Relationship Between Decoding Skills and Reading Comprehension of Struggling Grade 4 Learners in Armenia Elementary School
DOI:
https://doi.org/10.65339/ijsis.V1.I3.139Keywords:
Citizen Satisfaction, Educational Assistance, Local Government Support, Public Service Delivery, Quality Education, Scholarships, Service AccessibilityAbstract
This study assessed citizen satisfaction with local government support to education in Uson, Masbate as a basis for improved service delivery. It was anchored on Expectancy-Disconfirmation Theory, the SERVQUAL Model of Service Quality, and Public Value Theory. A descriptive-quantitative design was employed using a validated structured questionnaire administered to 300 citizens from Poblacion, Crossing, Buenavista, Buenasuerte, and Quezon through convenience sampling. Data were analyzed using frequency counts, percentages, weighted mean, and One-Way Analysis of Variance. Findings showed substantial citizen awareness of local government education support, with the highest awareness recorded for support to public schools at 89.00%, while other education programs had the lowest awareness at 47.67%. Scholarship or educational assistance was the most commonly availed service at 81.67%, while support for school facilities and equipment had the lowest availment at 57.33%. Respondents were very satisfied with scholarship and educational assistance (composite mean = 3.33), school supplies and learning materials (3.38), and support for public schools (3.41). However, citizens identified the need for greater public school support, improved availability and accessibility of education assistance, more timely delivery, and better service processes. The ANOVA indicated a statistically significant difference in citizen satisfaction. The study concludes that while local government educational support is generally perceived positively, improvements in awareness, accessibility, timeliness, and sustained school support remain necessary. It recommends stronger information dissemination, clearer service procedures, timely delivery of assistance, enhanced school support, and continued use of citizen feedback in service improvement. The study aligns primarily with SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice and Strong Institutions), and SDG 17 (Partnerships for the Goals). Its sustainability impact lies in strengthening educational, institutional, governance, socio-economic, and community sustainability through more responsive and inclusive local education service delivery.
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