient of 0.974 and 0.957 for expectation and perception, respectively, so it can be indicated that the instrument is reliable.

Results
The responses of the evaluations of the items of greatest interest were subjected to statistical analysis to determine the degree of association or correlation between the variables.  Table 2 shows the results of the application of the questionnaire on expectations of the quality of education service and the averages of the 22 items in that questionnaire.

Expectation of the quality of educational service
As noted, the lowest average is obtained by item 1 which corresponds to the excellent universities have virtual classrooms, which are always available when you want to access it and this criterion has an average rating of 4.67. That is, 77.14% agree with this requirement for a quality university.
Item 2 also states that excellent universities should have virtual classrooms as a space that contributes efficiently to learning. This reaches an average rating of 4.73, with 94% of students considering this criterion to be expected at a quality university.   Table 3 shows the average ratings to the items in the educational service perception questionnaire provided by the Enrique Guzmán y Valle National University of Education, applied to students of the Faculty of Social Sciences and Humanities The average obtained in item 7 corresponds to the highest rating, which is 4.73. That is, 94%

Perception of the Quality of Educational Service
perceive that their teachers guide them appropriately to carry out the assigned activities in the virtual classroom.
Then item 6 with an average of 3.97, where 79% of students believe that UNE teachers are interested in always attending/teaching in a willing and friendly manner.
However, the lowest value obtained is item 19, with an average of 2.57. That is, 51% of students perceive that the intranet and virtual classroom are functioning correctly and errorfree, followed by item 19 where 53% of students perceive that if they make a query or application, UNE responds within the time it promised to do so.  The SERVQUAL model establishes an analysis of the gaps in the quality factors of educational service. The following formula is used for the calculation of gaps: Gap -Perception (P) -Expectation (E). In Table 4, we can see the results of gaps or gaps (Perception -Expectation), being the dimension responsiveness that corresponds to the university has the right and willingness to help users and provide a fast service. In addition, that it should provide facilities for students to find job opportunities has the biggest gap (-1.49). The security dimension corresponds to the knowledge and attention shown by employees and their skills to gain credibility and confidence in the student has as a gap the value -1.45.  Variable expectations and perceptions were correlated with the purpose of knowing whether the perception of the service provided, which means its satisfaction, goes hand in hand with the expectation of the quality of a university of excellence.

EDUCAÇÃO & FORMAÇÃO
For this, you have two statistical hypotheses to be contrasted: Hor: There is no association between variables (Equivalent to saying: there is no association between variable expectations and perceptions of students regarding the quality of educational service).
HA: If there is an association (if there is a relationship; there is dependence between those variables).
Applying Spearmann's correlation test shows that there is no correlation, 0.05 significance level. Expectations and perceptions of the quality of educational service provided to students of Social Sciences and Humanities of the National University of Education Enrique Guzmán y Valle (UNE), during the 2020-I semester, is weakly associated with a significance level of 0.05.

Discussion of results
Quality assurance is a priority of university institutions to achieve continuous improvement, so self-assessments are necessary, taking as a source of information the actors of the institutions and those who receive their services or impacts. Also, it becomes a priority to monitor your situation, obtaining direct information from those who receive the service (students). One of the highlights is to measure the level of satisfaction with the various quality indicators. As held by Pichardo et al. (2007), a student satisfied with the university institution confirms the quality of the university, since they are the same students who argue that they are satisfied to the extent that the services offered to them meet their needs.
The satisfaction indicators, with regard to the quality of the educational service, as well as the measurement of the academic quality of the implementation of the curriculums raised by Neumann, L. and Neumann, Y. (1985), include indicators consistent with what Ahmad and Almas proposed (2013). In addition, statistical tests to validate correlations, with respect to the expectations and perception of the educational service provided by UNE, have been determined that there is no correlation to the confidence level of 0.05. This is consistent with what is reported by Neumann, L. and Neumann, Y. (1985), who suggest that student satisfaction information may be more useful in determining institutional organization levels than for individually evaluating the course or a member. Rosas (1992) reports that the academic level can be defined in two perspectives.
The first refers to the student, who defines it in terms of individual performance indicators; whether quantitative, such as notes, approved credits, study time, study satisfaction or as a degree achievement. The second refers to the university, which states that academic success has been operationalized in various ways such as the quality of applicants /students enrolled, origin of schools, or the academic quality of its prestige, publications, international recognition, among others. It has also been defined as academic success from a social macro perspective, based on the scientific, technological and cultural development achieved by the country in a certain time.
In this work we focus on determining the expectations of educational service in students and, also, their perception, this has allowed us to observe that Peruvian students tend to demand from a quality university with the same demand as other students such as Mexico which, according to Rosas (1992), are the needs of any university student.
From the analysis, it can be said that 62% of students perceive positively the quality of the service provided by the university, but the difference between importance and satisfaction requires implementing an improvement plan that makes it possible to meet the expectations of the student. The factors that are likely to affect student perception are job satisfaction and organizational commitment of teachers, as indicated by Araoz and Ramos (2021).
On the other hand, the SERVQUAL method was an appropriate tool for measuring the quality of educational service provided by a university. In addition, the results of this research can be seen as a document for management and decision-making as improvement plans are implemented, as strengths and weaknesses have been evident.
Also, it is true that quality will depend on the customer who may have new needs over time;