Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

virus. Developed countries with internet access and connectivity maintain their academic programs online, resulting in a gap between poor and advanced countries, with many students missing an entire session. Thus, the current study introduced the moderating role of e-learning to strengthen the relationship between teaching quality and students' satisfaction. E-learning, if effectively implemented, will aid in sustaining academic programs and improving teaching quality to achieve student satisfaction. Additionally, studies established that teaching quality is an antecedent of student satisfaction. Recent developments like COVID-19 that shut down academic programs worldwide require more studies to guide the management of education enterprises on how to fill the gap created by the unexpected closure of institutions. Moreover, Sekaran (2003) states that a moderator can be used when a relationship is contingent on a third variable, also called an intervening variable. In this study, the researchers firmly believe that the relationship between teaching quality and students satisfaction can be strengthened by good e-learning that aligns students' behavior with institutions' objectives to meet paradoxical demands for control and flexibility (Mubi Qadri, 2015). The dimensions on which scholars evaluate the quality of education provided are many; significant among the aspects of education is students' perspective; what is their perception of the quality of education they receive (Zaheer et al., 2015)? This is especially important when discussing e-Learning, where physical interaction between student and teacher is minimal or absent. Thus, physical distancing is a necessary COVID-19 protocol. Students can also continue their academic programs online with e-learning. The primary aim of these online classes (e-learning) is to maintain communication with students, promote self-confidence, and enhance students' confidence in their ability during the recovery era of the COVID-19 pandemic (Yekefallah et al., 2021). Thus, improving teaching quality and students' satisfaction. Therefore, given the preceding, an essential research question that requires an answer is: what is the moderating effect of e-learning on the relationship between teaching quality and student satisfaction? Thus, this study aims to find the answer to the above research question to develop better insights and perspectives on the relationship that would help make meaningful managerial and theoretical contributions. This paper is structured into five sections: introduction, literature review and theoretical framework, methodology, results and discussion and conclusion. Similarly, directions for future research are presented based on the paper's findings. II. L iterature R eview a) Concept of teaching quality According to Anderson & Burns (1991), teaching is an interpersonal interaction involving language which helps students to learn or modify their learning behavior. However, teaching is more than just explaining or implying inflexible instructional materials. Thus, instructors must create positive learning environments to reveal learning motivation and teach students how to learn independently by doing and doing by learning (Vermeulen & Schmidt, 2008). Deming & Edwards (1982) defined quality as the ability to cost- effectively produce the most valuable products on the market. According to White et al. (1987), clusters of behaviors strongly associated with student learning include student behavior, management of instructional time, instructional monitoring, instructional presentation and feedback. Marsh (1990) opined that teaching and learning quality encompasses academic staff teaching effectiveness and good interaction between teachers and students, including how students are being entertained by their lecturers in the classroom, how information is being transferred from the institution’s board to the students, or how they encourage students in learning activities. However, Groundwater-Smith & Mockler (2003) pointed out that the curriculum framework needs to contain a detailed description of skills, knowledge and outcome at every stage of the learning process. Again, the quantity and quality of student interaction should be the primary focus of the educator. Teaching quality is measured by the SERVQUAL model, like in many previous studies. i. SERVQUAL model Literature established that service industries, like tertiary institutions, spend considerable time and resources measuring and managing teaching quality and students' satisfaction. Thus, they regularly identify and measure essential students' service aspects against performance standards. The SERVQUAL model, designed by Parasuraman et al. (1988), is the most widely recognized and used model for measuring service quality in various industries. The SERVQUAL model presents a multidimensional construct of perceived service quality that uses tangibility, reliability, responsiveness, assurance, and empathy as measures for service quality (Zeithaml et al., 1990; Parasuraman et al., 1988). Despite criticisms attached to the SERVQUAL model in the literature (Johnston, 1995), it is the most commonly used model due to its confirmatory factor analyses in many cases. The SERVQUAL has thus far proven to be a cost-effective methodology for evaluating service quality in different service organizations and industries, including the education industry (McAlexander et al., 1994; Lymperopoulos et al., 2006; Volume XXIII Issue VIII Version I 82 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Effect of Teaching Quality on Students' Satisfaction in Nigerian Tertiary Institutions: The Moderating Role of E-Learning Amid COVID-19 Recovery