Chapter 1

INTRODUCTION

Consistency in providing quality education begets loyalty. Pertinacity in

producing socially and globally competitive individuals begets steadfastness. All in all,

consistency and pertinacity bring forth institutional continuance. According to

MacMillan, institution pertains to “A building or infrastructure where people are taken

care of for a long period.” On the other hand, a phenomenon that refers to enduring in a

certain locus or condition is referred as continuance. In this study, institutional

continuance is a condition wherein students opt to stay in the same institution for the next

academic year. In a simple sense, institutional continuance pertains to the students’

intent to continue education in the same institution.

In Asia, a study was conducted to 222 Penang students of Malaysia; findings

indicated that apparent rate, price objectivity, and service value positively and

suggestively affected student constancy (Raton, 2017). In this study performed by Raton,

it was determined that loyalty refer to the student’s intent to uphold an affiliation with

someone or something that delivers them assistance and service.

In this A.Y 2017-2018, it is evident that there is an increase in population, from

624 Grade 11 students to 753 this year, comprising of young individuals from various

private and public schools encompassing the whole region. However, this growth entails

adjustments to schedule and scarcity of school resources which eventually caused

complaints, negative issues and feedback from the students to the school management. In
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this case, the researchers formulated the study of “Level of Satisfaction and the Level of

Intent for the Institutional Continuance of the UNO-R Integrated School Students.” This

occurrence inspired the researchers to conduct a study that would determine whether

UNO-Rians have high or low level of satisfaction towards the University and to identify

the specific area or aspect that they are most and least satisfied with. It is a study that

determines the different factors that could drive the students to continue choosing UNO-

R despite various circumstances, a study that would contribute in the further development

and improvement of the UNO-R community, so that the current increase in population

will continue as the ensuing academic years will take place wherein the University is

ready and efficient in providing the needs of its students and meeting their demands.

This study determines the level of satisfaction among the graduating UNO-R IS

students based on certain variables (Academic, Non- Academic, Community Extension

and Research) that would serve as the determinants in measuring their satisfaction. It also

delves into identifying the students’ level of intent for the institutional continuance as to

whether they opt to stay in UNO-R or not for the next academic year. Through revealing

the results of their level of satisfaction and level of intent, researchers analyzes and

identifies whether there is an existing relationship between them.

Statement of the Problem

This study seeks to answer the following questions.

1. What is the level of satisfaction of the graduating UNO-R Integrated

School students to the University in the following areas; Academic, Non-

academic, Community Extension, and Research?

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2. What is the level of intent for the institutional continuance of the

graduating Integrated School students?

3. Is there a significant difference in the level of intent for the institutional

continuance of the graduating Integrated School students when grouped

according to sex and grade level?

4. Is there a significant relationship between the level of satisfaction and the

level of intent for the institutional continuance of the graduating Integrated

School students?

Hypotheses

The researchers formulated a set of assumptions in response to the objectives

above.

1. There is no significant difference in the level of intent for the institutional

continuance of the graduating UNO-R Integrated School students when

grouped according to sex and grade level.

2. There are no significant relationship between the level of satisfaction and

the level of intent for the institutional continuance of the graduating

Integrated School students.

Theoretical Background and Related Literature

This study was anchored on the Rational Choice Theory and Student Retention

Theory. Rational Choice Theory by George Hamos is an economic principle which

suggests that people try to maximize their advantage in any situation and lessen their
 4

losses and that it depends on the possibility that an individual makes his choices in line

with his benefits (Hodgson, 2012). Meanwhile, Student Retention Theory as pioneered by

Tinto refers to the progressive enrollment in a college or an institution, whether

continuous from one term to the next or temporarily stopped and then resumed (Kalinski,

2015). Turner (2012) defined retention as staying in school until completion of a level

and dropping out of school. According to Crisp and Delgado (2013), retention is essential

for a variety of reasons. From the institution's perspective, the retention of students is

important for financial stability and to sustain academic activities. For the students, it will

enable them to complete their schooling in an institution that they trust to make them

successful because of its image and quality. About this, students’ satisfaction with their

academic experience is found to be the principal predictor of students’ retention (Carter

& Yeo, 2016). Learning assistance, faculty development, financial aid, co-curricular

activities and other programs also have various effects on the student retention rate of a

University (Zerna et al., 2014). Students also prefer to study in large-size schools for

students enrolled perform better in all cases especially academically than those in

medium-size and small-size schools (Coupé et al., 2016; Moore, 2013; Riha, 2011; Weiss

et al., 2011).

Students are considered to be the main customers of an educational institution

(Cortez et al., 2015). As such, providing quality services and meeting students’

expectations are significant for Universities to succeed in the highly-competitive industry

(Farahmandian et al., 2013). The financial sustainability of a private University is

contemporaneously influenced by factors like the students’ satisfaction and loyalty

(Semuel, 2015). Nelson (2015) defined satisfaction as an incident-specific response to the

 5

affirmation or disaffirmation of expectations regarding a certain experience. Students’

satisfaction is based on their evaluation of products and services offered by an institution

as well as whether their expectations were met (El-Hilali et al., 2014, Gallarza, et al.,

2013). In the study of Tesseme et al., (2012) gender is found as a predictor of satisfaction.

On the other hand Noel-Levits (2013) found in his study that whether the institution is the

students’ first choice also a predictor of their satisfaction. Satisfaction predicts positive

effects that indicate the students’ success particularly academic success in the higher

education (El Ansari, 2011). Thus, it results when school services especially its teaching

strategies, performance, the effectivity of its facilities and equipment meet or exceed

students expectations (Appellado, 2017; Herdlein & Zurner, 2015; Maristela et al., 2015;

Vasquez et al., 2015). Local studies also show that an institution’s facilities are important

in evaluating the student satisfaction (Mercado et al., 2016; Dacuray et al., 2015). When

students are satisfied with the services and facilities of an academic institution, they

become motivated to refer their school to other students (Plaza et al., 2016).

On the other hand, student loyalty refers to the students’ intention and willingness

to stay in a particular school or institution because of specific reasons and maintain a

relationship with the service provider (Goh et al., 2017). Student loyalty is important has

become a central concern to higher education institutions (Ali Dehghan et al., 2014).

Perceived service value is found to be a strong determinant of customer loyalty (Tarus &

Rabach, 2013). Several studies show that service quality has a positive effect on customer

loyalty (Chen & Hu, 2012; Lee, 2013). Customer loyalty is also significantly affected by

trust as found in the study of Seto-Pamies (2012). The studies of Perin et al., (2012) and

Sampaio et al., (2012) showed that trust has positive and direct effects on student loyalty.
 6

Several studies prove that the institutional image, perceived value, and service quality

have a significant positive influence on the student loyalty (Bin Hashim, et al., 2015;

Tamuliene & Murzaite, 2013; Ravindran & Kalpana, 2012). The competence and attitude

of an educational institution staff also have a large impact on student experience and their

intent to stay in the same institution (Agrawal & Tan, 2015). Students also choose to

continue their studies in a particular school because of its academic and spiritual aspects

(McBride, 2016; Buchwitz, 2015). Students’ loyalty is also affected by the students' age

and gender (Annamdevula & Bellamkonda, 2016) and their parents' perception of the

institution (Goldkind & Farmer, 2013).

Furthermore, student satisfaction level is found to have a huge impact on the

loyalty of the students to their schools (Gulid, 2011). Service quality, student satisfaction,

and University image have direct positive effects on student loyalty (Fares et al., 2014).

In the context of higher education, student satisfaction shows a positive mediating effect

on student loyalty (Alves & Raposo, 2010). In general, students would choose to continue

their studies in the same institution if they were satisfied with it (Shasavar & Sudzina,

2017; Nelson, 2015).

 7

Graduating Integrated School Students

a. Sex

b. Grade Level

Level of Intent for

Level of Satisfaction
Institutional Continuance

Figure 1: Schematic Diagram of the Framework of the Study

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Scope and Limitations of the Study

The main concentration of this study is to determine the absolute general number

of enrollees from UNO-R Integrated School for College, Grade 7 and 11 levels coming

from the University’s 922 students. Through revealing the total number of enrollees,

researchers would determine whether UNO-Rians have a high or low level of satisfaction

through using the goals set forth by the institution (Academic, Non- Academic,

Community Extension, and Research). The study is only focusing on gathering the

responses of the Grade 6, 10 and 12 students, as to whether they will continue their

education in UNO-R or not, determining the difference of responses when involving the

variables (sex and grade level) on the total number of enrollees, and the significant

relationship between the level of satisfaction and the desire to continue education in

UNO-R of Integrated School students.

On the other hand, this paper will not predict the number of Integrated School

students from UNO-R who will transfer to another school for the next school year. It will

not cite specific reasons why these students consider transferring to another school. Also,

the reasons why other UNO-Rians prefer to stay will be limited and not concrete. This

study will not include the choices of the students to the tracks, strands or course they will

enroll. As for the satisfaction level of the students, it will only be based on the identified

areas as mentioned in the objectives above. Thus, the probability of institutional

continuance that this study came up can only be beneficial or can be used for the

upcoming academic year 2018-2019 in UNO-R IS.

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Significance of the Study

This study proved to be beneficial to the following:

School. The University of Negros Occidental- Recoletos is the main benefactor of

this study. Through the objectives of the study, UNO-R would be able to conduct initial

preparations for the upcoming academic year in Integrated School to cater the ensuing

batch of students. Furthermore, this study aims to create a better UNO-Rian community

that is prepared to provide the needs of its members and measure the satisfaction level of

its students in different areas.

Students. The upcoming batch of Integrated School and first-year College

students would be able to be at ease through this study for it entails the improvement on

the level of preparedness of the institution to further cater their needs and to prevent them

from experiencing the same complaints, issues and problems faced by the present batch

of SHS students, to avoid this occurrence to happen again in the whole UNO-Rian

community.

Faculty and Staff. The teachers comprising the department of UNO-R IS are

given an opportunity to take initial proceedings to prepare themselves for the next

academic year through the results that this study will bear. Faculty and staff would be

able to work hand in hand with the school management to work the immediate progress

of the department.

Definition of Terms

To facilitate understanding of the study, the conceptual and operational

definitions of the following terms were provided.

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Institutional Continuance. According to dictionary.com, an institution is an

organized establishment, foundations, societies or the buildings devoted to their work

while continuance refers to an act of continuing or remaining in the same place. In this

study, it refers to the state wherein the Integrated School students opt to stay in UNO-R

in the next academic year; their desire to continue education in UNO-R.

Level of Intent. According to dictionary.com, level refers to a position on an area

or imaginary scale of amount, quantity, or extent while intent refers to the state of a

person’s mind that directs his or her actions towards a specific object. In this study, it

pertains to the number of Grade 6, 10 and 12 students of Integrated School who bound to

continue their education in the same institution for the next academic year.

Level of Satisfaction. According to merriam-webster.com, it is the height of

pleasure that you feel when you do something or get something that you wanted or

needed to do or get (https://www.merriam-webster.com).In this study, it refers to the

status of contentment of an individual towards the set forth goals of the university.

Preference. It refers to a practical advantage given to one over others (William,

2011). In this study, it pertains to the options of the Grade 10 students of UNO-R as to

what institution they prefer or considers as a suitable venue to for their education as they

graduate in UNO-R.

School Management. It refers to an act of managing or administration of the

school and the use of people on the resources to accomplish the objectives (Dash, 2011).

In this study, it refers to the UNO-R’s important personalities who are involved in

facilitating students’ welfare and initiating school’s activities, projects, and programs.
 11

Sex. According to merriam-webster.com, it refers to either of the two major forms

of individuals distinguished respectively as female or male especially by their

reproductive organs and structures (https://www.merriam-webster.com). In this study, it

refers to the classification Grade 6, 10 and 12 students as male and female which is a

variable of this study

 Chapter 2

METHODOLOGY

In this chapter, all the steps and ways that the researchers conducted to finish the study

will be specified, from the research design down to the instruments used to gather the

essential data needed, determining the possible results and conclusions.

Research Design

Quantitative research intends to determine the concrete relationship of an

independent variable to a dependent one, according to the Center of Innovation in

Research and Teaching (CIRT), “Descriptive research may be characterized as simply the

attempt to determine, describe or identify what is, while analytical research attempts to

establish why it is that way or how it came to be”. It aims to unveil current issues and

problems using data collection as its instrument leading to describing a particular

situation in a clear and absolute process. However, correlational research is a design that

attempts to identify the extent of a relationship between variables.

This study of the “Level of Satisfaction and the Level of Intent for Institutional

Continuance of the UNO-R Integrated School Students” used a descriptive-correlational

design. This paper aimed to determine the intent of the respondents to continue education

in UNO-R or the institutional continuance within the context of the study, identify the

significant difference of the responses as the variables joined the formulation of the

preferences of the participants to their decision-making process, measure the UNO-R IS

 13

students’ satisfaction level on the different areas, and identify the significant relationship

of their level of intent for institutional continuance and level of satisfaction.

Participants

The participants of this study were selected through a stratified sampling,

researchers identified the Grade 6, 10 and 12 graduating students of UNO-R as the

participants of this study, they would be the focus to pave the way for the researchers to

collect necessary data to attain the needed information and their responses will be

collected in order to achieve the objectives. The respondents from the Grade 6 level

constitutes of 133 graduating students, Grade 10 with 166, and 623 Grade 12 students.

This concludes a female group amounting to 506 students and male with 416 students.

However, researchers measured the sample size of the total population, in result; the total

respondents of this study are 394. This constitutes of 86 Grade 6 students, 101 Grade 10,

and 207 Grade 12. In total, this study has 160 and 234 male and female students

respectively.

Measures

The researchers of this study identified two variables which are sex and grade

level. To collect the needed data, they surveyed the participants with the help of a self-

made questionnaire composed of 23 questions which used a Likert scale type of test. The

questionnaire is divided into two parts (Test I and II). The test I is composed of three

questions addressing their desire to continue education in UNO-R whether they opt to

enroll in the same institution for the next academic year or not. Meanwhile, in test II, the
 14

20 questions were subdivided into four areas in accordance to measure the satisfaction

level of the said participants with five questions each. These areas are the aspects that

formulate the establishing of the level of satisfaction of the UNO-R IS students. These

areas were based on the goals established by the University. First, Academic, which

constitutes the questions pertaining to the knowledge that they acquired for the years they

have spent in UNO-R, second area is Non-Academic which has questions that involved

the students’ perception towards the implemented programs, activities and regulations of

the institution, the next one is the Community Extension wherein this area encompasses

questions of how UNO-R influences its students to participate in outreach programs and

community development projects. Also, it involves questions referring to the students’

knowledge about those particular activities conducted by the institution. The last area is

Research; this involves questions on how UNO-R nourishes the skills and capacities of

its student-researchers equally and consistently. The level of satisfaction determined the

different aspects that contribute to the probability of institutional continuance or the

desire to continue education in UNO-R and these aspects were the areas above.

After the formulation of the statistical instrument, the researchers consulted to

three experts, they validated the self-made questionnaire and it resulted in a validity index

which was 3.9. It interpreted a satisfactory result which paved for the researchers to use

the instrument to acquire necessary and credible results.

Before the actual survey, researchers conducted a reliability test among 30

students, ten respondents per grade level. The test was performed one week ahead of the

actual survey of the researchers. It resulted in .928 and which was interpreted as excellent

according to Cronbach’s alpha.

 15

As soon as the researchers acquired the result of the reliability test, they

proceeded in conducting the actual survey to 394 students.

The researchers used the following statistical tools to calculate the given data:

First, the One-way Analysis of Variance (ANOVA) was used to determine

whether there are any significant differences between the results acquired from the

respondents. Then, the Pearson Correlation Coefficient, which according to David M.

Lanes Online Statistics Education, it is a measure of the strength of the linear relationship

between two variables, it is referred to as the correlational coefficient, and if the

coefficient does not adequately represent the strength of the relationship between

variables. Third, is the Independent T-test, compares the means and tells if they are

different from each other. The T-test can also indicate how significant the differences are.

In other words, it lets the researchers know if those differences could have happened by

any chance (Sedgewick, 2012). Fourth, the Post Hoc test was used to know what specific

pairs of group mean show differences and what pairs do not, performing multiple

comparison procedures (Endod, 2015).

Procedure

Data Gathering. In this study, researchers formulated a self-made questionnaire

which covered the respondents' level of satisfaction and level of intent for the

institutional continuance. The questionnaire undergone a grammar check performed by

one of the validators. After which, the questionnaire was given to the three validators

who have expertise in this field and it successfully passed the satisfactory level.
 16

Researchers proceeded in conducting of reliability test to 30 students, 10 per grade level

that is involved in the study. Data for reliability test was gathered and given to a

statistician to analyze and interpret the given data, and it resulted to .928 which indicated

an excellent interpretation according to Cronbach's Alpha. Finally, the statistical

instrument was reproduced by the researchers and officially conducted the survey to its

participants for a whole week.

Data Analysis. After the collection of data, the researchers analyzed and tallied

the data as a whole and with regards to the variables of the study, sex and grade level.

The researchers first evaluated the data as a whole then grouped it using the nominal data

collected which are sex and grade level. They summed up all the gathered data and used

the ordinal scale to identify the rank of the responses of the participants. The Independent

T-Test, Pos Hoc Test, One-way Analysis of Variance (ANOVA), Pearson Correlation

Coefficient were the statistical tests they used to come up with the results. ANOVA was

used to identify the significant differences in the responses when grouped according to

the variables. On the other hand, Pos Hoc and Independent T-test were also used to

identify the significant difference in the responses. Lastly, the Pearson Correlation

Coefficient was used to determine the significant relationship between the level of

satisfaction and level of intent for institutional continuance among the graduating UNO-R

IS students.

Statistical Treatment. To determine the mean probability, the researchers used

Independent T-test. It is used to determine if means of two data sets differ significantly.

This analysis is appropriate in comparing the means of two groups.

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The table below shows the equivalent scale of the mean probability as a whole.

Table 1. Probability Scale

MEAN SCALE PERFORMANCE

4.50- 5.00 VERY HIGH

3.50 -4.49 HIGH

2.50- 3.49 MODERATE

1.50- 2.49 LOW

1.00- 1.49 VERY LOW

Table 2. Correlation Scale

NEGATIVE NO POSITIVE
CORRELATION
STRONG MODERATE WEAK MODERATE STRONG
WEAK

-1.0 -0.8 0.5 -0.1 0.1 0.5 0.8 1.0

As mentioned on the previous pages, the researcher used ANOVA and Pos Hoc

test to identify if there is a significant difference in the probability when grouped

according to the variables. The one-way analysis of variance (ANOVA) for independent

measures is designed to compare the means of three or more independent samples

simultaneously.

To come up with the mean probability of each area, the researchers add -up all the

data of every area, and then divided by how many questions there are. In other words, it

is the sum divided by the count.

To identify the significant relationship between the institutional continuance and

students’ level of satisfaction, Pearson Product-Moment Correlation Coefficient or

 18

Pearson Correlation Coefficient was used. It is the test statistics that measure the

statistical relationship or association between two continuous variables.

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Chapter 3

RESULTS, DISCUSSION, AND IMPLICATIONS

At this chapter of the study, all the results that have been calculated and analyzed

aligned to the methodology are revealed and discussed thoroughly, directly responding to

the statements of the problem and the hypotheses, and stating their implications to the

context of the study.

Results and Discussion

Researchers have enumerated the hypotheses for these study in which they

predicted that there is no significant difference on the desire of the graduating Integrated

School students to continue their education in UNO-R when grouped according to the

variables, sex and grade level. Also, they initially inferred that there would be no

significant relationship between the desire of the IS students to continue their education

in UNO-R and their level of satisfaction towards the University. As for the interpretation

of data, researchers used the following statistical tests: T-test, One-way Analysis of

Variance (ANOVA) test, Pos Hoc test and Pearson Correlation Coefficient to determine

the results of the study.

The following tables are the results of the study by the objectives set forth by the

researchers.
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Table 3: The level of desire of graduating students to continue their education in UNO-R

Variable n M SD Interpretation
Sex
Male 160 3.51 1.22 Agree
Female 234 3.44 1.10 Undecided
Grade Level
Grade 6 86 3.83 1.05 Agree

Grade10 101 3.56 1.13 Agree

Grade 12 207 3.51 1.22 Agree
As a whole 394 3.62 1.15 AGREE

The table shows that as a whole, respondents opt to stay in UNO-R as they delve

into another academic year. Also, this shows that the University is equipped of being

trusted by its students. Using the T-test, it was identified that the mean probability of

institutional continuance of the IS students is 3.62, which implies that majority of the

respondents agreed to enroll in UNO-R next school year. Hence, 3.62 indicate a high

probability as shown on the scale above.

Table 4: Difference on the level of desire of graduating students to continue their

education in UNO-R when they are grouped according to sex
Sex T df p
Male Female      
Desire
3.51 3.44 0.562 388 0.574
(1.22) (1.10)      

Independent sample T-test was used to determine the significant difference in the

level of desire of graduating students to continue their education in UNO-R when they

are grouped according to sex. There was no significant difference in the level of desire of

graduating students to continue their education in UNO-R when they are grouped
 21

according to sex p (0.574). Therefore, the first hypothesis stated in the first chapter was

accepted.

Table 5: Difference on the level of desire of graduating students to continue their

education in UNO-R when they are grouped according to grade level
Grade Level M F df P
Grade 6 3.83a 7.375 2 0.001
(1.05) 387
Grade 10 3.56a
(1.13)
Grade 12 3.51a
(1.22)

Analysis of Variance (ANOVA) was used to determine the significant difference in

the level of desire of graduating students to continue their education in UNO-R when

they are grouped according to grade level. There was a significant difference on the level

of desire of graduating students to continue their education in UNO-R when they are

grouped according to grade level [F (2,387) =7.375]. Pos Hoc test revealed that the mean

of Grade 12 graduating students (3.51) was significantly lower than the mean of grade 6

graduating students (3.83). Therefore, the researchers rejected a null hypothesis.

As for the significant differences on the responses of the participants on their desire to

continue studying in UNO-R when grouped according to the variables, the results show

that there was no significant difference on the responses when clustered by sex. However,

when it is gathered by grade level, there is a significant difference on the responses. It

correlate on the study of Annamdevula and Bellamkonda (2016), as the university

provides no basis for variation among the constructs, age and gender are important in

determining the different perceptions of students about the construct investigated.

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Table 6.1 Grade 6 Students Level of Satisfaction

AREAS MEAN PROBABILITY

Academic 4.44
Non- Academic 4.22
Community extension 3.65
Research 4.10
Overall Mean Probability 4.10

Table 7.1 shows the level of satisfaction of the Grade 6 students involved in the

data, with the overall mean probability of 4.10. As for the areas, Academic has the

highest mean which amounts to 4.44, followed by Non- Academic (4.22), then Research

with 4.10, and Community Extension as the lowest area with 3.65.

Table 6.2 Grade 10 Students Level of Satisfaction

AREAS MEAN PROBABILITY

Academic 5.00
Non- Academic 2.98
Community extension 4.05
Research 3.90
Overall Mean Probability 3.98

Grade 10 students’ level of satisfaction includes the over-all mean of 3.98. As for

the different areas, Academic has the highest mean (5), followed by Community

Extension with 4.05, next is Research ranging to 3.90, and the lowest mean is Non-

Academic with 2.98.

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Table 6.3 Grade 12 Level of Satisfaction

AREAS MEAN PROBABILITY

Academic 2.97
Non- Academic 3.79
Community extension 4.82
Research 3.23
Overall Mean Probability 3.70

The table reveals the Grade 12 students’ level of satisfaction, the mean on each

respective area, as well as the overall mean probability. It shows that Grade 12 is most

satisfied with the University’s Community Extension with a mean ranging to 4.82.

Academic has 2.97 which is the lowest mean, followed by Research with 3.23 and lastly

by Non- Academic (3.79). The overall mean probability is 3.70.

Table 6.4 Graduating Integrated School Students’ Level of Satisfaction

AREAS MEAN PROBABILITY

Academic 4.14
Non- Academic 3.66
Community extension 4.17
Research 3.74

Table 7.4 shows the overall mean on the four areas of the level of satisfaction, the

compilation of the responses from the graduating Grade 6, 10 and 12 students. The area

with highest mean is the Community Extension, corresponded by Academic, then

Research, and lastly by Non- Academic with 3.66 as its mean.

On the results of the Level of Satisfaction, it was determined that Grade 6 hold the

highest level of satisfaction, and the Community Extension is the highest area in which

respondents believed to be the most satisfactory. Agreeing to the study of Weiss, Carolan,
 24

and Smith in 2010, where an individual’s engagement does affect their perfo rmance, and

later on their choice.

Table 7: Significant relationship between level of desires and level of satisfaction of

graduating students
Variables R df P
Desire x Satisfaction 0.367 388 0.000

Pearson Correlation (r) was used to determine the relationship between the level

of desire of the graduating students to continue their education in UNO-R and the level of

satisfaction to the University based on the goals set forth by the institution. This table

shows that there was a significant relationship between the level of desire of graduating

students to continue their education in UNO-R and the level satisfaction to the university

based on the goals set forth by the institution p (0.000) which indicates that there is

relationship between mean probability of the desire of the IS students to continue their

education in UNO-R and their level of satisfaction. Thus, service quality, student

satisfaction, and University image have direct positive effects on student loyalty (Fares,

Achour & Kachkar, 2014) as well as contented students would choose the same

institution again if given a chance (Nelson, 2015).

Implications

On the first chapter of this study, Researchers identified their objectives where it

all paves the way for UNO-R continuous development and improvement. The

aforementioned purposes have adhered on the previous part of this chapter. In this section

of the paper, researchers have identified the respective implications for each objective.
 25

On the table 1 which was presented above, the result shows that the mean is 3.62,

which implies that majority of the respondents will opt to stay in UNO-R. In which, it

revealed that Integrated School students believed that UNO-R deserves their loyalty and

they are going to enroll in the same institution as the new school year will start.

Therefore, researchers successfully determined the total number of graduating Integrated

School students that still choose UNO-R as their educational partner and the prime

molder of their future career.

On the other hand, researchers found out that there is no significant difference on the

respondents’ desire to continue their education in UNO-R when grouped according to

sex, but the results also show that there is a significant difference on the responses when

clustered by grade level. According to a research study by Annamdevula and

Bellamkonda (2016), it shows that while University provides no basis for differentiation

among the constructs, age and gender play a major role in determining the different

perceptions of students about the construct investigated. This implies that the three grade

levels involved in the study have different perception and preference when asked about

their institutional continuance. Grade 6 students have the highest mean on the level of

desire to continue their education in UNO-R, while Grade 12 has the lowest mean. This

indicates that age and maturity of the participants have an affect the formulation of their

preference and their setting of standards. Grade 12 students might have a wider range of

aspects, circumstances, and experiences compared to the lower years. This only shows

that as a student indulged and undergone series of changes and phenomena, it causes him

to have an in-depth knowledge when faced with the challenge of making decisions.
 26

On the Level of Satisfaction of the graduating Integrated School students, it was

identified that Grade 6 has the highest mean of satisfaction (4.10), and Grade 12 has the

lowest mean (3.70), in between them is the Grade 10 with a mean of 3.98. This implies

that Grade 6 graduating students are satisfied with the University’s performance and

credibility. Grade 12 has the lowest level of satisfaction; this means that out of all grade

levels involved in the study, Grade 12 is least satisfied towards the University. This

depicts that grade levels do vary regarding of their rendered services, facilities, programs

and projects. It is possible that Grade 6 students are most likely the learners who

experienced a lot and undergone series of activities that made them desire to continue

their education in UNO-R. Regarding of the areas, Community Extension has the highest

mean and holds the highest level of satisfaction. On the other hand, Non- Academic is the

area with the lowest mean (3.66). The results imply that Integrated School students are

aware that the University is actively doing the outreach programs and they are

encouraged to participate. According to the study of Weiss, Carolan, and Baker-Smith in

2010, one’s engagement does influence their performance, and later on preferences. It

highlights that as students’ engagement is successful and prosperous, they tend to stay at

that school because, in that place, they are continuously nurtured and honed as an

individual. Through these outreach programs, respondents believed that they are

influenced to reach out to the community and become charitable and ready to render

service at all cause. However, with a mean of 3.66, Non- Academic is identified as the

lowest area of satisfaction, in which respondents considered UNO-R activities and

programs least effective and efficient.

 27

This study of the “Level of Satisfaction among Integrated School Students and their

Desire to Continue Education in UNO-R” covers the range of correlating the desire of the

students to continue their education in UNO-R and their level of satisfaction, to

determine whether there is a significant relationship between the two, and the results

showed that there is really a significant relationship between these two variables.

Therefore, this implies that the correlation between the mean probability of the desire of

the IS students to continue their education in UNO-R and their level of satisfaction entails

causality. According to a study conducted by Alves and Raposo (2010), University image

influence the students’ satisfaction and loyalty. It means that the level of satisfaction

causes the continuance of the IS students or the other way around wherein the desire of

the students to continue education in UNO-R causes the formulation of their satisfaction

towards the University. Researchers can infer that UNO-R is credible in providing quality

education and is capable of shaping globally and socially competitive individuals. On the

upcoming academic year of UNO-R Integrated School, the majority of its students opt to

stay and continue their education at the same institution for they trust its capacity and

service; they are confident in its facilities, programs, and projects; and they are satisfied

with the University’s performance and credibility in rendering quality education.

 28

Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, series of conclusions will be stated; aligning to the outcomes

discussed on the previous chapter, sets of recommendation will be proposed to provide

the students' demands, basing on the results of the study.

Conclusions

The study of the “Level of Satisfaction and the Level of Intent for Institutional

Continuance of the UNO-R Integrated School Students” concluded that majority of the

total population agreed upon enrolling to UNO-R Integrated School and College for the

upcoming S.Y 2018-2019, with the mean of 3.62. Researchers also determined that there

is a significant difference to the responses when grouped according to grade level, but

when collected according to sex, there is no significant difference on the responses; these

results fell under the desire of Integrated School students to continue their education in

UNO-R. In connection to this, the study proves that the responses of the participants may

differ when putting inside the context of their grade level or age, but there would be no

difference if it is covered in the sexuality of the participants. On the level of satisfaction,

it was identified that Grade 6 students have the highest level of satisfaction, ranging to

4.10 and Grade 12 is the lowest with a mean of 3.70. On the areas, it was identified that

Community Extension is the area with the highest level of satisfaction and Non-

Academic as the lowest one. As for the correlation of the desire of IS students to continue

their education in UNO-R and their level of satisfaction towards the University, it
 29

resulted in a causality. Wherein it concludes that the students’ level of satisfaction can

cause the formulation of their desire to continue education in the same institution or vice

versa. Therefore, researchers can conclude that this study proves that for the University to

encourage its students to stay and continue their education in the same institution, they

must be consistent in implementing and pursuing the goals they established (Academic,

Non- Academic, Community Extension, and Research).

Recommendations

Institution. The University must provide enough orientations to its Integrated

School students about the programs and activities of the University. Programs and

activities imposed by the school should involve all the students and should not be limited

to a specific section or grade level. They must have an objective of promoting unity so

that belongingness could be felt by the students. Facilities and equipment of the school

must be improved. The frequency and quality of facilities usage should meet the students'

needs and demands regarding school activities.

Students. Considering the results of the study, non-academic was identified as

the lowest area of satisfaction. Therefore UNO-R must establish continuous programs

and activities that will further nourish and discover the potentials, skills, and talents of

every learner, and provide equal opportunities to all, giving every individual a chance to

shine and be discovered. They must implement annual activities like talent competitions

as well as workshops and seminars that will lead students to discover the true talent and

potential within them.

 30

Faculty and Staff. The school administration must balance the services of

different aspects, to cater the students and to exhibit a service that the students deserve,

which can be an encouragement for the students to still choose UNO-R as they continue

the search for excellence. UNO-R Faculty and Staff should take initial preparations for

the A.Y 2018-2019 to cater the incoming students for its College, Junior and Senior High

School levels. They should take actions as early as possible to allocate enough resources

and facilities, and use the result of this study as their basis. UNO-R should further

improve its teaching methods and administration to fully provide quality education to a

variety of learners.
 31

Chapter 5

Caritas et Scientia Action

(An Annual Plan of Activities for UNO-R Integrated School)

In this final chapter of the paper, the proposed output of the researchers is

revealed. The results presented in the previous chapter were the bases of this output.

Hence, it was shown that on the students’ level of satisfaction, it was identified that the

lowest areas are the Non- Academic, and Research. Therefore, researchers formulated an

output that would adhere to this result. They proposed an “Annual Plan of Activities for

UNO-R Integrated School.” This is a compilation of distinctive activities and programs

that do not yet exist in the institution. An output that is all-encompassing of campus-wide

undertakings wherein each of it ensures to hone the potentials, skills, and talents of the

students. This comprises of open-to-all events that are in-line with the students’ interests

and needs. Through this annual plan of activities, the University will continue to uphold

its established goals and objectives. Thus, the desire to continue education in UNO-R of

the Integrated School students and their level of satisfaction caused causality in which it

depicts the action of, “one causes the other”.

All the proposed activities and programs will be facilitated by each specific

department assigned, relating to their essence and context. Every month, particular

activities will be implemented, aligned to the preferences and interests of the students.

The Annual Plan of Activities for UNO-R Integrated School is intended for a whole

academic year endeavor that would meet the demands of students to the four areas,
 32

especially the non-academic and research, and also to ensure that the current probability

of institutional continuance will be surpassed by the ensuing year.

Table 8.1 Annual Plan of Activities for UNO-R Integrated School

Proposed Output Description Aims & Objectives Date

 Annual Plan of  This contains series of  To implement series  Whole

Activities for activities, programs and of activities that A.Y
UNO-R projects that are in-line to ensures the 2018-
Integrated the students’ abilities, nourishment of the 2019
School capacities and most students’ potentials
especially to their interests and talents.
and demands. A whole  To consistently hone
year set of events that their interests and
comprises with seminars, abilities.
competitions, and  To take part in the
workshops. process of
developing and
improving the
University’s
curriculum and
credibility.

On the corresponding section of the paper, lies the complete data for the

researchers’ proposed “Annual Plan of Activities for UNO-R Integrated School” that was

discussed above.
33
34
35
36
 37

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APPENDICES
 42

Appendix A. Research Instruments

Self-Made Questionnaire

Purpose of the Instrument

This instrument will be used in gathering data for the research undertaking of Jose

Levy Biojan, Wilfredo Caler, Ialac Etorsaita, Nicole Ordaniel, Roselle Portudo and

Krisha Semellano for their compliance with the requirements for the subject

Investigation, Inquiries and Immersions. All the data that will be collected and use only

for the purpose of research.

Instructions
A. Check the box that you think is the best answer to your response
B. You can use either a pencil or pen in answering
C. Please answer all items in the instrument

Part 1: Personal Information

Name: ____________________________ Grade & Section: ______ Sex: ______

Part 2: Self-Made Questionnaire

5 = Strongly Agree, 4 = Agree , 3 = Undecided , 2 = Disagree , 1 = Strongly
Disagree

5 4 3 2 1
 43

I. Level of Intent for Institutional Continuance

1. I want to continue my studies in UNO-R.
2. I will definitely enroll in UNO-R next year.
3. I believe UNO-R deserves my loyalty making me decide to continue my studies
in it in the future.
II. Level of Satisfaction
A. Academic
1. I am satisfied with all the learning experiences I’ve gained in UNO-R.
2. I have become a globally competitive individual because of my academic
preparation in UNO-R.
3. I am confident in the quality of education that UNO-R provides.
4. I have gained significant amount of knowledge and wisdom through my teachers.
5. I have developed a passion for excellence because I am a UNO-Rian.
B. Non-Academic
1. I support every activity and program implemented by UNO-R.

2. The school clubs and organizations help me develop my skills and talents.
3. When it comes to activities, UNO-R sets no barriers to its students and it
promotes equal opportunities.
4. The annual activities and programs of UNO-R are interesting and engaging.

5. I am satisfied with each extra-curricular activity offered by UNO-R.

C. Community Extension
1. I am fully aware that the University is active doing outreach programs in the
community.
2. I am encouraged to participate in the outreach programs performed by the school.
3. The University consistently taught me values that are significant to the
community.
4. I am influenced to reach out to the community because of the UNO-R outreach
programs and community projects.
5. The University community projects teach me to be charitable and serve others.

D. Research
1. The University continues to uphold my skills and capabilities as a student-
researcher.
2. To prepare each student to become a globally competitive individual, UNO-R is
consistently encourages student to engage in research.
3. Research offices and facilities have the willingness to help each student in doing
their research projects.
4. The University continuously develops and hones its research culture.
5. The University requires research projects that will help towards institutional
development and progress.
 44

Appendix B: Validity and Reliability Results

RESEARCH EVALUATION INSTRUMENT

Using the criteria developed for evaluating the validity of a research-made

instrument created by the researchers; Jose Levy Biojan, Wilfredo Caler, Ialac Etorsaita,
Nicole Ordaniel, Roselle Portudo and Krisha Semellano; Three evaluators evaluated the
self- made test questionnaire which was used in data gathering to the response of the
number of students of their satisfaction towards the education of UNO-R in the study
entitled the “Level of Satisfaction and the Desire to Continue Education in UNO-R of
Integrated School Students.”

Below is the summary of the results of their ratings

4 = Very Good 3 = Good 2 = Fair 1 = Poor

Criteria for Validity E1 E2 E3 AVE

1. The test is short enough such that the participant 4 4 4 4

will not reject it because it will not consume much of
his or her precious time.

2. The test has face appeal such that the participant 4 4 4 4

will be inclined to accomplish it.

3. The questions can obtain some depth to the 4 4 4 4

responses and avoid superficial answers or
information

4. The questions are not too suggestive, not too 4 4 3 3.8

stimulating

5. The questions can elicit responses which are 4 4 4 4

definite but not mechanically forced.

6. The questions are stated in such a way that the 4 4 4 4

responses will not be embarrassing to the persons
concerned.

7. The questions are formed in such a manner to 4 4 4 4

avoid suspicion on the part of the participants
regarding hidden answer responses in the
questionnaires.

8. The responses to the questions when taken as a 4 4 4 4

whole, would answer the basic purpose for which the
 45

test is designed and therefore considered valid.

Total: 32 32 31 95

Average: 4 4 3.875 3.9

______________________________

Mr. Celo I. Magallanes MAEd, RGC

Evaluator 1

___________________________ __________________________
Dr. Julio Jude S. Rosales Mr. John Kaye Delostrico
Evaluator 2 Evaluator 3

Appendix C. Reliability Test Results

 46

Using the reliability test conducted it will serve as assessment tool that would

help the researchers to estimate the errors in measure and in order to identify suggest

ways of improving the given test, and to make sure the degree of consistency of a

measure.

Before the actual survey, researchers conducted a reliability test among 30

students, 10 respondents per grade level are given a self-made questionnaire by the

researchers. The test was performed one week ahead of the actual survey of the

researchers. It resulted to:

Reliability Statistics

Cronbach’s Alpha Interpretation

.928 Excellent

As soon as the researchers acquired the result of the reliability test, they

proceeded in conducting the actual survey to 394 students.

__________________________
Mr. Joemar Flores
Statistician

Appendix D: Letters
 47

University of Negros Occidental- Recoletos

Integrated School
Senior High School Department

January 09, 2018

Rev. Fr. Abraham Latoza, OAR

Integrated School, Principal
University of Negros Occidental- Recoletos

Dear Fr. Latoza:

Greetings!

The undersigned are Grade 12 HUMSS students of University of Negros Occidental Recoletos
Integrated School undertaking a research study entitled “Level of Satisfaction and the Desire to
Continue Education in UNO-R of Integrated School Students.”

With regards to this, we would like to ask your permission for us to conduct a survey, to our
chosen initial respondents, in relation to our research, for our reliability test. The grade levels that
we would like to survey are the Grades 6, 10 and 12

We are looking forward that our request would merit your positive response. Thank you and more
power.

Respectfully yours,

Krisha G. Semellano Jose Levy A. Biojan Jr. Wilfredo Caler Jr.

Research Leader Member Member

Ialac G. Etorsaita Nicole D. Ordaniel Roselle B. Portudo

Member Member Member

Noted by:

Mr. Nikko Paolo Calumpiano

Research Consultant

Ms. Andre Louise Dayap

Adviser

University of Negros Occidental- Recoletos

 48

Integrated School
Senior High School Department
December 01, 2017

Dr. Julio Jude S. Rosales

College of Arts and Sciences
University of Negros Occidental- Recoletos

Dear Mr. Rosales:

Greetings!

The undersigned are Grade 12 HUMSS students of University of Negros Occidental Recoletos
Integrated School undertaking a research study entitled “Level of Satisfaction and the Desire to
Continue Education in UNO-R of Integrated School Students.”

With your expertise, we are humbly asking your permission to validate the attached self-made
questionnaire for the study using the attached rating tool. It would also be a great help for the
researchers if you can write your comments, suggestions, and recommendations that will help
improve the questionnaire. We believed that your valuable observation and experiences would
help along the way in the improvement of knowledge in the academe.

We are looking forward that our request would merit your positive response. Thank you and more
power.

Respectfully yours,

Krisha G. Semellano Jose Levy A. Biojan Jr. Wilfredo Caler Jr.

Research Leader Member Member

Ialac G. Etorsaita Nicole D. Ordaniel Roselle B. Portudo

Member Member Member

Noted by:

Mr. Nikko Paolo Calumpiano

Adviser

University of Negros Occidental- Recoletos

 49

Integrated School
Senior High School Department
December 01, 2017

Mr. John Kaye Delostrico

Faculty
University of Negros Occidental- Recoletos IS

Dear Mr. Delostrico:

Greetings!

The undersigned are Grade 12 HUMSS students of University of Negros Occidental Recoletos
Integrated School undertaking a research study entitled “Level of Satisfaction and the Desire to
Continue Education in UNO-R of Integrated School Students.”

With your expertise, we are humbly asking your permission to validate the attached self-made
questionnaire for the study using the attached rating tool. It would also be a great help for the
researchers if you can write your comments, suggestions, and recommendations that will help
improve the questionnaire. We believed that your valuable observation and experiences would
help along the way in the improvement of knowledge in the academe.

We are looking forward that our request would merit your positive response. Thank you and more
power.

Respectfully yours,

Krisha G. Semellano Jose Levy A. Biojan Jr. Wilfredo Caler Jr.

Research Leader Member Member

Ialac G. Etorsaita Nicole D. Ordaniel Roselle B. Portudo

Member Member Member

Noted by:

Mr. Nikko Paolo Calumpiano

Adviser
 50

Appendix E: Researchers’ Curriculum Vitae

JOSE LEVY A. BIOJAN, JR.

Blk. 21 Lot 17 Kabugwason, Brgy. Mansilingan, Bacolod City 6100
09063664702 | jlbiojan02@gmail.com

Education
University of Negros Occidental – Recoletos
Senior High School, HUMSS
March 2018
Mansilingan Christian Academy
Junior High School, 2nd Honors
March 2016

WILFREDO V. CALER, JR.

Blk. 6, Door 5, Suntal Villas II, Brgy. Mansilingan, Bacolod City 6100
09212251547 | wilfcaler@gmail.com

Education
University of Negros Occidental – Recoletos
Senior High School, HUMSS
University of Negros Occidental - Recoletos
Junior High School
 51

IALAC G. ETORSAITA
Prk. Daisy, Brgy. Robles, La Castellana 6100
09289753031 | ialacge@yahoo.com

Education
University of Negros Occidental – Recoletos
Senior High School, HUMSS
March 2018
St. Vincent’s High School
Junior High School, 2nd Honors
March 2016

NICOLE D. ORDANIEL
Prk. Rose, Brgy. Manghanoy, La Castellana 6100
09305567281 | ordanielnikkie@yahoo.com

Education
University of Negros Occidental – Recoletos
Senior High School, HUMSS
March 2018
Mansilingan Christian Academy
Junior High School, 1st Honors
March 2016
 52

ROSELLE B. PORTUDO
Zone III, Brgy. Handumanan, Bacolod City 6100
09486451545 | roselleportudo@gmail.com

Education
University of Negros Occidental – Recoletos
Senior High School, HUMSS
March 2018
Handumanan National High School
Junior High School, 1st Honors
March 2016

KRISHA MARIE G. SEMELLANO

Purok Active, Brgy. Mandalagan, Bacolod City 6100
09502933976 | krishamariegs@gmail.com

Education
University of Negros Occidental – Recoletos
Senior High School, HUMSS
March 2018
Luis Hervias National High School
Junior High School, 2nd Honors
March 2016