Bulletin of Stomatology and Maxillofacial Surgery
2025; 313–326
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ENHANCING COLLEGE STUDENTS’ COMPETENCIES THROUGH COURSE ASSESSMENT, STUDENT ACTIVITIES, AND TEACHING SERVICES: EVIDENCE FROM A CHINESE PRIVATE UNIVERSITY

Pengfei Cui*, Bity Salwana Alias, Salleh Amat

1Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor 43600, Malaysia · Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor 43600, Malaysia

Received: 2025-09-17 · Published: 2025-09-11

© 2025 The Author(s) and the original publisher.

CC BY-NC 4.0 This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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Original title
ENHANCING COLLEGE STUDENTS’ COMPETENCIES THROUGH COURSE ASSESSMENT, STUDENT ACTIVITIES, AND TEACHING SERVICES: EVIDENCE FROM A CHINESE PRIVATE UNIVERSITY
Authors
Pengfei Cui, Bity Salwana Alias, Salleh Amat
Source journal
Bulletin of Stomatology and Maxillofacial Surgery
Published
2025-09-11
Licence
Creative Commons Attribution-NonCommercial 4.0 International
Original
https://doi.org/10.58240/1829006x-2025.21.5-312

Abstract

The enhancement of students’ general and professional competencies has become a key indicator of educational quality in higher education. This study investigates the influence of course assessment, student activities, and teaching services on competence enhancement, drawing on the customer satisfaction theory (ACSI) and expectation disconfirmation theory (EDT). Using 5,853 valid questionnaires collected from undergraduates at a Chinese private university, we constructed an empirical model to examine the relationships among these factors. Reliability and validity analyses confirmed the robustness of the measurement instruments (Cronbach’s α = 0.958; cumulative variance explained = 88.9%). Pearson correlation and multiple regression analyses revealed that all three factors significantly and positively affect students’ perceived enhancement of general and professional competencies (R² = 0.848, p < 0.01). Among them, student activities demonstrated the most substantial impact, highlighting the pivotal role of the “second classroom” in fostering comprehensive skills such as leadership, teamwork, and communication. The findings validate the applicability of ACSI and EDT in educational contexts and emphasize the importance of diversified course assessments and highquality teaching services in promoting student development. This study offers theoretical insights and practical implications for higher education reform, particularly for private universities seeking to optimize curriculum evaluation, strengthen student engagement, and improve service quality.
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