Modality of Instruction, Accessibility of Support Services, and Effectiveness of Communication on the Satisfaction among the Students

Nenita  I. Prado,; Imee Marie  Barros,; Rhey Manuel  Siao Jr.,

Modality of Instruction, Accessibility of Support Services, and Effectiveness of Communication on the Satisfaction among the Students

Imee Marie Barros | Rhey Manuel Siao Jr. | Nenita I. Prado

Discipline: Education

Abstract:

The Expanded Tertiary Education Equivalency and Accreditation Program (ETEEAP) provided non-traditional learners with flexible opportunities to complete higher education through alternative learning modalities. This study examined the effectiveness of ETEEAP in relation to student satisfaction, focusing on instructional modalities, accessibility of support services, and communication effectiveness. The primary objective of this research was to determine the factors that most significantly impacted student satisfaction and to identify areas for improvement in the program’s implementation. A quantitative descriptive-correlational and causal research design was employed, utilizing survey questionnaires to gather data from ETEEAP students at Liceo de Cagayan University. Statistical tools such as mean and standard deviation, correlation, and multiple regression were used to interpret the relationship and influence between the key variables. Findings indicated that self-directed learning was the most preferred instructional modality, while accessibility to academic and career support services played a critical role in student satisfaction. Effective communication, particularly clear information dissemination and timely feedback, also significantly influence student engagement and overall satisfaction. The study concluded that while ETEEAP is an effective educational pathway for non-traditional learners, Improvements in digital accessibility, faculty engagement, and institutional support are necessary to enhance student experiences and program efficiency.

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