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SIGNIFICANT FACTORS AFFECTING
SATISFACTION AND PARTONAGE OF
GRADUATE SCHOOL STUDENTS TOJOSE RIZAL UNIVERSITY
MELJUN CORTES
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Background of the Study
Students‟ satisfaction with their total learning
experience, once barely considered, has become a
central concern for many institutions of higher
education world-wide and in many different countries
with different higher education systems, institutionsare increasingly using the instrument of the feedback
survey in order to establish how far their students are
satisfied with aspects of their total learning
experience, Harvey, (2010). In such a climate, it is essential for comparisons to
be made that transcend national boundaries in order
to help us to understand more fully „the different
properties related to [student satisfaction, Wiers-
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Such comparisons are undoubtedly interesting
academically but they may help in improving aspects of
the student learning experience within a wider context. AsGuy Neave, (2010, p. 197) has recently reminded us,
Europe‟s many and varied systems have been in a state
of turmoil for the best part of fifteen years‟. As a result,
comparisons may help in the search for solutions to themany problems confronting European higher education.
In the context of the Bologna Process comparisons
between higher education systems across the EU are
particularly pertinent at a time of increasing integrationand harmonization, although it is a task that has largely
been avoided by researchers. Some excellent research
has already made international comparison of the
satisfaction of students, but this has been primarilybetween An lo-Saxon models of hi her education. Ford et
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Background of the Study (CONT’N)
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Mai, (2010) conducts a survey to compare the levels
of satisfaction between UK and US business schools
students. In contrast, the present study aims atopening debate on student satisfaction in higher
education cross-culturally, but specifically across
Europe.
With the expansion of the university sector and
concerns with quality and the growing „consumerism‟
of higher education, there has been a significant
growth of, and sophistication in, processes designedto collect views from students, Harvey, (2010).
Students‟ views on all aspects of their higher
education experiences are now being widely
regarded as essential to the effective monitoring of
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Background of the Study (CONT’N)
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Most higher education institutions, around the
world, collect some type of feedback from students
about their experience of higher education.„Feedback‟ in this sense refers to the expressed
opinions of students about the service they receive
as students. According to Harvey (2009), this may
include perceptions about the learning andteaching, the learning support facilities such as;
libraries, computing facilities, the learning
environment; lecture rooms, laboratories, socialspace and university buildings, support facilities;
refectories, student accommodation, health
facilities, student services and external aspects of
being a student such as; finance, and transport
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Background of the Study (CONT’N)
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Student satisfaction is seen as students‟
assessment of the services provided byuniversities and colleges Wiers-Jenssen et al.,
(2010) and refers to the favorability of a
student‟s subjective evaluation of the various
outcomes and experiences associated with
education Oliver & DeSarbo, (2009). Teaching
and learning is not something that occurs only
in the classroom or under the tutor‟s directsupervision and the total student experience is
becoming ever more central to the students‟
attitudes to the institution Rowley, ( 2008).
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Background of the Study (CONT’N)
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Elliott & Shin, (2010) argue that student satisfaction is
being shaped continually by repeated experiences in
campus life. Moreover, the campus environment isseemingly a web of interconnected experiences that
overlap and influence students‟ overall satisfaction. What
happens to students in the classroom is not independent
of all other experiences relating to campus life. For example, Browne et al. (2008) found that global
satisfaction with a university was driven by a student‟s
assessment of the quality of the course and other
curriculum-related factors associated with that university.
Research suggests that customer satisfaction is of
strategic importance. Patterson et al. (2009) demonstrate
empirically a very strong link between customer
satisfactions and repurchase intentions. Babin & Griffin7
Background of the Study (CONT’N)
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Theoretical Framework
The theory in which this study was based in Lewin‟s
Topological and Vector theory. The theory waspostulated by Kurt Lewin‟s.
Lewin‟s basic premise is that every object exists in a
“field of forces” that move to change it, define it, or
give it a degree of stability and substance.Furthermore, the behavior of an individual at a given
moment is the result of existing forces operating
simultaneously in his life space. The ideas,
expectations, feelings, attitudes, and needs of the
individual constitute the external forces, while
everything in the physical would include other human
beings with which the internal forces interact at aiven moment constitute the external forces.8
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Figure 1
Theoretical Framework: Kurt Lewin’s Topological and Vector Theory
of Learning
Significant Factors Affecting Students’ Satisfaction and Patronage of
Theoretical Framework (CONT’N)
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The Lewin’s Topological and Vector theory of
Learning (Assessment) become the foundation of the
study because the student as a human being
constitutes the internal and external forces. The
internal forces which is actually the behavior of thestudents or satisfaction and patronage of the
students’ is shape by the external forces. The
external forces as described in the study as thefactors affecting the student’s satisfaction and
patronage to Jose Rizal University of Graduate
School Students.10
Theoretical Framework (CONT’N)
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Conceptual Framework One very useful approach to educational evaluation is
known as the CIPP, or Context, Input, Process, Product
approach, developed by Stufflebeam (1983).
Daniel Stufflebeam introduced the CIPP Model in 1966 to
guide mandated evaluations of U.S. federally funded
projects because these emergent projects could not meet
requirements for controlled, variable-manipulating
experiments, which then were considered the gold standard
for program evaluations. Since then, the model has been
widely applied and further developed.
This provides a systematic way of looking at many different
aspects of the curriculum development process. There is a
risk, however, that it may be directed only by „experts‟ or
„outsiders‟, and for this reason it is vital to identify ways in
which various stakeholders can be meaningfully involved.11
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Figure 2: Context, Input, Process, Product (CIPP) Model
Introduced by Daniel Stufflebeam
The CIPP Model (Context, Input, Process, Product) for evaluation is a
comprehensive framework for guiding formative and summative
evaluations of programs, projects, personnel, products, institutions,
and systems.
The classic C.I.P.P. model was used in this study, presented as
Conceptual Framework (CONT’N)
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Figure 3: Conceptual Framework
Significant Factors Affecting Satisfaction and Patronage of Graduate School Students to Jose Rizal University
Conceptual Framework (CONT’N)
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Research Paradigm
For further understanding, the researcher formulated a research paradigm which
served as Figure 4, that show the
interrelationships of specific variables
included in this study.
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Figure 4: Research Paradigm
Significant Factors Affecting Students’ Satisfaction and Patronage of Graduate School Students to Jose Rizal University 15
Research Paradigm (CONT’N)
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Statement of the Problem
Considering the environmental problems confronting
countries all over today, together with the
environmental consciousness prevailing among
educational institutions, the researcher attempted todetermine the significant factors affecting
satisfaction and patronage of Graduate School
Students to Jose Rizal University, for the SY 2013-
2014.
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Specifically, the researcher aimed to answer
the following questions:
What is the demographic profile of the
respondents in terms of:
1.1. Age;
1.2. Gender;
1.3 Civil Status;
1.4 Course;
1.5 Distance of JRU from workplace/homeplace;and
1.6 Allowance
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Statement of the Problem (CONT’N)
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2. What is the respondents‟ ratings interms of the four factors of marketing mix
(4P‟s) which are:
2.1 Product/Service;
2.2 Price/Tuition Fee;
2.3 Promotion/Patronage; and
2.4 Place/Strategic Location?
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Statement of the Problem
(CONT’N)
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3. What is the level of satisfaction of the
respondents/the JRU Graduate Schoolstudents to Jose Rizal University with
respect to:
3.1 Faculty and Instruction; 3.2 Student Affairs;
3.3 Classrooms and Laboratories;
3.4 Library;
3.5 Facilities;
3.6 Security;
3.7 Student Services; and
3.8 Overall Rating.19
Statement of the Problem (CONT’N)
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4. Is the level of satisfaction of the respondentsto JRU, independent of their profile?
5. Is there a significant relationship between
the level of satisfaction of the respondents toJRU, with the level of patronage of the
respondents to J.R.U.?
6. What are the significant factors affectingstudents‟ satisfaction and patronage to
Jose Rizal University (JRU)?
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Statement of the Problem (CONT’N)
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Hypotheses of the Study
The researcher used the “Null Hypotheses” or
“hypotheses of present thinking” (H0), stated as
follows:
There is no significant relationship between the
profile of the respondents and the level of satisfaction of the respondents to JRU;
There is no significant differences in the
respondents‟ ratings in terms of the four factors of
marketing mix, for their patronage to JRU; and
There is no significant relationship between the level
of satisfaction of the respondents to JRU, and the
level of patronage of the respondents to JRU.21
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Study
This study aimed to determine the significant
factors affecting satisfaction and patronage of
Graduate School Students to Jose RizalUniversity.
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Scope: The population of this study are roughly all
the students enrolled for the third (3rd) Trimester
(Summer of 2013), SY 2012 –2013. These areapproximately about one hundred and forty –eight
(148) Graduate School Students enrolled from the
Masters Degree Courses (MBA, MPA, MAED) to the
Doctorate Degree Courses (DBA, DPA, E.Ed.) offeredat Jose Rizal University. “Stratified random sampling”
is utilized. The respondents of the study were
determined using “Slovins formula”, which is about
one hundred and forty (140) Graduate School
Students from the given population.
The study made used of the descriptive evaluation
method using a survey –questionnaire to elicit data on23
Scope and Limitation(CONT’N)
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Limitations: The study was limited to
evaluation of the students‟ or respondents‟perception of the factors affecting satisfaction
and patronage of graduate school students to
Jose Rizal University. The profiles of the respondents were simply
considered as information which will represent
the status of the respondents in the university.These profiles were merely
associated/correlated with the factors affecting
the students‟ satisfaction to JRU. 24
Scope and
Limitation(CONT’N)
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Research Design
This study utilized the “descriptive method” of research.
Descriptive method of research is a method of researchwhich investigate present facts concerning the nature
and status of anything, a group of persons, a number of
objects, assets or conditions, a class or events, a
system of thought or any kind of phenomena which arecovered in this research. (Good and Scate, 2011)
Descriptive survey was used in the study so that
present information relative to the factors affecting the
students‟ satisfaction and patronage to Jose RizalUniversity, graduate school through the use of
questionnaire checklist.
The researcher applied “quantitative method of research” com limentar to the “researcher–made25
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Locale of the Study The study is conducted in Jose Rizal University, Graduate
School.
Jose Rizal University was originally founded as the Far Eastern College School of Accounts, Commerce, and
Finance in 1919 as a non stock, non profit, non - sectarian
private educational institution. Its founder was the late
Vicente Fabella, the first Filipino certified publicaccountant. The name was subsequently changed to Jose
Rizal College in 1992, in honor of the great Filipino Patriot
and martyr who tried to awaken his countrymen in his
writings to the need for academic self-sufficiency andindependence. Then, on October 2, 2000 the Commission
on Higher Education, the highest policy-making of tertiary
education in the Philippines, by unanimous resolution
conferred University status on the college. The University26
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Jose Rizal University, as the Philippines‟ oldest
business educational institution, attempted to
meet this demand through the Graduate
School‟s well-structured academic programs,
which does not only develop strong
competency analyses, research, management,communication and information technology but
also inculcates a strong sense of
professionalism, appreciation for hard work,honesty, the importance o individual and team
efforts, the centrality of risk-taking in the pursuit
of innovation and most importantly, service.27
Locale of the Study (CONT’N)
L l f h S d (CONT’N)
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These academic programs are Doctor in
Business Administration (DBA), Doctor in Public
Administration (DPA), Doctor of Education(Ed.D), Master in Business Administration (MBA),
Master in Public Administration (MPA), and
Master of Arts in Education (MAED). Under theMPA program, the Graduate School has a
Diploma Course in Local Governance, and MPA
Major in Public Health.
JRU Graduate School is located in the Tower
Building, Jose Rizal University, 80 Shaw
Boulevard, Mandaluyong City. Jose Rizal
University is accessible through many public28
Locale of the Study (CONT’N)
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Population and Sampling
Strat i fied random sampl ing is utilized. This is a
type of random sampling that includes surveying aselected group of subjects from a larger group of
people. Through this useful sampling method, most
researchers can sample each subpopulation of the
main population separately. This is an effective andeasy way to get unbiased results from these
populations.
The population of this study are roughly all thestudents enrolled for the third (3rd) Trimester
(Summer of 2013), SY 2012 –2013. These are
approximately about one hundred and forty –eight
(148) Graduate School Students enrolled from the29
P l ti S li (CONT’N)
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The respondents of the study were determined
using “Slovin’s formula” . When it is not
possible to study an entire population, a smaller
sample is taken using a random sampling
technique. Slovin's formula allows a researcher
to sample the population with a desired degreeof accuracy. It gives the researcher an idea of
how large his sample size needs to be to
ensure a reasonable accuracy of results. Slovin's formula is written as: n = N / (1 + Ne^2)
n = Number of samples
N = Total population
e = Error tolerance (Margin of 30
Population Sampling (CONT’N)
P l ti S li
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Master‟s Degree No. of Respondents
MBA 95
MPA 5
MAED 25
Sub Total 125
Doctor‟s Degree
DBA 5
DPA 7
Ed.D 11 Sub Total 23
Grand Total 148
Table 1
Distribution of Population Per Degree at the Graduate School of JRU
Population Sampling
(CONT’N)
Population Sampling (CONT’N)
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Master‟s Degree No. of Respondents
MBA 92
MPA 4
MAED 24
Sub Total 120
Doctor‟s Degree
DBA 4
DPA 6
Ed.D 10
Sub Total 20
Grand Total 140
Table 2
Distribution of Respondents Per Degree
at the Graduate School of JRU
Population Sampling (CONT N)
Using “Slovin’s Formula” to determine the number of respondents:
Slovin's formula is written as: n = N / (1 + Ne^2)
= ________148_______ = 140 respondents
1 + (148 x 0.02 x 0.02)
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Thank you
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