Interactive Flat Panel Service Readiness in Coastal Primary Schools Based on Teachers’ Experiences

Abstract

This study was conducted to evaluate the service quality of Interactive Flat Panels (IFPs) by examining the gap between teachers’ expectations and perceptions in coastal primary schools in Gorontalo City. A quantitative descriptive-evaluative approach was employed using the SERVQUAL framework, which covered tangibles, reliability, responsiveness, assurance, and empathy. The respondents comprised 90 teachers from nine coastal primary schools in Dumbo Raya and Hulonthalangi Districts. Data were collected using 10 paired expectation–perception statements rated on a five-point Likert scale and four open-ended questions. The instrument demonstrated adequate validity and high reliability, with Cronbach’s Alpha coefficients of 0.956 for the expectation scale and 0.879 for the perception scale. The results showed a mean expectation score of 4.70 and a mean perception score of 4.35, producing an overall SERVQUAL gap of −0.35. The largest gap occurred in assurance (−0.71), particularly in IFP training and the competence of support personnel, followed by responsiveness (−0.47). Open-ended responses also identified internet connectivity, hands-on training, and technical assistance as major needs. These findings indicated that IFP improvement should move beyond device provision toward stronger service readiness, teacher competence, technical support, and sustainable enabling infrastructure.