<![CDATA[General Background Non-formal educational institutions such as tutoring centers play a crucial role in supporting student learning outcomes, making client satisfaction essential for operational sustainability. Specific Background ABC Tutoring Institution faced student enrollment and re-registration issues due to persistent service complaints over two years. Knowledge Gap Empirical evidence regarding how operational components jointly determine student satisfaction in private tutoring remains insufficiently detailed. Aims This study evaluates the quantitative relations between service quality, learning methods, facilities, and overall student satisfaction. Results Multiple linear regression on 100 randomly sampled students reveals that learning methods hold a statistically significant relation to student satisfaction with a p-value of 0.017, whereas service quality (p-value 0.507) and facilities (p-value 0.893) exhibit non-significant roles. Novelty The findings establish a prioritized operational framework demonstrating that instructional methodology drives client satisfaction more decisively than physical infrastructure or administrative service in tutoring settings. Implications Management should direct capital towards instructor quality and curriculum enhancement to optimize student retention and educational service performance. Key Findings Highlights Learning methods show a statistically significant relation to student satisfaction with a p-value of 0.017. Service quality and facility conditions do not demonstrate statistically significant primary roles in student satisfaction. Multiple linear regression and reliability testing confirm high internal consistency (Cronbach's Alpha 0.8925) for institutional evaluation. Keywords Student Satisfaction, Learning Methods, Linear Regression, Service Quality, Tutoring Institution]]>
