Student Satisfaction in University of the Philippines

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This study assessed the indicators and formulated an index for overall satisfaction among UPLB students. Two methods were used in formulating an index for this study, in which nine dimensions were considered. First method is through stepwise regression analysis with Categorical Principal Component Analysis (CATPCA) wherein three tests were used to evaluate the obtained components: eigenvalue criterion, cumulative percent of variance accounted for, and interpretability criterion. The number of variables in the nine dimensions was reduced using CATPCA. Since one criterion was not satisfied in CATPCA, PCA with varimax rotation was employed using the transformed variables obtained in CATPCA. Using Spearman rank order correlation analyses, fifteen variables were identified to be significantly associated to overall satisfaction. Out of the fifteen components identified earlier, regression analysis with optimal scaling resulted to thirteen components with utmost significance in the achievement of satisfaction. Furthermore, using stepwise regression analysis, ten out of the thirteen components were identified to be indicators of satisfaction which are: campus ambiance, performance of the faculty members, performance of the administrative members, variety of groups and organizations and involvement of students, extra-curricular activities and recreational areas, clarity of requirements and availability of courses offered, academic clarity and instruction quality, ease of use and quality of library resources, financial aid and student employment, and rate of expenses. Hence, based on the derived components, the students can be classified as slightly satisfied with a satisfaction index of 0.375. The second method was the procedure used in constructing the Bhutan Gross National Happiness (BGNH) Index in which a sufficiency cutoff equivalent to 7 (strongly satisfied), was used. This method classified the students as moderately satisfied with an index of 0.779. Also, the students expressed the highest level of satisfaction in the dimension faculty while least in the dimension financial. To end with, comparing the two index numbers obtained using the two methods; stepwise regression analysis produced 82.84% of the computed index numbers that were in agreement with the observed level of satisfaction while 94.39% was produced by the BGNH procedure.

KEYWORDS: index, stepwise regression analysis, CATPCA, Spearman rank order correlation, BGNH index procedure, sufficiency


TABLE OF CONTENTS 1. INTRODUCTION 1.1 Background of the Study 1.2 Statement of the Problem 1.3 Significance of the Study 1.4 Scope and Limitation 1.5 Objectives of the Study 2. REVIEW OF LITERATURE 3. METHODOLOGY 3.1 Frame Construction 3.2 Sampling Design 3.3 Sample Size Determination 3.4 The Questionnaire 3.5 Data Analysis 4. RESULTS AND DISCUSSION 4.1 Satisfaction Level of UPLB Undergraduate Students 4.2 Students’ Profile and Level of Overall Satisfaction 4.3 Stepwise Regression Analysis 4.3.1 Categorical Principal Component Analysis (CATPCA) 4.3.2 Identification of Indicators of Student Satisfaction 4.3.3 Significance of the Fifteen Components on Student Satisfaction 4.3.4 Construction of Satisfaction Index (SI) 4.4 Index Construction using the BGNH Index Procedure 4.4.1 Identification 4.4.2 Aggregation 4.5 Comparison of the Obtained Index Numbers from the Two Methods 5. SUMMARY AND CONCLUSIONS 6. RECOMMENDATIONS 7. ACKNOWLEDGEMENT 8. APPENDIX 9. REFERENCES


1. INTRODUCTION 1.1 Background of the Study Satisfaction greatly depends on how a student appreciates things for personal development. This will impose standards which will be examined on how certain factors would affect an individual’s personality. However, these factors are dictated by the environment of the student which sets his/her satisfaction. There are...
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