Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 36 no. 3 (2025)

Clientele Satisfaction of Student Affairs and Services (SAS) Programs

Christian G. Guillermo | Edmundo Obina

Discipline: others in business and management

 

Abstract:

The Office of Student Affairs and Services at Isabela State University provided a set of programs and services that supported students' academic experiences to attain holistic student development. Its main goal was to promote an academic community that manifested personal growth, integrity, and well-rounded students in pursuing their chosen careers toward an improved quality of life in society. This study aimed to evaluate the level of students’ satisfaction with student affairs and services, such as Admission Services, Information and Orientation Services, Guidance and Counseling Services, Student Training Services, Student Organizations and Activities, and Scholarship and Financial Assistance. The study used the descriptive-comparative method of research, data were collected from 385 students who were enrolled during the 2nd Semester of SY 2022–2023. A proportion allocation method was utilized in the selection of participants. The majority of the respondents were below 20 years old, female, first-year students, single, and Ilocano. The data collected were tabulated, interpreted, and analyzed using the weighted mean, T-test and ANOVA. Results revealed that students were very satisfied with the different programs of the Office of Student Affairs and Services. However, the lowest satisfaction rating was observed in Guidance and Counseling Services, indicating a potential area for improvement. Furthermore, the study revealed significant differences in satisfaction levels based on age and sex, particularly in Information and Orientation Services and Scholarship and Financial Assistance, respectively. Meanwhile, no significant differences were observed in satisfaction levels based on year level, civil status, or dialect, suggesting that SAS programs were inclusive and equitable for all students. To maintain high satisfaction levels, the OSAS was encouraged to sustain and enhance its programs through regular evaluations and feedback to guide improvements and respond to students’ evolving needs.



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