Abstract
Academic service quality refers to students’ evaluation of the gap between expected and perceived services delivered by institutions of learning, with the tangibility dimension representing the physical evidence of service such as classrooms, digital tools, laboratories, libraries, ICT facilities, and learning resources. This study examined the influence of the tangibility dimension of academic service quality on students’ satisfaction and academic Performance in Adamawa State Colleges of Education, Hong. The study adopted a correlational design where both explanatory and predictive approach was employed to determine the nature and extent of the relationship as well as the predictive power of tangibility on satisfaction. A simple random probability sampling technique was used to select a sample of 238 respondents comprising both NCE and Undergraduate students of the College. Data were collected using a structured questionnaire and analyzed with Pearson correlation and regression. The findings revealed that tangibility has a significant positive relationship with students’ satisfaction and academic Performance. Similarly, it significantly predicts students’ satisfaction, accounting for a substantial proportion of the variance. This study fills the gap by providing empirical evidence from the Colleges of Education context where facility inadequacy remains a major challenge. The findings imply that investment in physical infrastructure is critical for improving student satisfaction and loyalty. For future research, it is recommended that the mediating role of student satisfaction in the relationship between tangibility, students' retention and completion be examined using a mixed-methods approach across multiple institutions in the North-east, Nigeria