Best Thesis Edited

UNIVERSITY OF SAN AGUSTIN
COLLEGE OF ARTS AND SCIENCES

Iloilo City
TABLE OF CONTENTS
CHAPTER DESCRIPTION PAGE
I Introduction to the Study 2
II Review of Related Literature 11
III Methodology 32
Data Presentation, Analysis,

IV Interpretation and Implications of 39
Findings
Summary of Findings,
V 52
Conclusion and Recommendation
Appendices
Bibliography
CHAPTER I
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INTRODUCTION TO THE STUDY
Background of the Study
The satisfaction that students derive from their course is best shown by their willingness
to stay for the entire course. Over the years, student’s satisfaction is a well-researched topic
inside the school setting or in the business world. “In academic settings, students’ satisfaction
data helps colleges and universities make their curriculum more responsive to the needs of a
changing marketplace” (Eyck, Tews & Ballester, 2009; Witowski, 2008).
Students’ satisfaction surveys are also important in ascertaining whether colleges and
universities are fulfilling their mission of providing the kind of education that prepares the
student to be equipped for his chosen career. In the business and professional world, the true
measure of a good educational institution is the quality of graduates that they produce. In order
that students are most sought after by employers after graduation, an impressive curriculum is
one key determinant. Thus, students must understand the value of each and every subject which
is included in their course’s curriculum and be convinced and happy with the holistic training
and knowledge that they receive which would in turn prepare them for the challenges once they
graduate and start to pursue their career.
Satisfaction is a relevant measure because many studies have demonstrated that other
factors being equal, satisfied individuals are likely to be willing to exert more effort than
unsatisfied individuals (Bryant, 2006; Özgüngör, 2010). Thus, satisfied students, are likely to
exert more effort in their educational studies by taking actions such as regularly attending their
classes and becoming more involved in their coursework and institution. Therefore, just like
work, you have to learn to love your studies so that you do not have to study a day in your life.
Satisfied students are more likely to be committed and to continue with their studies than
unsatisfied students, who are likely to be less willing to regularly attend classes, and are more
likely to quit their studies the soonest possible time they find an excuse to do so. Researchers
have assessed students’ satisfaction for many reasons: Several researchers have measured the
levels of student satisfaction in order to examine accountability reporting and self-improvement
purposes across departments and colleges; others have examined student satisfaction to
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determine if satisfaction ratings of college programs and services are associated with the
satisfaction of the overall college experience.
Zeroing in on the main objective of this study, the Bachelor of Science in Foreign Service
program of the University of San Agustin (BS FS) is a 4-year course that provides knowledge
and skills in foreign policies, cross-cultural communication, import-export services as well as
Philippine political and socio-cultural conditions (Philippine Universities and Colleges, 2010).
BS FS is a unique, interdisciplinary degree that prepares students to tackle global issues of
importance by providing them training in critical thinking, analytic, and communication skills
within an international context. BS FS students undergo a rigorous education that includes
courses in international affairs, government, economics, philosophy, theology, history, literature,
language training, and geography (Georgetown.edu, 2015).
“Student’s satisfaction reflects the effectiveness of all aspects of the education

experience. The goal is that all students who complete a course express satisfaction with course
rigor and fairness, with professor and peer interaction, and with support services” (Sloan, 2010).
However, it is the herein researchers’ random observation that there is an apparent

decrease in the number of population including dropouts and shifters as reflected by the numbers
that show the "steady decline" in the number of classmates, regular and irregular students alike,
who were still with the researchers in previous semesters but have not come back anymore. In
reaction to this concern, our study proposes to investigate the Foreign Service students of the
University of San Agustin in the Academic Year 2015-2016 whether or not they are satisfied in
the program.
Statement of the Problem
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This study was aimed to determine the level of satisfaction of the Foreign Service
students of the University of San Agustin on their course. Specifically, the study seeks to answer
the following questions:
1. What is the level of satisfaction of Foreign Service students on their course when they are
taken as a whole?
2. What is the level of satisfaction of Foreign Service students on their course when
classified according to:
a) Age
b) Year-level
c) Gender
d) Socio-economic status
3. Is there a significant difference in the level of satisfaction of Foreign Service students on

their course in terms of:
a) Age
b) Year-level
c) Gender
d) Socio-economic status
Hypothesis
Null Hypothesis
There was no significant difference in the level of satisfaction of Foreign Service students
in their course in University of San Agustin AY 2015-2016 when analyzed according to age,
gender, year-level and socio-economic status
Alternative hypothesis
There was a significant difference on the level of satisfaction of Foreign Service students
in their course in University of San Agustin AY 2015-2016 when analyzed according to age,
gender, year-level and socio-economic status
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Theoretical Framework
The base theory used in this study was the service quality and students’ satisfaction
integrated with salient constructs within student retention theory (Tinto, 1975, 1982, 1988, 1997;
Bean, 1983, 1985). The importance of expectations in the customer/student‘s evaluation of
services has been acknowledged in past service quality literature (Parasuraman, Zeithaml, and
Berry 1985, 1988; Cronin and Taylor 1992). Zeithaml et al. (1990) had made great progress in
identifying and understanding determinants of service quality, satisfaction, and, subsequent,
customer retention.
The major constructs that measure student retention was derived from two major theories
of student retention – student integration theory and student attrition theory. Student Integration
Theory is derived from the research of Vincent Tinto. Tinto (1975) created a model that sought to
describe the factors that cause a student to leave a degree program before graduation. Tinto
believed that student persistence/ retention is based upon the student‘s commitment to the goal
(graduation and degree completion) and commitment to the institution (one’s loyalty to the
institution) coupled with the student‘s level of integration within social and academic elements
that make up the individual student experience. Tinto suggested that goal and institutional
commitment was not enough to predict dropout. Social integration is vital, but it is not just
restricted to student-peer relationships. It also includes interactions with staff and faculty on
campus. Another predictor of student retention, academic integration has varying forms‘ (Tinto
1975) that relate to the level of student academic engagement with faculty and fellow students as
reflected in grades, intellectual stimulation, and personal intellectual development.
Student Attrition Theory was derived from the work of John P. Bean. Bean (1980, 1982,
and 1985) developed his model with more focus on environmental/external factors. These factors
include institutional fit which is similar to Rootman‘s person-role fit‘ (Bean 1985), finance
attitude or the level of financial funding the student gets from the institution or from his/her
family (Cabrera et al. 1993), outside encouragement which is the support and encouragement of
family and friends of the student to finish the degree program, and, as Bean (1985) calls it, intent
to leave. The language was altered by Cabrera et al. (1993) to imply that the lower the scores the
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greater intent to leave while the greater the scores the lesser intent to leave. Thus, the lesser the
intent to leave, the greater is the potential for student retention.
Several theories have also been proposed in an effort to better understanding the
psychosocial dynamics of student satisfaction. For example, the “happy-productive” student
theory (Cotton, Dollard, & de Jonge, 2002) suggests that student satisfaction is mediated by
psychosocial factors such as coping, stress and well-being. Based on the” happy-productive”
theory, (Cotton, Dollard, and de Jonge (2002) provided evidence that high levels of
psychological distress at university related to lower satisfaction.
Another model given by Hatcher, Prus, Kryter and Fitzgerald in 1992 named "investment
model" which explains the relationship between student satisfaction, attrition and academic
performance. When the reward of study increased on the same time student satisfaction is
increased (higher grades). When costs like financial and time constraints are lower and alternate
options are study are low, satisfaction was higher. Using the investment model, students at risk
for "dropping-out" can be identified and offered counselling and other student support services as
a preventative measure. To improve retention rates and the quality of graduates, universities need
to consider the satisfaction needs of students including those currently under-represented such as
non-traditional, indigenous and regional Australians (Bradley, 2009).
The relationship of the variables used in this study is hereby shown in the following
paradigm:
Independent Variable Dependent Variables

Sex Level of Satisfaction of
B.S. Foreign Service
Year Level Students
Gender Page 6 of 65
Socioeconomic
Status
Iloilo City
Fig. 1. The paradigm showing the relationship of the variables used in the study.
Significance of the study
This study will be beneficial to the Foreign Service students (present and future), the
teachers, the University of San Agustin and the future researchers as they will be aware of the
areas where the current course has already strong motivational programs in place and those other
areas it needs to improve on.
The present Foreign Service students may give recommendations on which areas need
further improvements in the course in such a way that incoming freshmen may be more inspired
or encouraged to enroll in the Foreign Service program upon knowing the results of this study.
Moreover, by presently determining the level of satisfaction of Foreign Service students,

the academe will be able to learn if Foreign Service students are truly satisfied or not based on
the results of this study. If so, it is a sanguine hope that the Foreign Service course and program
may be considered as a marketing strategy for the University of San Agustin. But if not, then by
default, this study’s usefulness may be to provide recommendations and suggestions for further
improvements to the present Foreign Service course and program in order to benefit its students
who will be venturing in the field of foreign service and dealings.
Definition of terms
Satisfaction - Satisfaction is an overall customer attitude towards a service provider, or

an emotional reaction to the difference between what customers anticipate and what they receive,
regarding the fulfillment of some needs, goals or desire” (Hansemark and Albinsson 2004)
To the mind of the researchers, satisfaction refers to that level of fulfillment, sense of
completion, fullness, contentment that would make Foreign Service student experience happiness
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or joy in the thing or activity that he or she is engage in. That he will stay and continue in such
activity and that he will not look for any other or exchange his current activity.
Level – a position in a scale or rank (Merriam-Webster dictionary)
In this study, the level of satisfaction shall be rated as follows
5 - Very High 4.21 - 5
4 – High 3.41 - 4.2
3 – Moderately High 2.61- 3.4
2 – Low 1.81- 2.6
1 – Very Low 1- 1.8
Bachelor of Science in Foreign Service - is a unique, interdisciplinary degree that

prepares students to tackle global issues of importance by providing them training in critical
thinking, analytic and communication skills within an international context. (Georgetown.edu)
University of San Agustin - (commonly referred to as San Agustin, San Ag, or USA) is a
private Catholic university in Iloilo City, Philippines. (Wikipedia.org). The same definition is
used for this study.
Age
Refers to the elapse between the date of birth and the date of observation in complete
years (NEDA; 2000:11)
In this study age was used as an independent variable. This refers to the extent of being a
student, particularly from adolescence to young adults. It will be grouped by:
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a.) 16-18 years old
b.) 19-21 years old
c.) 22 years old and above.
Year Level
Conceptually, it indicates the academic year level of respondents.
Operationally, it refers to year level of B.S. Foreign Service students of the University of
San Agustin. It was classified as 1st year, 2nd year, 3rd year and 4th year.
Gender
Conceptually, refers to the social attributes and opportunities associated with being male
and female and the relationships between women and men and girls and boys, as well as the
relations between women and those between men. (United Nations Entity for Gender Equality)
Operationally, gender refers to the respondents as male and female firs year students of College
of Arts and Sciences.
Socioeconomic Status
Conceptually, it refers to the social standing or class of an individual or group. It is often

measured by determining education, income, occupation, or a composite of these dimension.
(Winkleby, et al., 1992)
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Operationally, socioeconomic status refers to the respondents’ monthly family income. It
was categorized into three (high SES, middle SES, and low SES) to describe the three areas of a
Foreign Service students’ monthly family income may fall into.
a.) High family income – Php 199, 927 or more per month
b.) Middle family income – not less than Php 36,934 but not more than Php 199,927 per month
c.) Low family income – not more than Php 36,934 per month
Delimitation
The sample population selected for this study was limited to students enrolled in the
Bachelor of Science in Foreign Service of the University of San Agustin in the school year 2015
- 2016. Thus, the ability to generalize the entire population of the University of San Agustin and
beyond its borders was limited.
CHAPTER II
REVIEW OF RELATED LITERATURE
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This chapter presents the collected and reviewed literatures about satisfaction. Reviewed
literature includes conceptual and research literature, and the ideas and information from these
literatures will be used to interpret and give meaning to the gathered data of the study.
Student Satisfaction
“Satisfaction” is a desired feeling which is universally pursued by every human being in
any activity he freely chooses to engage in. Thus, related studies on satisfaction could by analogy
be made applicable to this study and this is what this chapter seeks to achieve.
In the services and marketing literature, there are several meanings of the term or concept
“satisfaction”. According to (Oliver, 1997), he stated that satisfaction is a pleasurable fulfillment
which in general consumers are familiar that consumption completes some goal, desire and
consequently this completion creates a pleasurable feeling. As for Halstead et al. (1994),
satisfaction refers to an alternate response that is centered on matching the result of the product
with some standard set prior to the purchase and measured during or after consumption.
In Turn, (Fornell, 1992) describes satisfaction as a common evaluation based on the result
of the product perceived after the purchase and compared with prospects prior to the purchase.
Additionally, the term satisfaction has been researched thoroughly in many empirical studies
through massive personal interviews and meetings with consumer groups. Satisfaction according
to (Giese and Cote, 2000) comprises of three crucial elements which are first, a general affective
response that varies in its intensity, secondly a focus on the choice of product, purchase or
consumption and lastly, the moment of determination that varies according to different situations
and duration in time.
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The term satisfaction itself creates a vast diversity within industry and societal
perspectives and varies with regard to the object focus and level of specificity. According to (Yi,
1991), satisfaction consists of levels of satisfaction with a product or service, purchase decision
experience, performance attribute, consumption-use experience, department or store of the
business organization, lastly with a pre-purchasing experience.
The theoretical framework of this study is anchored in the service quality and students’
satisfaction integrated with salient constructs within student retention theory (Tinto, 1975, 1982,
1988, 1997; Bean, 1983, 1985). The importance of expectations in the customer‘s/student‘s
evaluation of services has been acknowledged in past service quality literature (Parasuraman,
Zeithaml, and Berry 1985, 1988; Cronin and Taylor 1992, 1994). Zeithaml et al. (1990) had
made great progress in identifying and understanding determinants of service quality,
satisfaction, and, subsequent, customer retention.
The major constructs that measure student retention are derived from two major theories
of student retention – student integration theory and student attrition theory. Student Integration
Theory is derived from the research of Vincent Tinto. Tinto (1975) created a model that sought to
describe the factors that cause a student to leave a degree program before graduation. Tinto
believed that student persistence/ retention is based upon the student‘s commitment to the goal
(graduation and degree completion) and commitment to the institution (one‘s loyalty to the
institution) coupled with the student‘s level of integration within social and academic elements
that make up the individual student experience. Tinto suggested that goal and institutional
commitment was not enough to predict dropout. Social integration is vital, but it is not just
restricted to student-peer relationships. It also includes interactions with staff and faculty on
campus. Another predictor of student retention, academic integration has varying forms‘ (Tinto
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Iloilo City
1975) that relate to the level of student academic engagement with faculty and fellow students as
reflected in grades, intellectual stimulation, and personal intellectual development.
Student Attrition Theory is derived from the work of John P. Bean. Bean (1980, 1982,
and 1985) developed his model with more focus on environmental/external factors. These factors
include institutional fit which is similar to Rootman‘s person-role fit‘ (Bean 1985), finance
attitude or the level of financial funding the student gets from the institution or from his/her
family (Cabrera et al. 1993), outside encouragement which is the support and encouragement of
family and friends of the student to finish the degree program, and, as Bean (1985) calls it, intent
to leave. The language was altered by Cabrera et al. (1993) to imply that the lower the scores the
greater intent to leave while the greater the scores the lesser intent to leave. Thus, the lesser the
intent to leave, the greater is the potential for student retention.
Several theories have also been proposed in an effort to better understanding the
psychosocial dynamics of student satisfaction. For example, the “happy-productive” student
theory (Cotton, Dollard, & de Jonge, 2002) suggests that student satisfaction is mediated by
psychosocial factors such as coping, stress and well-being. Based on the” happy-productive”
theory, (Cotton, Dollard, and de Jonge (2002) provided evidence that high levels of
psychological distress at university related to lower satisfaction.
Another model given by Hatcher, Prus, Kryter and Fitzgerald in 1992 named "investment
model" which explains the relationship between student satisfaction, attrition and academic
performance. When the reward of study increased on the same time student satisfaction is
increased (higher grades). When costs like financial and time constraints are lower and alternate
options are study are low, satisfaction was higher. Using the investment model, students at risk
for "dropping-out" can be identified and offered counselling and other student support services as
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a preventative measure. To improve retention rates and the quality of graduates, universities need
to consider the satisfaction needs of students including those currently under-represented such as
non-traditional, indigenous and regional Australians (Bradley, 2009).
Bachelor of Science in Foreign Service
According to the University of Georgetown, the Bachelor of Science in Foreign Service
should be a unique, inter-disciplinary degree that prepares students to tackle global issues of
importance by providing them training in critical thinking, analytic and communication skills
within an international context.
Indeed, the Bachelor of Science in Foreign Service as a college course is a study of the
fusion of cultures and practices of different nations, which were collated and from which were
derived standard protocols that should be observed in official dignitary functions.
Students in the BSFS Program must enter a prestigious program with a legacy of
academic excellence combined with devotion to humanitarian service.
The curriculum must be organized in terms of activities or projects. The activities of the
school must be integrated with the activities and resources of the community where the school is
located. This concept is based on the philosophy that education is life and a social process. The
needs, interests, abilities of the learner and the needs of society must be taken into consideration
in selecting and organizing curriculum (Gregorio et al, 1979). Thus, the curriculum is one way of
determining satisfaction among students.
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BSFS students undergo a rigorous education that includes courses in international affairs,
government, economics, philosophy, theology, history, literature, language training, and
geography (Georgetown.edu).
According to (Eliot, 1998) an effective curriculum increases students' understanding
about the world around them and prepares them to live in the 21st century. It enlarges students'
experience and sharpens their awareness. It helps them deal with profound issues through great
literature; become effective citizens through an understanding of important historical events and
ideas; explore varying perspectives and points of view; and understand freedom, democracy, and
responsibility. It helps them understand how scientific inquiry values empirical evidence and
searches for “truth.”
Gender and Students’ Satisfaction
A number of studies have been conducted to examine the effect of gender on students'
satisfaction; many studies have concluded that gender has a significant influence on student’s
satisfaction (LPC, 2009; Moro-Egido and Panades, 2010; Perry, Sekelsy and Skarsten, 2003;
Renzi et al., 1993; Sax & Harper, 2005; Umbach & Porter, 2002).
One study conducted by the students of Winona State University replicates and extends
on the effect of gender on different college outcomes such as students’ satisfaction, ACT scores,
and GPA at a midsized Midwestern public university. Findings, using college seniors, supports
other research, that has primarily used first year college students, in that male students were
found to have slightly higher ACT scores than female students (ACT office, 2009; Fairtest, 2009;
Lei, et al., 1993), female students were found to rate their satisfaction with major curriculum
higher than male students (Perry, et al., 2003; Sax & Harper, 2005; Umbach & Porter, 2002;
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Carter and McClellan, 2000), and female students tend to have higher GPAs than male students
(Chee, et al., 2005, Russell & Lehman, 2008). Some of the possible explanations for the
difference in satisfaction across gender could be female’s value systems in that they tend to be
more positively lenient in their ratings than male students (Chee, et al., 2005). According to Sax
& Harper (2005), women tend to feel more supported by faculty (both academically and
personally) than do men, which largely contributes to their greater overall feeling of satisfaction
in college. Some possible explanations for why female students tend to earn higher college GPAs
would be the tendency of female students to be more serious and disciplined in their studies.
Females may feel more overwhelmed and be more stressed than males which could serve to fuel
their commitment to perform well academically, resulting in higher grades (Sax & Harper, 2005;
Carter and McClellan, 2000). Further, the fact that female students spend less time exercising
and playing sports and more time feeling overwhelmed contributes to their lower self-ratings on
physical and emotional well-being while in college (Sax & Harper, 2005).
Age and Satisfaction
An international research study on the correlation between employee job satisfaction and
employee motivation have concluded that demographic variables do play a significant role on
impacting the level of job satisfaction for each individual. From the research, it was observed
that age has contributed a big impact on the job satisfaction level of an employee. The trend has
shown that advanced age employees are less satisfied with their jobs. Factor such as competitive
jobs did not favor the older age employees and would not enhance their job satisfaction level. In
addition, motivation factor such as commitment and having connection with the organization
would have an influencing role on job satisfaction level for old age employees. As such,
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organization should consider such factors in old age employees. A great level of commitment
should be introduced to this scope of employees because that would boost their job satisfaction
level so that the assigned tasks will be accomplished.
The researcher found out that strong impact on job satisfaction were the age of employees
as young aged employees were observed to be more highly satisfied with their jobs than those at
old age.
Applied to this study, it is logical to conclude that Foreign Service students should start
fresh and young in order for them to merge effortlessly with the global trends that they need to
face in their chosen career. Owing to their young age, the students could be free of the rigidity
that would hamper them from keeping abreast with the fast-changing world.
Although, this is not to discount the possibility that a bit older person could possess the
same dynamism, but the recommendation is that learning protocols is like absorbing a new
concept. And as they say “you cannot teach old dogs new tricks”.
Related Studies:
One of the ways that colleges measure their effectiveness as an educational institution is
through the administration of student satisfaction surveys. Satisfaction survey programs emerged
in the 1960s (ACT, CIRP), and expanded significantly in the 1980s and 1990s (SSI, NSSE, Noel-
Levitz). Today, survey programs remain a mainstay on most college campuses.
A variety of factors contribute to student satisfaction. Elliott and Healy (2001) identified
eleven dimensions of a student’s educational experience. They ultimately determined that the
quality of classroom interactions, the rigor of the curriculum, positive feelings about their
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classroom and social interactions, connections to faculty, and a sense of fitting in with the
campus culture contributed to a feeling of belonging.
Numerous researchers have investigated issues related to students’ satisfaction (e.g.,
Astin, 1977; Bryant, 2009; DeShields, Kara, & Kaynak, 2005; Pascarella & Terenzini, 2005),
and most of them agree that highly satisfied students are more likely to remain in, and ultimately,
successfully graduate from college. Some research also reveals that student satisfaction is
inversely related to student complaints regarding advising, career preparation, and the need for
new courses or effectiveness of current courses (e.g., Korn, Sweetman, & Nodine, 1996).
Borden (1995), who studied the relationship between student satisfaction and persistence,
found that high levels of satisfaction in the first year indicated that students would likely persist
to degree completion. Part of the satisfaction with the first-year experience was related to a
student’s connection to their advisor or to a key faculty member. Pascarella (1980) investigated
the extent of the student-faculty relationship and asserted that the more a student interacts with
faculty, the stronger the personal commitment to the institution, making the student less likely to
depart.
This related literature validates the time-tested “Apprenticeship Rule” or the “Mentoring
Rule”.
In his book “Mastery”, Robert Green boldly discussed on pp. 103 that “Mentors do not
give you a shortcut, but they streamline the process. They invariably had their own great
mentors, giving them a richer and deeper knowledge of their field. Their ensuing years of
experience taught them invaluable lessons and strategies for learning. Their knowledge and
experience become yours; they can direct you away from unnecessary side paths or errors. They
observe you at work and provide real-time feedback, making your practice more time efficient.
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Their advice is tailored to your circumstances and your needs. Working closely with them, you
absorb the essence of their creative spirit, which you can now adapt in your own way. What took
you ten years on your own could have been done in five with proper direction.
There is more to this than just time saved. When we learn something in a concentrated
manner it has added value. We experience fewer distractions. What we learn is internalized more
deeply because of the intensity of our focus and practice. Our own ideas and development
flourish more naturally in this shortened time frame. Having an efficient apprenticeship, we can
make the most of our youthful energy and our creative potential.
What makes the mentor-protégé dynamic so intense and so productive is the emotional
quality of the relationship, by nature, mentors feel emotionally invested in your education. This
can be for several reasons: perhaps they like, or see in you a younger version of themselves, and
can relive their own youth through you; perhaps they recognize in you a special talent that will
give them pleasure to cultivate; perhaps you have something important to offer them, mostly
your youthful energy and willingness to work hard. Being useful to them can build a powerful
emotional connection to you over time. On your part, you also feel emotionally drawn to them-
admiration for their achievements, a desire to model yourself after them, and so on. Mentors find
this immensely flattering.
With this two-way emotional connection you both open up to each other in a way that
goes beyond the usual teacher-student dynamic. When you admire people, you become more
susceptible to absorbing and imitating everything they do. You pay deeper attention. Your mirror
neurons are more engaged, allowing for learning that involves more than the superficial
transmission of knowledge, but also includes a style and way of thinking that is often powerful.
On the other side, because of the emotional bond, mentors will tend to divulge more of their
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secrets than they would to others. You must not be afraid of this emotional component to the
relationship. It is precisely what makes you learn more deeply and efficiently.”
Indeed, a healthy student-teacher relationship makes for a mutually satisfying
relationship for both. Thus, a key to staying in the course is having a mentor who could be awe-
inspiring.
A study “Measuring College Student Satisfaction: A Multi-Year Study of the Factors
Leading to Persistence” conducted by Felice D. Billups of the Johnson & Wales University have
summarized its results in 6 major findings. One of the findings is that a close relationships with
faculty, especially as part of the advising process, were key to student connectedness. Student
ratings regarding access to faculty and the quality of their interactions with faculty improved
over time, especially in the area of academic advising.
The Noel-Levitz Student Satisfaction Inventory (SSI) measures student satisfaction in 12
different areas relevant for academic institutions (e.g., student services, admissions). The study
investigated whether student satisfaction in these service areas was related to student grades or
persistence. Students with lower grades were found to be less satisfied in several areas that they
rated as important: student-centeredness, instructional effectiveness, academic
advising/counseling, registration effectiveness, service excellence, concern for the individual,
and campus climate. Overall, student performance was statistically related to satisfaction (and
importance) ratings in several institutional areas. Using the information provided by the SSI,
administrators can create policy to improve satisfaction in areas that are related to student
success indicators thus improving students' achievements (Oja, 2011).
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An article which was published online last 2014, “Understanding student satisfaction and
dissatisfaction: an interpretive study in the UK higher education context” by the authors
Jacqueline Ann Douglas, Alexander Douglas, Robert James McClelland & John Davies,
represents a cross-sectional study of undergraduate students across two north-west university
business schools in the UK. A purposefully designed questionnaire was collected from 350
students. The student experience was described in the form of hand-written narratives by first
and final year students and had been identified by the respondents themselves as being satisfying
or dissatisfying with the areas of teaching and learning and the supporting service environment.
The study also assessed whether their experiences were likely to influence their loyalty behaviors
with respect to remaining on their chosen course of study; recommending the university; and
continuing at a higher level of study.
Another study “Factors Affecting College Students’ Satisfaction with Major Curriculum:
Evidence from Nine Years of Data” conducted by the students of Winona State University
assesses the extent to which eleven academically related factors affect the overall satisfaction
with major curriculum at a midsized public University. The findings of the study support several
prior studies in that each factor examined had a moderate to high positive correlation regarding
satisfaction with major curriculum. Moreover, five out of the eleven factors identified in the
model (quality of instruction, capstone experience, academic advising, overall college experience
and preparation for career or graduate school) show a statistically significant positive impact in
explaining satisfaction with major curriculum. One of its hypothesis is that satisfaction with class
size of major courses is positively correlated with overall satisfaction with major curriculum.
Class size of major courses refers to the extent to which class size is perceived by students to be
conducive to learning. Generally speaking, students having smaller class sizes would likely be
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more satisfied with their college or curriculum (due to an increased amount of attention and
interaction with faculty and other students) (Peterson, Wagner, and Lamb, 2001). Elliott and
Healy’s (2001) study supports previous findings that class size impacts students’ satisfaction.
One study in Malaysia entitled “Service Quality and Student Satisfaction: A Case Study
at Private Higher Education Institutions” examined critical factors in service quality dimensions
that contributes most to the satisfaction of the students. This study was conducted using a set of
questionnaire to 200 Bachelor Degree students from two private higher education institutions.
From the results, it is clear that service quality has significant positive relationship with student
satisfaction. Thus, it confirms what other literature try to suggest here, which is by improving
service quality, it may potentially improve the students’ satisfaction as well and that is the
priority of the private higher institutions due to the fact that they have to compete to earn interest
from the students to study there. It is important to verify here that from the regression analysis,
two dimensions in service quality empathy and assurance are the most critical factor in
explaining students’ satisfaction. Whatever done to increase empathy and assurance in service
quality therefore will help students to give better evaluation to their satisfaction.
“A Study Examining the Students Satisfaction in Higher Education” conducted by Babar
Zaheer Butt and Kashif ur Rehman examines the students’ satisfaction in higher education in
Pakistan. The study focuses on the factors like teachers’ expertise, courses offered, learning
environment and classroom facilities. Students’ response measured through an adapted
questionnaire on a 5-point likert scale. The sample size of the study consisted of 350 students
belong to different private and public sector universities. The results of regression analysis reveal
that all attributes have significant and positive impact on students’ satisfaction in higher
education though with varying degree of strength. However, teachers’ expertise is the most
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influential factor among all the variables, therefore it requires special attention of the
policymakers and institutes.
Local studies:
A study entitled, “The Level of Satisfaction with services of the Davao Doctors College”
conducted by Lily B. Babayen-On studied about the level of satisfaction students with the
services of the Davao Doctors College and to take these points into consideration while making
educational plans. Specifically, the study sought to find answers to seven questions related to the
services of Davao Doctors College. The research methodology employed in the study was the
descriptive design, specifically using a combination of the descriptive status and correlational
survey. The correlational survey, was used to determine the relationship between and among the
variables used in the study. The study was conducted at Davao Doctors College with 352
student-respondents who were enrolled in the different courses for the Summer 2007. Of all the
services, guidance and counseling services was rated highest while canteen services, the lowest.
The student respondents had only moderate satisfaction with the services of the Davao Doctors
College.
Students’ satisfaction was highest in the guidance and counseling services and lowest in
the canteen services. It was shown that regardless of socio-educational characteristics, students’
satisfaction did not vary significantly. A notable finding is that implementation of services is
significantly correlated to the satisfaction with the services received. Through multiple
regression analysis, of the 12 service areas, eight independent variables emerged as predictors of
student satisfaction. These are instruction, student registration, library/internet, management
council, accounting, medical-dental, canteen and guidance and counseling services. Delivery of
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services has direct bearing on student satisfaction. Improving the quality in the delivery of the
eight service areas of accounting, canteen, management council, library and internet, instruction,
student registration, medical-dental, and guidance and counseling services will improve the
satisfaction level of students.
Another local study that was conducted by Maeda Langguyuan-Kadtong and Datu Amir
Sajid Onotan Usop entitled “Work Performance and Job Satisfaction among Teachers” aimed to
find out the relationship of work performance and job satisfaction among teachers of Division of
Cotabato City. Results stated that most teachers are 31-40 age bracket. Majority of them are
females, married, earned a college degree and further master’s unit. Sixty- four percent of them
had 11 to 15 years of service. Therefore, the findings, concluded that the teachers of Division of
Cotabato City displays a high level of performance. They were contented with their job
satisfaction facets such as school policies, supervision, pay, interpersonal relations, opportunities
for promotion and growth, working conditions, work itself, achievement, recognition, and
responsibility. This implies that a teacher’s satisfied with their job is also a productive one.
Furthermore, if the teachers contented with their job, they will develop and maintain high level
of performance. Teaching learning process make more efficient and effective that could produce
high competitive learners.
Moreover, a study entitled, “Inputs from Students’ Performance and Satisfaction with the
Cisco Academy Networking Program” that was conducted by Evelyn Z. Red of Lyceum of the
Philippines University Batangas aimed to present a summary of key findings among the
Bachelor of Science in Computer Science (BSCS) students in the Lyceum of the Philippines
University Batangas' performance and satisfaction level in Computer Networking.
Their study was concluded by their researcher that:
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“Respondents of the study were the 71 BSCS second year students who took the course
during the Second Semester of SY 2009-2010. Frequency distribution, Pearson R and weighted
mean were used for data analysis.
The performance and satisfactory level the students gave to learning performance in
Computer Networking 1 addresses their learning experiences and was an evidence of the
pedagogical richness of the program and the contribution of the Computer Networking 1 teacher.
In conclusion, the course actively engaged the students and a clear understanding of the subject
were achieved.”
One local research, “Measures of Service Quality between Local Government Units of
Angeles and San Fernando in the Province of Pampanga, Philippines: Its Implications to
Constituents’ Satisfaction” conducted by Joan C. Reyes, aims to measure the service quality of
local government units of Angeles and San Fernando in the Province of Pampanga to determine
their constituents’ level of satisfaction. There were a total of 102 renewal-respondents of the
Business Permit and Licensing Department who participated in the survey of service quality. The
statistical methods used were mean rating, correlational and t-test which were able test the null
hypotheses; to wit: there is no positive relationship between dimensions of service quality and
constituents’ satisfaction and there is no significant difference on the perception of service
quality between local government units of Angeles and San Fernando. Both local government
units found reliability, assurance and empathy having very strong linear relationship with
constituents’ satisfaction while responsiveness and tangibles established strong linear
relationship with constituents’ satisfaction. Since the dimension assurance established the highest
degree of correlation among the local government units’ service quality, it has found the said
dimension plays the best predictor of constituents’ satisfaction for both local government units.
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The perceptions of respondents of both local government units do not have significant difference
on service quality being rendered. The ratings given by respondents on service quality being
rendered by local government units of Angeles and San Fernando are ranging from satisfactory
to very satisfactory, hence, the said ratings shall serve as eye opener for Angeles and San
Fernando local government units to improve their services and must not be complacent with the
evaluations they have now. It is the duty of the government to serve their taxpayers and they,
therefore, deserve excellent performance.
Another study about satisfaction, “Social Influences and Job Satisfaction among
Teachers” was conducted by Marjorie Astorias-Espanola in Palawan State University. The
investigation aimed to provide information on the extent of job satisfaction among the teachers
of the extramural studies centers of Palawan State University. A descriptive research method was
utilized to gather information related to the job satisfaction of the teachers. This method
describes the characteristics of people or the community. Results of the study showed that the
respondents are satisfied in their work environment in terms of preparation factors, physical
working condition, faculty salary, security of tenure, benefits and privileges but undecided in the
case “faculty development opportunity”. They are satisfied in the written and verbal feedback. In
the social influences, the respondents rated “very satisfied” in relationship with peers, supervisor
and students. Test of association shows the significant relationship in status and benefits and
privileges, a highest degree earned and salary and security of tenure, faculty development
opportunity, tenure and written/verbal feedback. This study concluded that social influences is
given more weight than work situation in determining job satisfaction, and some form is
associated with job satisfaction of the teachers.
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There is also a study, “Student Perceptions of the Effectiveness of Student Service in an
Adventist College in the Philippines” (Apellado, 2007)
This study aims to determine the student perceptions of the effectiveness of student
services in one Seventh-day Adventist institution of higher education on the island of Luzon in
the Philippines. A user satisfaction scale adapted by the researcher from the unpublished master’s
project of Mavubi (1996) was completed by 160 college student respondents.
The study found that there were significant differences in the perceptions of the
effectiveness of student services when respondents were grouped according to the demographic
variables of age, gender, course, and academic year. Service departments that reportedly need
attention are Fax services, Security, Library, Maintenance, and Admissions. Suggestions for
improving these services: Prompt delivery of mail, more friendly secretaries, assisting new
students especially during enrollment time, and giving more information about the school to
prospective students.
A study by Edgar G. Natividad and Ronald M. Corpuz titled “Predictors of Students’
Satisfaction with the Medical and Dental Services of TIP Manila.
In its quest to deliver not only quality education but also quality services, the
Technological Institute of the Philippines (TIP) religiously adopts the Kaizen Principle of
"Continuous Improvement" to respond effectively to the needs and demands of its clients who
are the students.
The study aimed to determine the predictors of students' satisfaction with the Medical-
Dental Services Office of TIP-Manila by assessing the profile of the office and determining its
strengths and weaknesses. Through this, the office can meet every expectation and achieve its
vision of delivering quality health care to its clients.
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This study aimed to determine the predictors of student satisfaction with the medical and
dental services of TIP-Manila and soliciting the perception of the student- respondents on its
efficiency. Primarily, it sought to determine the profile of the respondents, the profile of the
medical and dental office, and the level of student satisfaction and what variables predict student
satisfaction.
Findings showed that services-related variables gained satisfactory approval from the
student-respondents. Students are satisfied with the services rendered by the medical and dental
office by attaining satisfactory approval. Services-related variables were found to be the
predictors of student satisfaction with the medical and dental office of TIP-Manila by acquiring
lesser than .05 probability level.
It was found out that the number of physicians, nurses, and dentists, supply of medicines,
including materials to instill health awareness are enough. Physicians, nurses and dentists were
competent and possessed good working attitudes and gave immediate attention to the students
seeking medical assistance. Also, the medical staff provided proper medicine, advice and
assistance to the students as well as followed prescriptions without hesitations. Furthermore, it
was concluded that the Medical-Dental Office of TIP Manila enjoys the trust and confidence of
its clients.
Michael John Dacuray, et al.. conducted a study, “Maritime Students’ Satisfaction on the
Services of one Training Center in the Philippines”. The researchers pursued this study on the
level of satisfaction of maritime students on the training and services offered by Lyceum
Maritime Training Center (LMTC) because this study could contribute to the continuous
enhancement of service quality of LMTC. The researchers primarily aimed to investigate the
level of satisfaction of maritime students in relation to the training, service, administration,
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instruction, and facility, and evaluate their level of agreement towards the problems encountered
during training. Descriptive type of research was utilized in the study. Results showed that
maritime students were highly satisfied with the LMTC administration, facilities and equipment
while they were satisfied with the training and services, and academic instruction. Results also
showed that maritime students encountered some problems regarding the training and services.
An action plan was proposed to recognize the areas for further improvement, and address them
accordingly towards establishing higher satisfaction rate among students –– a baseline standard
of performance and a possible standard of excellence.
Another study, “Leadership Effectiveness and Marketing Strategies As Correlates to
Student Satisfaction and Loyalty In Selected Higher Education Institutions In Metro Manila”
conducted by Joel P. Feliciano, an Associate Professor, University of Caloocan City, proposed to
assess the impact of leadership effectiveness and marketing strategies of selected higher
education institutions in Metro Manila on student satisfaction and loyalty to provide bases for
strategic plan to enhance student satisfaction and loyalty. This study used descriptive research
method with the questionnaire as the major tool for gathering data. There were four groups of
respondents composed of administrators, faculty members, non-academic personnel, and
students from the selected Higher Education Institutions (HEIs). Frequency and percentage,
weighted mean, one-way analysis of variance, and pearson-product moment correlation were
used as statistical tools. The findings revealed that students are generally satisfied with and loyal
to the selected HEIs. Leadership effectiveness and the marketing strategies adopted by selected
HEIs are directly correlated to student satisfaction and loyalty. Therefore, HEIs must improve
their marketing program in order to determine and develop much better marketing strategies.
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The study, “Students Satisfaction of Instructional Services of Eastern Samar State
University” which was conducted by Marina Sabalberino-Apilado determined the strengths and
challenges of instructional services offered to both graduate and undergraduate students. Three
hundred twenty-six (326) randomly selected students served as the representative samples of
different academic programs of the university.
Faculty professionalism, teaching for independent learning as well as management of
learning was extremely important to students. Considered highly important were the faculty
commitment and knowledge of the subject matter. Students were highly satisfied with the
instructional services they received from faculty members. This study discovered that all
instructional services offered to students were considered challenges. A higher level of students’
satisfaction was posted in this recent evaluation. Students were highly satisfied with instructional
services provided by the school where they considered these to be highly important.
“Job Satisfaction among Faculty Members in the Colleges of Pharmacy in Metro Manila,
Philippines” is also a study about satisfaction which was conducted by two Pharmacy students,
Monet M. Loquias and Erlyn A. Sana, of the University of the Philippines.
This study explored job satisfaction among faculty members in the Colleges of Pharmacy
in Metro Manila, Philippines. A descriptive, correlational research design using survey to collect
data was conducted among faculty members employed in the twelve schools of pharmacy in
Manila. The average job satisfaction score was 4.46. Among its different dimensions, faculty
members scored highest in collegiality (4.89) and lowest in scholarship (4.11). Job satisfaction
scores were higher for females, those with doctorate degree, single, with associate professor
rank, tenured, full time and with higher salaries. Multiple regression analysis revealed perceived
institutional support (β=0.314; p=0.007) and stress (β= --0.224; p=0.014) to significantly explain
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33.7% of the variation in job satisfaction. The study findings suggest that job satisfaction may be
improved by altering the organizational environment which is within the realm of school
administrators.
One descriptive-correlational study, “Satisfaction of Maritime High School Education:
Their Correlation to the Students’ Course Preference” conducted by Ma. Elena J. Eleperia,
Principal, Maritime High School, John B. Lacson Foundation Maritime University-Molo, and
other faculty members, aimed to determine the association of satisfaction with Course preference
among students of the Maritime High School in Iloilo City. The Students Participants were
selected through proportional random sampling. The dependent variable was course preference.
The independent variables were elementary school of origin, gender, childhood environment,
mother’s educational attainment and father’s educational attainment. The moderator variable was
satisfaction. Students’ were satisfied with their course preference. Gender proved to be
significant predictors of the students’ course preference in maritime related course.
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CHAPTER III
METHODOLOGY
This chapter presents the methodology employed in the study which includes the research
design, the sampling technique and population, the process, the instrument, the data analysis and
research procedure.
Research Design
Quantitative studies characteristically collect numerical data to explain, predict, or

control phenomena of interest. In this approach, data analysis is primarily statistical (Gay, 1996).
In this study, the quantitative research design or the descriptive survey method was used to
determine the level of satisfaction among Foreign Service students of the College of Arts and
Sciences in the University of San Agustin.
Respondents of the study
The respondents of the study were Foreign Service students (from First year to fourth
year) students of the College of Arts and Sciences in the University of San Agustin, who were
enrolled in the Academic Year 2015-2016 with a total population of 117 students.
Table 1. Profile of Respondents total
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Variables/Category Frequency Percentage
Age
16-18 years old 56 62 %
19-21 years old 32 35 %
22-above 3 3%
Gender
Male 25 27 %
Female 66 73 %
Year Level
1st year 32 35 %
2nd year 23 25 %
3rd year 23 25 %
4th year 13 14 %
SES
High 9 10 %
Middle 55 60 %
Low 27 30 %
Sampling Technique
Stratified Random Sampling was used in order to get the total number of Foreign Service
students that was used as sample in the study. In stratified random sampling the population was
divided into subpopulations called strata and random samples are drawn from each strata.
The researchers addressed letters to the Registrar’s office in order to ask a copy for the
master list of the total population of the Foreign Service Course and to the College of Arts and
Sciences department asking permission to conduct the study on the level of satisfaction among
the Foreign Service Students of the College of Arts and Sciences in the University of San
Agustin. After the approval, the researchers used the Slovin’s Formula to solve the total number
of actual sample population from the 117 Foreign Service enrolled students. Through the
process, the results revealed that 91 students were the total number of actual sample population.
The total population per year level was obtained. The researchers divided the total
number of actual sample population (91) to the total number of population of the Foreign Service
students (117), then it resulted to 0.78 and the 0.78 was multiplied to the total population per
year level. The process revealed that for the 1 st year, 32 out of 41 students were given a
questionnaire, for the 2nd year, 23 out of 30 students were given a questionnaire. For the 3 rd year,
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23 out of 29 students were given a questionnaire. Lastly, for the 4 th year, 13 out of 17 students
were given a questionnaire; with a total of 91 students as used in the actual sample population.
Sample size
The sample size was taken from the total 117 FS students enrolled in the University of
San Agustin using the Slovin’s formula.
n=N/(1+N〖(e)〗^2)
Through the process, the result revealed 90.52 or 91 which was the total number of our
actual sample size from the 117 Foreign Service enrolled students.
Locale of the study
The study site or locale of this paper was at the University of San Agustin that was before
renowned as Colegio de San Agustin de Iloilo which earned the distinction as the First
University in Western Visayas. Specifically, in the College of Arts and Sciences which was
formerly called as the College of Liberal Arts which was opened in 1935 and was the oldest
college in the university. The college was also made as the service college for the General
Education Program.
Data Gathering Instrument
The research instrument that was used in the study was a researcher made questionnaire
composed of two parts:
Part 1 contained questions regarding the personal data of the respondents such as:
a.) name (optional)
b.) age
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c.) gender
d.) year-level
e.) socio economic status
Part 2 consists of questions, each supported by a rating scale ranging from one (1) to five 5
which shall be answered by the respondents by checking the level of satisfaction among foreign
service students of the College of Arts and Sciences in the University of San Agustin using the
following scales as bases for measurement.
The questionnaire that was used in this study was sourced from sample questionnaires in
“InfoPoll™: Software for Surveys & Polls - questionnaire design to live reports. InfoPoll
Designer provides dozens of commonly-used survey templates to be used as it is, or slightly
modified to fit the purpose. The researchers downloaded a sample questionnaire from the
“InfoPoll library” and slightly modified the same and designed it to suit the objectives of this
present study. After the preparation of the questionnaire, it was presented to the validators for
face and content validation. The validators comprised of experts in the fields of statistics and
research, business researches, tests and measurements, and evaluation.
The Level of Satisfaction will be rated as follows:
Interpretation Rating
5 - Very High 4.21 - 5
4 – High 3.41 - 4.2
3 – Moderately High 2.61- 3.4
2 – Low 1.81- 2.6
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1 – Very Low 1- 1.8
Data Gathering Procedure
Questionnaires were distributed to the 91 actual sample students (respondents) for two (2)
consecutive days that were convenient to the time and schedule of the said respondents. The first
day consisted of the distribution to the 2nd and 3rd year respondents, while the second day
consisted of the distribution to the 1 st and 4th year students. Having in mind the academic welfare
of the respondents, the researchers saw to it that no classes would be disrupted on account of this
procedure. Thus, delicate measures were taken in the process of the distribution. The researchers
had merely quietly contacted one representative from each year level in order to get the schedule
of their classes and to know which period was their vacant time.
Aware of the vacant periods of each year level, the researchers then were able to manage
to find their respective rooms for the distribution of the questionnaires by dividing the
researchers into two (2) groups. Based on the computed total size of every year level – in order
to reach the 91 actual sample population, the first group of researchers conducted the actual
survey to the 2nd year students while the other group conducted it to the 3 rd year students, on the
first day. The following day was done with the 1st and 4th year respondents. The distribution of
questionnaires was given to the first readily available respondents who were chosen from a
random (fishbowl) sampling according to the calculated target sample size that the researchers
must secure from every year level. The procedure commenced with an orientation of the purpose
of the study by providing the respondents with a brief background of the research and by
explaining to them the instructions on how to answer the questionnaire.
The retrieval of the questionnaires from all the respondents from all year levels followed
a uniform process of gathering after the questionnaires were duly-filled out by the respondents.
Data Analysis Procedure
After the retrieval of the questionnaires, the data were tallied and tabulated according to
the variables of the study.
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For the gender factor, the respondents were classified as to whether they are male or
female.
The year levels of the Foreign Service students were classified as 1 st year, 2nd year, 3rd
year and 4th year students. The first year students will be considered as the new students.
The age of the Foreign Service students was categorized according to:
a.) 16 – 18 yrs. old
b.) 19 – 21 yrs. old
c.) 22 and above.
The Socioeconomic Status (SES) of the Foreign Service students was analyzed and
examined via their family’s income. It was categorized into three categories (high SES, middle
SES, and low SES) to describe the three areas of a Foreign Service Student’s family may fall
into.
a.) High family income – Php 199, 927 or more per month
b.) Middle family income – More than Php 36,934 but not more than Php 199,927 per month
c.) Low family income – Not more than Php 36,934 per month
The researchers had also encoded all the questionnaires in the Microsoft Excel and was
sent to the statistician for the computation of the data.
Statistical tools
The following Statistical tools were utilized to treat the data:
The Mean was used in order to determine the level of satisfaction of Foreign Service
Students. The mean, also known as arithmetic average, is found by adding the values of the data
and dividing by the total number of values (Bluman, 2013)
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The Standard Deviation was used in order to determine the level of satisfaction of
Foreign Service Students. According to Shaughnessy, J. et al (2012), standard deviation tells
approximately how far on the average a score is from the mean.
The t-test was used to test the difference between means when two samples are
independent and when the samples are taken from two normally or approximately normally
distributed populations (Bluman, 2013). The t-test was applied in order to test the hypothesis
existed on the significant difference in the level of satisfaction among Foreign Service students
of the College of Arts and Sciences when grouped according to:
a.) Gender
ANOVA is a statistical procedure that was used to test the degree to which two or more
groups vary or differ in an experiment (Bluman, 2008). The ANOVA was applied in order to test
the hypothesis existed on the significant difference in the level of satisfaction among Foreign
Service students of the College of Arts and Sciences when grouped according to:
a.) Age
b.) Socioeconomic Status
c.) Year
CHAPTER IV
DATA PRESENTATION, ANALYSIS, INTERPRETATION AND IMPLICATIONS OF

FINDINGS
This chapter deals with the analysis, presentation, interpretation and implications of
findings of the gathered data. The purpose of this part is to answer what is the level of
satisfaction of Foreign Service Students on their course collectively, and when they are classified
according to age, gender, year-level, and socio-economic status. This chapter also aims to
determine if there is a significant difference in the level of satisfaction of Foreign Service
students on their course in terms of age, gender, year-level, and socio-economic status.
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Table 1. Level of satisfaction of Foreign Service students on their course when taken as a whole.
n M SD Description
Subjects/Content 91 3.32 .94 Satisfied
b.1. Thesis 91 3.32 1.02 Satisfied
b.2. Practicum/OJT 91 3.65 1.10 Highly Satisfied
b.3. Narrative Report 91 3.37 .94 Satisfied
Examinations 91 3.37 .90 Satisfied
Term Papers 91 3.25 1.06 Satisfied
Academic Activities (Talks, seminars, etc.) 91 3.23 1.07 Satisfied
Soiree/Acquaintance party 91 3.58 1.17 Highly Satisfied
Learning materials (Handouts, learning kits, books, etc.) 91 3.15 .97 Satisfied
Qualifications (the line of expertise of my instructors) 91 3.41 1.02 Highly Satisfied
Teaching method (presentation of tools, concepts and techniques) 91 3.32 .92 Satisfied
Mastery of the subject matter 91 3.52 .96 Highly Satisfied
Attitude/ Personality (helpfulness, availability) 91 3.45 1.02 Highly Satisfied
Safety and Security 91 3.44 1.02 Highly Satisfied
Instructional tools (multimedia, laptops, extension cords, Satisfied

91 3.32 1.00
speakers, etc.)
Physical plant (Bldg., rooms, etc.) 91 3.11 .96 Satisfied
Cleanliness 91 3.18 .91 Satisfied
Maintenance/ functionality (floorings, doors, fans and air Satisfied

91 2.95 1.04
conditions, lightings, etc.)
Facilitation of students’ need (comfort rooms, guidance services, Satisfied

91 3.07 .96
CAS office, food services, etc.)
Technical services (Comp. labs, internet section, printing press, Satisfied

91 3.07 .95
photocopying section, etc.)
Valid N (listwise) 91
As a whole 91 3.30 .72 Satisfied
Table 1 reflects the level of satisfaction of Foreign Service students on their course when
taken as a whole. Results show that in terms of items such as Practicum/OJT,
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Soiree/Acquaintance Party, Qualifications, Mastery of the subject matter, and Personality of the
Faculty, and the Safety and Security of the facilities, the interpretation were “High” with mean
ratings that ranged from 3.41 – 4.2. All other items were interpreted as “satisfied” with mean
ratings that ranged from 2.61 – 3.4. Thus, an overall rating of a mean of 3.30, interpreted as
“Moderately High”.
This finding affirms the “Retention Theory”. Tinto argues that the more integrated the
student is with the "fabric of the institution," the more likely they are to persist through to degree
completion. Without this integration, students feel at odds with the institution (Tinto, 1987). In
theory, engagement within the university increases student interaction with staff, faculty, and
peers, enhancing a greater sense of belonging and inclusion, and raises awareness of the different
supports and services available to students. Involvement within the institution can thus contribute
to student satisfaction and retention (Tinto, 1987). In practice, the results of “Moderately High”
and “High” indicates that the engagement of the Foreign Service students on their course
improved their student interaction with the faculty and peers that had led to the enhancement of
their sense of belongingness in the Foreign Service course. Moreover, with such practice of the
Foreign Service students, it is could also be indicative of an increased awareness of the different
supports and services provided by the Foreign Service course. Therefore, the researchers had
concluded that the Foreign Service students had an overall satisfaction interpreted as
“Moderately High” on their course because, in most probability, it is borne of their involvement
that gave them a strong ‘sense of belongingness” and that they did not feel “out of place” in the
Foreign Service course.
Table 1.1. Level of satisfaction of Foreign Service students on their course, when respondents are
grouped according to Age.
AGE M n SD Description
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16 to 18 3.39 56 .75 Satisfied
19 to 21 3.16 32 .69 Satisfied
22 and above 3.20 3 .26 Satisfied
Total 3.30 91 .72 Satisfied
Table. 1.1 reflects the mean, sample size and corresponding standard deviation as
respondents are grouped according to age. When taken as an entire group, or collectively, the
level of satisfaction of Foreign Service students on their course is rated 3.30, interpreted as
“Moderately High”. Respondents at age group 16 to 18 which comprise of 56 students have the
highest weighted mean rated 3.39, interpreted as “Moderately High”; respondents at age 19 to 21
has a mean of 3.16, interpreted also as “Moderately High” and ages from 22 and above as the
lowest weighted mean of 3.20, interpreted as “Moderately High”.
In contrast, the Self-directed learning theory is a “theory in which individuals take the
initiative, without the help of others” in planning, carrying out, and evaluating their own learning
experiences (Knowles, 1975). What qualifies learning as “self-directed” is who (the learner)
makes decisions about content, methods, resources, and evaluation of the learning. Individuals
take responsibility for their own learning process by determining their needs, setting goals,
identifying resources, implementing a plan to meet their goals, and evaluating the outcomes. The
result of the respondents when grouped according to age is interpreted as “Moderately High”
most likely because of the reason that the respondents are still students. In practice, the
researchers concluded that their overall level of satisfaction is interpreted as “Moderately High”
on their course in all probability because they are still students, and as students, they are still
being guided by their mentors in school particularly when they engage in decision-makings,
planning, carrying out, and evaluating their own learning experiences in the Foreign Service
course.
Anchored to the (Affective Events theory) “work overload significantly reduces job
satisfaction among middle-aged. Young workers are more likely to put up with or expect work
overload, while middle-aged workers tend to be approaching their peak and may expect some
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concessions.” In theory, it may be considered that ages from 16 – 22 years old (the ages used in
the study), or fresh graduates from college maybe considered to be “young workers” which
maybe more efficient in working that leads to their satisfaction to the institution, course or
workplace they belong. In practice, the result of the respondents when grouped according to
“age” is “Moderately High” most probably because of the fact that they are still students.
Therefore, the researchers have arrived at the conclusion that being a relatively “young” student,
it is more likely that you would be efficient in your studies and school activities which results in
better satisfaction in the Foreign Service course.
grouped according to Gender.
GENDER M n SD Description
Male 3.18 26 .78 Satisfied
female 3.35 65 .70 Satisfied
The data in Table 1.2 revealed that the Foreign Service students were satisfied on their
course when they were grouped according to gender. Female students with a mean of 3.35 and
male students with a mean of 3.18, both are interpreted as “Moderately High”.
Contrary to the Self-directed learning theory, a “theory in which individuals take the
experiences (Knowles, 1975). The result of the respondents when grouped according to gender
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is “Moderately High” because indications show of the existence of the compelling reason that the
respondents are still students. In practice, the researchers safely conclude that the overall
satisfaction of Foreign Service students on their course when grouped according to gender is
“Moderately High” in all probability because they are still students. And as a student, they are
still being mentored by their teachers in their decision-making, planning, carrying out, and
evaluating their own learning experiences in the Foreign Service course.
In contrast to the study of “Giuliana Solinas, Maria Dolores Masia, Giorgio Maida, Elena
Muresu”, Department of Biomedical Sciences, University of Sassari, Italy, wherein, they
emphasized that certainly, there is a significant change in the more traditional manifestations of
gender difference, as their female respondents are more likely to continue their studies than
males.” Because in their survey, more of the sample were women, who represent approximately
70% of the student population enrolled in the Faculty of Science of the University of Sassari
(MIUR, 2011). The researchers interpreted that the level of satisfaction of Foreign service
students on their course when grouped according to gender has still no significant change, given
the fact that the percentage of the total number of female respondents is 73%.
grouped according to Year level.
YEAR LEVEL M n SD Description

1st 3.17 32 .74 Satisfied
2nd 3.76 23 .66 Highly Satisfied
3rd 3.28 23 .63 Satisfied Page 43 of 65

4th 2.86 13 .58 Satisfied
Iloilo City
The level of satisfaction of Foreign Service students on their course when classified
according to year level is shown on axis 1.3. The data reveals that the 2 nd year students are highly
satisfied, as rated a mean of 3.76. On the other hand, the 1 st year rated 3.17, interpreted as
satisfied, and the same is true in the 3 rd year and 4th year, having 3.28 and 2.86 respective means,
interpreted as satisfied.
Thus, the Table shows that 2nd year students had the highest rating in the means which
explains that they are likely more satisfied with the course than the 1st, 3rd and 4th year students.
In contrast to “The Second Year (sophomore) slump (Wilder, 1993; Freedman, 1956), is a
known recognized phenomenon that has been shown to affect second year college students in the
United States: the ‘slump’ refers to a decrease in student engagement with college life (Gump,
2007). The slump is associated with a phase in the degree studies during which some students
experience developmental confusion and a range of pressures, and struggle with engagement in
learning, motivation (Graunke & Woosley, 2005), perceived academic competence along with
personal issues, self-confidence, autonomy, and sense of purpose with their studies (Hunter,
Tobolowsky, Gardner, et al. 2010; Lemons & Richmond, 1987).
In practice, the researchers interpreted that with the “Retention theory” by Vincent Tinto,
the findings of this research is opposite to the “Second year slump” phenomenon probably
because of the reason that the 2nd year students engaged themselves in participating in the
activities and having close-relationships with their faculty and peers that had possibly led to the
enhancement of their “sense of belongingness” in the Foreign Service course.
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grouped according to Socio-economic status.
SES M n SD Description
high 2.94 10 .97 Satisfied
middle 3.25 55 .66 Satisfied
low 3.56 26 .68 Highly Satisfied
Results in the level of satisfaction when grouped according to socio economic status are
reflected on Table 1.4. In the low family income, the mean is 3.56, interpreted as “High”. In the
middle family income, the mean is 3.25 interpreted as “Moderately High”. Lastly, the high
family income is rated by a mean of 2.94, interpreted as “Moderately High”. Hence, the table
shows that respondents with low family income are deemed to be more satisfied than that of
students with middle and high family income.
Very much in line with Bourdieu’s theories (1977; 1996), “students from different class
backgrounds were molded by their upbringing to be familiar with education in different ways.
Students from lower class backgrounds had little exposure to elite institutions of higher learning,
as having generally grown up with very little contact with that world. Conversely, growing up
surrounded by people with a strong understanding of elite education allowed upper class students
to have a better understanding of the field they were about to enter when arriving at college.”
In theory, it is clear that students with low family income are more satisfied compared
with those emanating from higher family incomes in all probability because they had little
exposure to elite institutions of higher learning, such that their expectations of their school are
fulfilled easily. Contrary to upper class students, wherein, they are surrounded by people with a
strong understanding of elite education leads a higher expectation to the school. In practice,
results show that respondents with low family income are more satisfied with the Foreign
Service course in the University of San Agustin because they have lower standards and
expectations in the course compared to respondents with middle and high SES.
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In contrast, money may buy happiness, at least when it comes to education. On Sept. 29,
the Chronicle of Higher Education published the results of a Gallup-Purdue Index survey on Yale
University, which found that 50 percent of 30,000 college alumni nationwide strongly agreed
that their college degrees were worth the cost. At research universities like Yale, a slightly
higher-than-average 53 percent of respondents felt the same. In response to the Gallup numbers,
the News distributed a comprehensive survey to the classes of 2013 and 2014 asking whether
they believed their education justified the cost of Yale tuition. Three hundred forty-four alumni
responded, and results suggest that graduates of Yale and universities nationally have something
in common: the higher the income, the higher the satisfaction.
Table 2. Difference in the level of satisfaction of Foreign Service students on their course in
terms of Age
age Sum of Squares df Mean Square F Sig. Interpretation

Between Groups 1.089 2 .545 1.038 .359 Not Significant
Within Groups 46.172 88 .525
Total 47.261 90
Results shows that there is no significant difference in the level of satisfaction of Foreign
Service students when the respondents are grouped according to age, F(2,88) = 1.0338, p=0.359.
A probability of 0.359 is greater than the level of significance which is 0.05, therefore null
hypothesis must not be rejected. The level of satisfaction of Foreign Service students when the
respondents are grouped according to age does not vary.
Anchored on the (Affective Events theory) “work overload significantly reduces job
satisfaction among middle-aged. Young workers are more likely to put up with or expect work
overload, while middle-aged workers tend to be approaching their peak and may expect some
concessions.” In theory, the researchers considered that ages from 16 – 22 years old (the ages
used in the study), or fresh graduates from college to be “young workers” which maybe more
efficient in working that leads to their satisfaction to the institution, course or workplace they
belong. In practice, the result of the respondents when grouped according to age is inrterpreted as
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“Moderately High” maybe because of the fact that they are still students and as being “young” as
a student, the study implied that they are efficient in the works and activities of the school that
might lead to their satisfaction in the Foreign Service course.
experiences (Knowles, 1975). In theory, the result of the respondents when grouped according to
age is interpreted as “Moderately High" most likely because of the fact that the respondents are
still students. In practice, the researchers implied that there is no significant difference in the
level of satisfaction of Foreign Service students on their course when they are grouped according
to age because results show that their overall level of satisfaction is interpreted as “Moderately
High” in the Foreign Service Course. Hence, the researchers concluded that their overall level of
satisfaction is “Moderately High” mostly because of the fact that they are still students thus they
are still being guided by their mentors in the school when they engage themselves in decision-
makings, planning, carrying out, and evaluating their own learning experiences in the Foreign
Service course.
terms of Year-level.
Year-level Sum of Squares df Mean F Sig. Interpretation

Square
Between Groups 7.928 3 2.643 5.845 .001 Significant
Total 47.261 90
Multiple comparisons. Post hoc results
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Mean Std. Error Sig. 95% Confidence
Difference Interval
(I-J)
(I) YEAR (J) YEAR Lower Bound Upper Bound
2nd 1st .5906 .18381 .002 .2252 .9559
3rd .4783 .19828 .018 .0842 .8724
4th .8993 .23331 .000 .4356 1.3631
* The mean difference is significant at the .05 level.
Results revealed that there is a significant difference in the level of satisfaction of Foreign
Service when the respondents are grouped according to year level, F(3,87) = 5.845, p=0.001. A
probability of 0.001 is less than the level of significance which is 0.05, therefore null hypothesis
must be rejected. The level of satisfaction of Foreign Service students vary when they are
grouped according to year level.
Post hoc results show that a significant difference exist between 2 nd year respondents and
1st year respondents in favor of 2nd year respondents, between 2nd year respondents and 3rd year
respondents in favor of 2nd year respondents and between 2nd year respondents and 4th year
respondents in favor of 2nd year respondents.
This finding affirms the “Retention Theory”. Tinto argues that the more integrated the
student is with the "fabric of the institution," the more likely they are to persist through to degree
completion. Without this integration, students feel at odds with the institution (Tinto, 1987). In
theory, the participation and involvement of the students within the institution maybe considered
a contributor to student satisfaction and retention. In practice, the study implied that 2 nd year
students had higher satisfaction compared with other year level respondents maybe because they
tend to participate and engage themselves to be more involved on their course which enhances
their sense of belongingness and thus they are more satisfied on the Foreign Service course
compared with other year level students.
terms of Gender.
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Group Statistics
GENDER n Mean t df Sig. (2- Interpretation

tailed)
Male 26 3.1788 -1.041 89 .301 Not significant
Female 65 3.3538
Results show that no significant difference exist in the level of satisfaction of foreign
service students on their course when grouped according to gender, t(89) = -1.041, p = 0.301. A
probability of 0.301 is greater than the level of significance which is 0.05. Therefore, null
hypothesis must not be rejected. The level of satisfaction of Foreign Service students on their
course does not vary as perceived by male and female respondents.
experiences (Knowles, 1975). The result of the respondents when grouped according to gender
is “Moderately High” because of the existence of the compelling reason that the respondents are
still students. In practice, there is no significant difference in the level of satisfaction of Foreign
Service students when they are grouped according to “gender” maybe because they are still
students. And being a student, the researchers have arrived at the considered opinion that the
Foreign Service students are still being mentored by their teachers in their decision-makings,
planning, carrying out, and evaluating their own learning experiences in the Foreign Service
course.
In contrast to the study of Tessema (2012), their study revealed that t-test results show
that gender has a significant effect on satisfaction (t5205=-2.31, p<.05). One of the possible
explanations for the difference in satisfaction by gender could be the female’s value systems.
That is, women are likely to be more positively lenient in their ratings than male students (Chee,
Pino, & Smith, 2005) and women tend to feel more supported by faculty (both academically and
personally) than do men, which largely contributes to their greater overall feeling of satisfaction
in college (Sax & Harper, 2005). In practice, the researchers implied that there is no significant
difference in the level of satisfaction of Foreign Service students when they are grouped
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according to “gender” maybe because both male and female Foreign Service students are
positively lenient in their ratings and also both male and female Foreign Service students felt to
be supported by the faculty (both academically and personally), which largely contributes to their
overall satisfaction in the Foreign Service course.
Table 5. Significant difference in the level of satisfaction of Foreign Service students on their
course in terms of Socio-economic status.
Sum of Squares df Mean Square F Sig. Interpretation
Between Groups 3.252 2 1.626 3.252 .043 Significant
Total 47.261 90
Multiple comparisons. Post hoc results
Mean Difference (I-J) Std. Sig. 95% Confidence

Error Interval
(I) SES (J) SES Lower Bound Upper Bound
Low high .6235 .26314 .020 .1005 1.1464
* The mean difference is significant at the 0.05 level.
Results show that there is a significant difference in the level of satisfaction of Foreign
Service students when they are grouped according to socio economic status, F(2,88) 3.252,
p=0.043. A probability of 0.043 is less than the level of significance which is 0.05, therefore null
hypothesis must be rejected. The level of satisfaction of Foreign Service when the respondents
are grouped according to socioeconomic status varies. Post hoc results show that a significant
difference exists between respondents with low income and respondents with high income in
favor of respondents with low income.
Anchored on Bourdieu’s theories (1977; 1996), “students from different class

backgrounds were molded by their upbringing to be familiar with education in different ways.
Students from lower class backgrounds had little exposure to elite institutions of higher learning,
as having generally grown up with very little contact with that world. Conversely, growing up
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surrounded by people with a strong understanding of elite education allowed upper class students
to have a better understanding of the field they were about to enter when arriving at college.”
As the available data reveals, respondents with low family income are more likely to
have a significantly higher level of satisfaction compared with respondents in the middle and
high SES probably because of the little exposure they have and in their limited understanding
and experience of elite institutions. Thus, the researchers are of the view that respondents in the
low SES had higher satisfaction probably because they have lower standards and expectations in
the Foreign Service course.
CHAPTER V
SUMMARY OF FINDINGS , CONCLUSION AND RECOMMENDATION
Summary of Findings
This study was conducted in order to determine the level of satisfaction of Foreign
Service students on their course in the University of San Agustin during the academic year 2015-
2016. The participants of the study were the 91 Foreign Service students of the University of San
Agustin using a stratified random sampling as determined by the Slovin’s Formula.
The data used in the study were obtained through the use of researcher-made
questionnaires. The means and standard deviations were utilized as descriptive statistical tools
while t-test and ANOVA were used to test the inferential statistical tools.
The data that was gathered had undergone the process of the Statistical Package for
Social Sciences (SPSS) software for the analysis. The results of the statistical tests were
interpreted at 0.05 level of significance.
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The findings of the study were as follows:
1. When the respondents were taken as a whole, the Foreign Service students have
“satisfied” level of satisfaction on their course in the University of San Agustin.
Specifically, the Foreign Service students were regarded with “High” level of satisfaction
in Practicum/OJT, Soiree/Acquaintance Party, Qualifications, Mastery and Personality of
the Faculty, and the Safety and Security of the Facilities.
2. When the respondents were grouped according to age, the level of satisfaction of Foreign
Service students on their course were “Moderately High”.
3. When the respondents were grouped according to gender, the level of satisfaction of
Foreign Service students on their course were “Moderately High”.
4. When the respondents were grouped according to year-level, the level of satisfaction of
the first, third, and fourth year students were “Moderately High”, while the second year
students were “High”.
5. When the respondents were grouped according to socio-economic status, respondents

from middle and high family income had an overall level of satisfaction interpreted as
“Moderately High”, while respondents from low family income had an overall level of
satisfaction interpreted as “High”.
6. Significant differences were found in the level of satisfaction of Foreign Service students
on their course when they are categorized according to year level and socio economic
status.
7. No significant differences were found in the level of satisfaction of Foreign Service

students on their course when they are categorized according to age and gender.
Conclusion
1. When respondents were taken as a whole, the level of satisfaction of Foreign Service
students on their course is “Satisfied”. As according to Tinto in his “Retention Theory”
(1987), he argues that the more integrated the student is with the "fabric of the
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institution," the more likely they are to persist through to degree completion. As based to
the “retention theory” of Tinto, the engagement of the student within the university
increases the student interaction with staff, faculty, and peers, enhancing a greater sense
of belongingness within the institution. As in the case of the Foreign Service students on
their course, the involvement of the Foreign Service students on their course thus
contributes to their satisfaction.
2. When the respondents were grouped according to age, the level of satisfaction of Foreign
Service students on their course was “satisfied”. As according to Knowles in his “self-
directed learning theory” (1975), Individuals take responsibility for their own learning
process by determining their needs, setting goals, identifying resources, implementing a
plan to meet their goals, and evaluating the outcomes. The researchers conclude that the
theory of Knowles is contrary to the result of the study because of the reason that the
respondents are still students, and as students, they are still being guided by their mentors
in the school when they engage themselves in decision-makings, planning, carrying out,
and evaluating their own learning experiences in the Foreign Service course thus
contributes to their satisfaction in the course.
3. When the respondents were grouped according to gender, the level of satisfaction of
Foreign Service students on their course was “satisfied”. The study of “Solinas, Masia,
Maida, Muresu”, 2011) asserted there is a significant change in the more traditional
manifestations of gender difference, as their female respondents are more likely to
continue their studies than males.” Because in their survey, more of the sample were
women, who represent approximately 70% of the student population enrolled in the
Faculty of Science of the University of Sassari (MIUR, 2011). Contrary to the study of
“Solinas, Masia, Maida, Muresu”, 2011) the researchers conclude that there is no
significant difference when grouped according to sex, since both male and female
respondents were “satisfied” in the Foreign Service course, even if the percentage of the
total number of female respondents is 73%.
4. When the respondents were grouped according to year-level, the first, third and fourth
year students were “satisfied”, while the second year students were “Highly Satisfied”. In
contrast to “The Second Year (sophomore) slump (Wilder, 1993; Freedman, 1956), it is a
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recognized phenomenon that has been shown to affect second year college students in the
United States: the ‘slump’ refers to a decrease in student engagement with college life
(Gump, 2007). The researchers concluded that anchored with “Retention theory” by
Vincent Tinto, the findings of this research is opposite to the “Second year slump”
phenomenon of (Wilder, 1993; Freedman, 1956) because of the reason that the 2nd year
students engaged themselves in participating to the activities and having close-
relationships with their faculty and peers that had possibly led to the enhancement of their
“sense of belongingness” in the Foreign Service course.
5. When the respondents were grouped according to socio-economic status, respondents

from middle and high family income were “satisfied”, while respondents from low family
income were “highly satisfied”. According to Bourdieu (1977; 1996), “students from
different class backgrounds were molded by their upbringing to be familiar with
education in different ways. Students from lower class backgrounds had little exposure to
elite institutions of higher learning, as having generally grown up with very little contact
with that world. Conversely, growing up surrounded by people with a strong
understanding of elite education allowed upper class students to have a better
understanding of the field they were about to enter when arriving at college.” The
researchers had concluded that respondents from low family income are more satisfied
with the Foreign Service course in the University of San Agustin because they have lower
standards and expectations in the course compared with respondents from middle and
high family income.
6. The researchers found significant differences in the level of satisfaction of Foreign Service
students on their course when they are categorized according to year level and socio economic
status, therefore, null hypothesis must be rejected. No significant differences were found in the
level of satisfaction of Foreign Service students on their course when they are categorized
according to age and gender, therefore, null hypothesis must not be rejected. The results revealed
that in the year level, 2nd year students had higher satisfaction in the Foreign Service course
compared with 1st, 3rd and 4th year students. Also, in the SES, it concludes that students from
the low family income had higher satisfaction compared with students from middle and high
family income.
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Recommendation
Since one of the implications in this study was that “the engagement of the students to the
institution had enhanced their “sense of belongingness” to the course which contributed to their
overall satisfaction”, the students of the Junior Diplomat’s Corp in the Foreign Service course
should encourage the College of Arts and Sciences, specifically, the Faculty Heads of the Foreign
Service course to initiate more activities that would require attendance and participation of the
Foreign Service students. Moreover, the researchers recommend that the future officers of the
Junior Diplomat’s Corp in the Foreign Service course should improve their strategies on how to
make the activities more attractive to the eyes of the Foreign Service students that would
motivate them to participate in the activities which may effectively contribute to their overall
satisfaction in the course.
The Administration (the University) should look into the improvement of the
maintenance/functionality of the facilities, technical services provided by the university, and the
overall physical set up of the Foreign Service course (buildings, rooms), since these aspects had
the lowest ratings in the level of satisfaction of the Foreign Service students on their course. The
researchers also recommend that the administration should give attention to the learning
materials being used in the Foreign Service program with regard to its effectiveness and its up-
to-date information, since this aspect had also rated low in the level of satisfaction of Foreign
Service students on their course.
Lastly, since one of the findings of this study was that the Foreign Service students had
an overall rating of “satisfied” in the Foreign service course, the researchers recommend that the
administration should improve the information dissemination of the Foreign Service course in
order to pursue the benefits of the Foreign Service course as a “marketing strategy” for the
university and by encouraging more students to enroll in the Foreign Service course in the
College of Arts and Sciences.
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UNIVERSITY OF SAN AGUSTIN

COLLEGE OF ARTS AND SCIENCES

CHAPTER DESCRIPTION PAGE

I Introduction to the Study 2

II Review of Related Literature 11

Data Presentation, Analysis,

Background of the Study

“Student’s satisfaction reflects the effectiveness of all aspects of the education

However, it is the herein researchers’ random observation that there is an apparent

Statement of the Problem

3. Is there a significant difference in the level of satisfaction of Foreign Service students on

Independent Variable Dependent Variables

Significance of the study

Moreover, by presently determining the level of satisfaction of Foreign Service students,

Satisfaction - Satisfaction is an overall customer attitude towards a service provider, or

Level – a position in a scale or rank (Merriam-Webster dictionary)

In this study, the level of satisfaction shall be rated as follows

5 - Very High 4.21 - 5

4 – High 3.41 - 4.2

3 – Moderately High 2.61- 3.4

2 – Low 1.81- 2.6

1 – Very Low 1- 1.8

Bachelor of Science in Foreign Service - is a unique, interdisciplinary degree that

b.) 19-21 years old

c.) 22 years old and above.

Conceptually, it indicates the academic year level of respondents.

Conceptually, it refers to the social standing or class of an individual or group. It is often

beyond its borders was limited.

REVIEW OF RELATED LITERATURE

“Satisfaction” is a desired feeling which is universally pursued by every human being in

“satisfaction”. According to (Oliver, 1997), he stated that satisfaction is a pleasurable fulfillment

and duration in time.

experience, performance attribute, consumption-use experience, department or store of the

business organization, lastly with a pre-purchasing experience.

made great progress in identifying and understanding determinants of service quality,

satisfaction, and, subsequent, customer retention.

reflected in grades, intellectual stimulation, and personal intellectual development.

intent to leave, the greater is the potential for student retention.

psychosocial dynamics of student satisfaction. For example, the “happy-productive” student

psychological distress at university related to lower satisfaction.

non-traditional, indigenous and regional Australians (Bradley, 2009).

Bachelor of Science in Foreign Service

According to the University of Georgetown, the Bachelor of Science in Foreign Service

within an international context.

derived standard protocols that should be observed in official dignitary functions.

academic excellence combined with devotion to humanitarian service.

determining satisfaction among students.

government, economics, philosophy, theology, history, literature, language training, and

According to (Eliot, 1998) an effective curriculum increases students' understanding

searches for “truth.”

Gender and Students’ Satisfaction

Age and Satisfaction

level so that the assigned tasks will be accomplished.

Levitz). Today, survey programs remain a mainstay on most college campuses.

campus culture contributed to a feeling of belonging.

Numerous researchers have investigated issues related to students’ satisfaction (e.g.,

this immensely flattering.

Indeed, a healthy student-teacher relationship makes for a mutually satisfying

A study “Measuring College Student Satisfaction: A Multi-Year Study of the Factors

over time, especially in the area of academic advising.

The Noel-Levitz Student Satisfaction Inventory (SSI) measures student satisfaction in 12

rated as important: student-centeredness, instructional effectiveness, academic

advising/counseling, registration effectiveness, service excellence, concern for the individual,

success indicators thus improving students' achievements (Oja, 2011).