International Journal of Education and Research Vol. 10 No.

9 September 2022

Awareness and Level of Satisfaction of Students with the Support Services at

Central Bicol State University of Agriculture - Pasacao Campus

MARBEN ALVARADO OROGO

College of Education
Central Bicol State University of Agriculture
Sta. Rosa Del Norte, Pasacao, Camarines Sur, Bicol Region Philippines
marben.orogo@cbsua.edu.ph/marbenorogo@gmail.com
0946-818-9566

Corresponding Author:
MARBEN ALVARADO OROGO
Central Bicol State University of Agriculture
Pasacao, Camarines Sur, Bicol Region Philippines
marben.orogo@cbsua.edu.ph/marbenorogo@gmail.com
0946-818-9566

Sponsoring Information:
This research was funded by the research division of Central Bicol State University of Agriculture.

ABSTRACT:
Student's satisfaction with the support services was a common concern among educational
institutions. Crafted this study to determine the level of Awareness and Satisfaction of Students with
the Support Services at Central Bicol State University of Agriculture – Pasacao Campus.
This study utilized a quantitative method which uses the descriptive–evaluative survey
design. The study identified the demographic profile, level of awareness, and level of satisfaction of
the students with the Support Services provided by the institution. The researcher utilized a
validated survey instrument in gathering data
Many of the students in CBSUA-Pasacao are female and young. The respondents are highly
aware that there exist Support Services for students provided by the institution, and they are highly
satisfied with the Support Services provided by the institution. The level of awareness and
satisfaction of male and female students regarding the Support Services was statistically the same.

Key words: awareness, level of satisfaction, support services

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1. 0 INTRODUCTION
1.1 Background
UNESCO, through Sustainable Development Goal 4 (SDG 4), emphasized commitment to
quality education and to improving learning outcomes, which requires strengthening inputs,
processes and evaluation of outcomes and mechanisms to measure progress. Numerous
undertakings might be conducted to attune with the declaration of statement set forth by UNESCO.
In relation to this, Rudje, Natasja (2014) conducted a study on Examining Student
Satisfaction with the Student Services Center at a Local Community College where she emphasized
that the deteriorating enrolment, increasing costs, and increased competition are apparently some of
the most imperative issues that institutions of higher education are faced with. In the advent of these
challenges, it has become crucial for colleges and universities to make quality of education a top
priority on various levels stretching from educational to social. To make this a main concern, it is
vital for colleges to monitor the effectiveness of the services that are offered in assisting students
with the completion of their education. Assessments of student’s satisfaction can help institutions
improve programs and services, remain accountable to the student customer, and continue to be
competitive in the market of higher education. Student satisfaction with student affairs departments
is an important aspect to study because colleges and universities exist to educate students.
In addition, Fernado Lalitha S., Weerasinghe Salinda IM (2017) found out on their study
that contacts with fellow students, course content, learning equipment, stocking of libraries,
teaching quality and teaching/learning materials have significant influence on the students’
satisfaction. Moreover, quality of lecturers, quality and availability of resources and effective use of
technology have significant influence on students’ satisfaction in transnational higher education in
United Arab Emirates.
With the above-mentioned claim, it is deemed necessary to assess the level of Students’
Satisfaction with the Students Services at Central Bicol State University of Agriculture (CBSUA) –
Pasacao Campus. It is an important step to determine if all undertakings of CBSUA-Pasacao were
geared towards the attainment of SDG 4 of UNESCO.

1.2 Statement of the Problem

This study was conceptualized to determine the level of Awareness and Satisfaction of Students
with the Support Services at CBSUA – Pasacao. Specifically, it sought answers to the following
questions, 1. What is the profile of the respondents? 2. What is the level of awareness of the
students of CBSUA-Pasacao with the support services offered by the University? 3. Is there is a
significant difference in the level of awareness of male and female students with the support
services offered by the University? 4. What is the level of satisfaction of the students of CBSUA-
Pasacao with the support services offered by the University? 5. Is there is a significant difference in
the level of satisfaction of male and female students with the support services offered by the
University?

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1.3 Purpose of the Study

The purpose of this study was to determine the level of Awareness and Satisfaction of Students with
the Support Services at CBSUA – Pasacao and to identify a possible recommendation that could be
crafted to further enhance the quality of students’ support services offered by the University.

2.0 REVIEW OF RELATED LITERATURE

This section will present some of the related literature and studies relative to students’ level of
satisfaction with the student’s support services offered by educational institution arranged
thematically.

2.1Level of Awareness of Students with Support Services Offered

Arpilleda, J.M. (2017) mentioned on her study that students were generally fairly satisfied
with the support services of the university. However, when she examined each component of
student services, she pointed out that out of the eight offices, the students were very satisfied with
services rendered by the physician, nurse and dentist assigned at the school clinic. With regards to
guidance and testing office, the students were quite happy with office’s programs and services.
With regards to five areas of the school’s support services, the respondents were quite satisfied of
the organizational climate, attitudes of personnel, system and programs directed at serving the needs
of their customers.
Fernado Lalitha S., Weerasinghe Salinda IM (2017) found out on their study that students’
satisfaction is a multidimensional process which is influenced by personal and institutional factors.
Personal factors cover age, gender, employment, preferred learning style, student’s GPA and
institutional factors cover quality of instructions, promptness of the instructor’s feedback, clarity of
expectation, teaching style. In addition to that, teaching ability, flexible curriculum, university status
and prestige, independence, caring of faculty, student growth and development, student
centeredness, campus climate, institutional effectiveness and social conditions have been identified
as major determinants of student satisfaction in higher education
However, Pendon Guiller P (2016) articulated that when taken the students were very
satisfied of student services and when classified as to sex, both sexes were very satisfied. He
explained that equity in educational access of students of all groups and levels of the society is a
foundation for success for higher education student’s services, thus, discrimination against and
under-representation of these groups particularly on sex must be addressed immediately.

2.2 Level of Satisfaction of Students with Support Services Offered

Several studies about level of student’s satisfaction with regards to services offered by
educational institution were conducted to address the pressing issue on quality education.
Arpilleda, J.M. (2017) mentioned on her study that students were generally fairly satisfied
with the support services of the university. The results suggests the students were quite impressed
with the system of verifying students’ grades to satisfy entry requirements, and they also
commended the regular presence of competent and dedicated personnel in the offices that attend to
the clienteles’ needs, physician, nurse and dentist assigned at the school clinic were punctual, the

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students were quite happy with office’s programs and services, respondents were quite satisfied of
the organizational climate, attitudes of personnel, system and programs directed at serving the needs
of their customers.
In addition, Pendon Guiller P (2016) emphasized on his study that as a whole the
respondents were very satisfied of all student services offered by the school. These results best
explained the idea that delivery of student services programs to students must be done in holistic
fashion, treating the student as a whole person regardless of their field or course. This is in keeping
with the idea student services program is for the purposes of enhancing life, developing
employability in the appropriate level of the workforce, transmitting, and improving culture and
liberating the minds of the students to pursue liberty as responsible and intellectually curious
citizens.
On the same contentions, Motefakker, Niloofar (2015) conducted a study about the level of
satisfaction of the students of the Faculty of Social Sciences with Welfare Services of Imam
Khomeini International University of Qazvin and found out that the students have highest level of
satisfaction with religious activities and religious atmosphere.

3.0 METHODOLOGY
This study utilized quantitative method which uses the descriptive – evaluative survey design. The
study identified the demographic profile, level of awareness and level of satisfaction with the
Support Services by the students of CBSUA-Pasacao.

3.1 Respondents of the Study:

The respondents of this study include 299 students of CBSUA-Pasacao Campus. First year students
during the 1st semester of Academic Year 2020-2021 were not included as respondents. All
throughout the study, only 299 students of CBSUA-Pasacao Campus had participated on the study.
During the data gathering, some of them were inaccessible and do not have contact numbers and
address. Due the pandemic, data gathering was conducted via Google form. The study was limited
to the level of awareness and level of satisfaction with the Support Services offered by the
institution by the students only. Other variables not indicated were not included in the study.

3.2 Research Instrument.

The researchers used validated questionnaire to gather data on respondents’ demographic profile.
On the same vein, to gather data Awareness and Level of Satisfaction of the students with the
Support Services, a validated survey instrument developed by the researcher anchored on CMO 9 s.
2013 was used.

3.3 Method Of Data Analysis

The study utilized frequency counting, percentage technique, weighted mean, ranking and z-test as
statistical tools for data analysis. Frequency counting and percentage was used to describe the
demographic profile of the respondents. For level of Awareness and Level of Satisfaction of the
students with the Support Services, weighted mean and ranking was used. For the significant

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difference between the Level of Awareness as well as significant difference in Level of Satisfaction,
z-test was used.

4.0 RESULTS AND DISCUSSIONS

4.1 DEMOGRAPHIC PROFILE OF THE RESPONDENTS
These undertakings examined the demographic profile of the respondents. It includes sex and age

4.1.1 SEX
It was reflected from the data on the demographic profile according to sex that 18.73 % (56 out of 299) of the
respondents are male. And 81.27 % (243 out 299) of the respondents are female. Majority of the students in
CBSUA are female. It indicates that there is a dominance of female students in the University.

4.1.2 AGE
It was revealed by the figured computation as reflected on Table 1, that 1% (3 out of 299) of the
respondents got the age ranging 37.76 – 44 years old, 6.02% (18 out of 299) has the age of 31.51 –
37.75 years old, 12.71% (38 out of 299) of the respondents got the age ranging from 25.26 – 31.50
years old, and also 80.27% (240 out of 299) of the respondents got the age ranging from 19.00 –
25.25 years old.

4.2 LEVEL OF AWARENESS OF THE STUDENTS WITH THE SUPPORT SERVICES

This research had investigated the level of awareness of the students with the Support
Services delivered by the institution as one of its’ purposes. Data were treated statistically using
weighted mean to and ranking answer the question relative to the study.
It was revealed from the result that the level of Awareness of the respondents with the
Support Services delivered by the institution got a mean of 3.50 with interpretation of Highly
Aware. Student Council/Government” was ranked first among the Support Services delivered by
the institution. The second on the rank was “Guidance and Counselling Services”. “Student
Organizations and Activities” was ranked third. The fourth on the rank was “Admission Services”.
“Student Publication/Yearbook” was the fifth on the rank. The sixth on the rank was “Cultural
and Arts Programs”. “Information and Orientation Services” and “Student Activities” got a tied
rank of 7.5th among the Support Services delivered by the institution. The ninth on the rank was
“Sports Development Programs”. “Health Services” was ranked 10th among the Support Services.
The eleventh on the rank was “Safety and Security Services”. “Student Discipline” was ranked
twelfth. Thirteenth on the rank was “Scholarships and Financial Assistance (SFA)”. “Leadership
Training” was ranked fourteenth among the Support Services. “Multi-faith Services” was ranked
last among the fifteen Support Services.

4.3 SIGNIFICANT DIFFERENCE IN THE LEVEL OF AWARENESS OF THE

RESPONDENTS WITH THE SUPPORT SERVICES
Significant difference in the Level of Awareness of the respondents with regards to Support
Services offered by the institution for students was examined in this study. Weighted mean and z-
test were utilized as statistical tool to treat the data.
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It was shown on the data that generally, the computed value for test statistics was 1.38 with
interpretation as Not Significant with regards to the Support Services offered by the institution. For
“Information and Orientation Services” the computed value for test statistics was 1.24 with
interpretation of Not Significant. On the other hand, for “Guidance and Counselling Services” the
computed value for test statistics was 3.92 with interpretation of Significant. This was in
contradictory with the result for “Student Activities” with calculated statistics value of 1.03 with
interpretation of Not Significant. Similarly, for “Student Organizations and Activities” the
interpretation was also Not Significant with calculated test statistics value of 1.60. A significant
difference was observed for “Leadership Training” with z-test value of 2.09. The calculated z-test
value for “Student Council/Government” was 1.75 with interpretation of Not Significant. For
“Student Discipline” the calculated test statistics value was 0.98 with interpretation of Not
Significant. On the same manner, the calculated z-test value for “Student Publication/Year Book”
was 0.56 with interpretation of Not Significant. For “Admission Services” the calculated test
statistics value was 1.06 with interpretation of Not Significant. However, for “Scholarships and
Financial Assistance (SFA)” the calculated z-test value was 2.10 with interpretation of Significant.
For “Health Services” the calculated statistics value was 1.14 with interpretation of Not Significant.
There was also an interpretation of Not Significant for “Safety and Security Services” with
calculated statistics value of 1.28. For “Multi-faith Services” the calculated z-test value was 0.88
with interpretation of Not Significant. There was also an interpretation of Not Significant for
“Cultural and Arts Programs” with calculated z-test value of 0.70. However, an interpretation of
Significant was observed for “Sports Development Programs” with calculated z-test value of 2.26.

4.4 LEVEL OF SATISFACTION OF THE STUDENTS WITH THE SUPPORT SERVICES

This research had investigated the level of satisfaction of the students with the Support
Services delivered by the institution as one of its’ purposes. Data were treated statistically using
weighted mean to and ranking answer the question relative to the study.
It was revealed that the respondents got a mean of 3.35 with interpretation of Highly
Satisfied. “Health Services” was ranked first among the Support Services delivered by the
institution. The second on the rank was “Guidance and Counselling Services”. “Student
Organizations and Activities” was ranked third. The fourth on the rank was “Admission Services”.
“Student Activities, Student Publication/Yearbook, Safety and Security Services, and Cultural and
Arts Programs” were ranked tied for seventh place. While Student Council/Government and
Sports Development Programs got a tied rank for 10.5th place. Scholarships and Financial
Assistance (SFA) was ranked as the 12th among the Support Services. The thirteenth on the rank
was Student Discipline. Leadership Training and Multi-faith Services got the tied rank as 14.5th
among fifteen Support Services.

4.5 SIGNIFICANT DIFFERENCE IN THE LEVEL OF SATISFACTION OF THE

RESPONDENTS WITH THE SUPPORT SERVICES
Significant difference in the Level of Satisfaction of the respondents with regards to Support
Services offered by the institution for students was examined in this study.

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Weighted mean and z-test were utilized as statistical tool to treat the data.
It was shown on the data that generally, the computed value for test statistics was 0.92 with
interpretation as Not Significant with regards to the Support Services offered by the institution. For
“Information and Orientation Services” the computed value for test statistics was 2.07 with
interpretation of Significant. On the other hand, for “Guidance and Counselling Services” the
computed value for test statistics was 1.73 with interpretation of Not Significant. This was in
consonance with the result for “Student Activities” with calculated statistics value of 1.32 with
interpretation of Not Significant. Similarly, for “Student Organizations and Activities” the
interpretation was also Not Significant with calculated test statistics value of 0.79. A not significant
difference was observed for “Leadership Training” with z-test value of 1.33. The calculated z-test
value for “Student Council/Government” was 0.02 with interpretation of Not Significant. For
“Student Discipline” the calculated test statistics value was 1.20 with interpretation of Not
Significant. On the same manner, the calculated z-test value for “Student Publication/Yearbook”
was 0.23 with interpretation of Not Significant. For “Admission Services” the calculated test
statistics value was 1.25 with interpretation of Not Significant. Additionally, for “Scholarships and
Financial Assistance (SFA)” the calculated z-test value was 0.82 with interpretation of Not
Significant. For “Health Services” the calculated statistics value was 0.08 with interpretation of Not
Significant. There was also an interpretation of Not Significant for “Safety and Security Services”
with calculated statistics value of 1.18. For “Multi-faith Services” the calculated z-test value was
0.60 with interpretation of Not Significant. There was also an interpretation of Not Significant for
“Cultural and Arts Programs” with calculated z-test value of 0.82. And, an interpretation of Not
Significant was observed for “Sports Development Programs” with calculated z-test value of 1.30.

5.0 CONCLUSIONS AND RECOMMENDATIONS

Based on the results and discussions, the following conclusions and recommendations were drawn.
5.1 Conclusions: Majority of the students in CBSUA-Pasacao are female. Relatively large number
of the respondents was young. The respondents are highly aware that there exist Support Services
for students provided by the institution. The level of awareness of male and female students
regarding the Support Services delivered by the institution was the same. The respondents are
highly satisfied with the Support Services for students provided by the institution. The level of
satisfaction of male and female students regarding the Support Services delivered by the institution
was the same.
5.2 Recommendations. Accepting of more male enrollees might be considered by the University to
balance the number of male and female students. Maximizing the potentials of young students
might be considered by the administration for the welfare of the University. Orientation for students
on their roles in the University could be considered to maximize their participation in different
programs and activities. OSAS Officers, Deans and Program Chair in the Colleges might consider
revisiting the programs and activities to consider the emerging trends in gender role as relates to
institutional improvement. Information Dissemination through pamphlets, brochure, online
advertisements, and other related means, regarding the Support Services delivered by the institution
might be considered by the OSAS to maintain and enhance the level of awareness of the students.

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To sustain the high level of awareness of both male and female regarding the Support Services,
annual orientation program might be conducted. Proper information dissemination campaign might
be spearheaded by the OSAS to publicize the projects, programs and services provided by the
institution. Continuous monitoring of the results for the student’s satisfaction survey instruments
regarding the Support Services delivered by the institution might be considered by the OSAS to
maintain and enhance the level of satisfaction of the students. Trainings and seminars for the staff in
the OSAS and other units, regarding the refinement and sustaining good performance in the work
field might be considered by the administration. In order to sustain the high level of satisfaction of
both male and female regarding the Support Services, outright evaluation of every activity and/or
programs conducted by the OSAS using validated instrument might be considered. With these
practice, constant improvement in the manner and conduct of whatever activities or programs would
be assured.

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