The Effects of Perceived Value, Trust, Commitment, and Switching Costs on Student Lifetime Value in English Language Tutoring Institutes in Chonburi Province
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Abstract
This study aimed to examine the effects of perceived value, trust, commitment, and switching costs on student lifetime value in English language tutoring institutes in Chonburi Province. The sample consisted of 385 individuals aged 18 years and above who had studied at English language tutoring institutes in Chonburi Province within the past five years. A multi-stage sampling method was employed. Data were collected using an online questionnaire and analyzed through descriptive statistics, t-test, one-way ANOVA, and multiple regression analysis. The results revealed that differences in gender, duration of prior study, and monthly tutoring expenses significantly affected student lifetime value at the .05 level, whereas age and tutoring frequency showed no statistically significant differences. These findings indicate that student lifetime value in English tutoring institutes is shaped more by accumulated learning experience and the level of educational investment than by general demographic characteristics. The multiple regression analysis showed that perceived value, trust, commitment, and switching costs jointly explained 59.6% of the variance in student lifetime value (R² = .596, Adjusted
R² = .592, F = 140.172, p < .001). Switching costs exerted the strongest positive influence (β = .540, p < .001), followed by trust (β = .129, p = .026) and perceived value (β = .103, p = .018), while commitment had no statistically significant effect. These results suggest that sustaining student lifetime value should focus on enhancing perceived value, trust, and continuity of learning experiences rather than relying solely on emotional commitment.
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