Level of Satisfaction of Grade 12 Studen

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1
Chapter 1
The Problem and Its Background
The K-12 program was implemented for Filipino graduates to adopt the education
standards that are needed worldwide. It was implemented through the Enhanced Basic
Education Act of 2013. This new curriculum lengthens our basic schooling adding 2 years
from 10-year basic education and started to introduce the Senior High School (Grade 11 and
12) which cover two years of specialized upper secondary education where students may
choose a specialization based on their aptitude and interests. Each student in Senior High
School can choose among four tracks namely: Academic; Technical-Vocational and
Livelihood; Arts and Design and Sports. The Academic track includes four strands namely as
Accountancy, Business, and Management (ABM); Humanities and Social Sciences (HUMSS);
and Science, Technology, Engineering, and Mathematics (STEM) and lastly, General
Academic Strand (GAS). The choice of career track will define the content of the subjects a
student will take in Grades 11 and 12 (Official Gazette, 2012). However, after 2 years of its
official operation some minor and major problem emerged. First, there are no sufficient
teachers, classrooms, facilities, laboratories, and other instructional and teaching materials
that will aid the technological-vocational track. Several schools double or even triple shifts in
classes to cover these problems due to the sudden increase of population of senior high
school students. Second, the over-congested curriculum also became a problem, the K-12
curriculum has total of 31 subjects required for senior high school, 15 of which were core
subjects and 16 which were the track subjects, then latter broken down into 7 contextualized
subjects and 9 specialization subjects and all in all each subject will have 80 hours per
semester only. The unforeseen problems through this implementation might affect the
satisfaction of the student’s academics or their interest in pursuing their desired course in
college.
The research was conducted at Central Colleges of the Philippines. Students in CCP
go through a core curriculum and specialized subjects under a track or strand of their choice.
CCP offers the four strands under academic track with almost 1,000 students for Grade 11
and 12.
Theoretical Framework
Several theories and study have been analyzed to understand the dimension that will
influence student’s satisfaction. First, Clemes (2008) also developed a three-factor theory with
different sub-factors which includes quality of the teaching staff, administrative staff, outcome
quality (learning assessment), and good physical environment. Fourth, is the Investment
model theory explaining the relationship between student satisfaction and academic
performance. Satisfaction increases when the rewards of study increase (higher grades).
When costs like financial and time constraints are lower and alternate options are low,
satisfaction was lower (Hatcher, Kryter, Prus, & Fitzgerald, 1992). Continuing learning
intention or a specific desire on the part of the learner to learn, is related to learning experience
and to the content and completion of a learning session. Zhou (2016) on her study of
“Empirical Study on University Curriculum Satisfaction of University Graduates” states that
curricula in universities should meet the needs of society and occupations. Curriculum settings
should depend on students’ abilities; Secondly, curriculum content should reflect the new
knowledge and technological innovations quickly. The curriculum content should reflect the
frontier dynamic and aim to meet students’ needs about the latest. It is necessary to increase
the interdisciplinary curricula and theories, which aims to broaden the students’ visions. At the
same time, the sharing of resources in different disciplines and institutions is also very
essential. Next is the customer satisfaction theory according to Kottler (2009), satisfaction is
a person’s feelings of pleasure or disappointment resulting from comparing a product
perceived performance or outcomes in relation to his or her expectations. It means if the
performance matches the expectation, the customer will be satisfied. Lastly is Gottfredson’s
theory (1981) of occupational aspirations are reflection of one’s self-concept, his theory
describes that students are attracted to certain specialization because of their self-concept or
how they perceived their selves in the future using interest, attitudes, and skills that are
strongly influenced by our shared environment (e.g. family, peers, school, and community).
However, continuing learning intentions to take up future learning are strongly and
consistently related to current or recent experiences of learning and student’s satisfaction.

Conceptual Framework
The framework below gives researchers the paradigm on how the research work and
perceived in the study in the light of the above theories with corresponding application in this
study.
Figure 1. Dimensions that influences the student satisfaction
INPUT PROCESS OUTPUT
➢ Profile of the
respondents
Dimensions of Student’s satisfaction

student satisfaction Student assessment in their chosen track
➢ Teacher’s through questionnaire
Credibility
➢ Learning Facilities
➢ School
administration
➢ Learning
experience
➢ Curriculum
➢ Personal
satisfaction of
student
FEEDBACK
Statement of the Problem
This study sought to determine the Level of satisfaction of Grade 12 students of
Central Colleges of the Philippines and to determine if the following dimensions will affect their
choice of course in college aligned to their present strand. Specifically, it seeks to answer the
following questions:
1. What is the profile of the student-respondents in terms of:
1.1 Age;
1.2 Sex;
1.3 Religion;
1.4. City Address;
1.5. Parents Monthly Income;
1.6. Parents Educational Attainment;
1.7. Academic track and strand?
2. What is the level of satisfaction of Grade 12 students in terms of:
2.1 Teacher’s Credibility;
2.2 Learning Facilities;
2.3 School Administration;
2.4. Curriculum;
2.5. Learning Experiences;
2.6. Personal Satisfaction of the Students?
3. Is there a relationship between the academic track/strand of the students and their level
of satisfaction?
Hypothesis
This study aims to explore the Level of satisfaction of Grade 12 students in their
chosen Academic Track in Central Colleges of the Philippines and the null hypotheses to be
tested are:
1. There is no significant relationship between the profile of the student and their level of
satisfaction in terms of:
3.1. Teacher’s credibility;
3.2. Learning Facilities;
3.3. School administration;
3.4. Curriculum;
3.5. Learning Experiences;
3.6. Personal Satisfaction of the students.
Scope and Limitations
The study covers all the academic track/strand of Senior High School at Central
Colleges of the Philippines. The respondent of the study was composed of 267 students and
was conducted during the second semester of School year 2017-2018.

Significance of the Study
This study sought to explore the Level of satisfaction of Grade 12 students in their
chosen academic track. This study will benefit the following:
Department of Education. This study will benefit not just the Higher education sectors
but also the Basic Education sector, they will gain knowledge about the effectiveness of the
K-12 curriculum being implemented in the Private sectors and how the present curriculum
affects student’s satisfaction.
Educational Institutions. The findings of this study will benefit the educational
institutions in the country by helping them to identify the problems in different aspects that
affects student satisfaction and help them to improve the quality of services they offered.
Teachers. This study will help the educator in identifying the factors that mostly affects
the student satisfaction specifically as to what the best learning experience they want that
strikes their interest the most inside the classroom.
Students. This study provides guidance to the incoming senior high school students
who will choose academic track/strand.
Future Researchers. This study will be an effective tool and reference for the future
researchers who would intend to make any further relevant study about student satisfaction
of senior high school students in their chosen track.

Definitions of Terms
Academic Track. Choosing this track means the students are looking forward going
to college. This track will help the students prepare their selves for the subject specialization
of the college course they will take in the future. This track has four strands namely as ABM,
STEM, HUMSS, and GAS (Edukasyon.ph, 2017).
Credibility. According to Wikipedia (2018), credibility has two key components:
trustworthiness and expertise, which both have objective and subjective components.
Trustworthiness is based more on subjective factors but can include objective measurements
such as established reliability. Expertise can be similarly subjectively perceived, but also
includes relatively objective characteristics of the source or message (e.g., credentials,
certification or information quality). Secondary components of credibility include source
dynamism (charisma) and physical attractiveness.
Curriculum. According to Wikipedia (2018), curriculum is broadly defined as the
totality of student experiences that occur in the educational process. The term often refers
specifically to a planned sequence of instruction, or to a view of the student's experiences in
terms of the educator's or schools’ instructional goals.
Dimensions. According to Webster (2018) it is defined as the amount or number of
things that something affects or influences.
Learning Experience. Wikipedia (2018) refers to it as any interaction, curse, program,
or other experience in which learning takes place. It occurs whether in traditional academic
setting (schools, classrooms) or nontraditional settings (outside-of-school) locations.

Facilities. Wikipedia (2018) state that facilities is an installation, contrivance, or other
things which facilitates something; a place for doing something
Satisfaction. Satisfaction is a feeling of happiness that obtain when a person fulfilled
his or her needs and desires. It is a state felt by a person who has experienced performance
or an outcome that fulfilled his or her expectations (Ilyas, M. & Arif, S., 2013, pp. 282-298).
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter includes the review of the related literature and studies which the
researcher has examined to shed light on the topic under study.
Education is one of the key drivers of economic growth and student satisfaction is an
important component. As defined by Kotler (2017) satisfaction is the fulfillment of need or
desire, the pleasure obtained by a product’s perceived performances (outcomes) in relation
to his or her expectation. If the performance fails, the customer is not satisfied and when the
performance is good it will result to satisfaction. Below are the related literatures that describes
the dimensions used in this study.
The university is an educational as well as a service setting, where the service is often
produced and consumed simultaneously (Childers et al., 2014). One way that educational
institutions may consider enhancing service quality in the university is by considering how the
students’ connection to the university campus and their willingness to benefit from all the
services may influence their level of satisfaction. According to Chang and Fisher (2003) the
level of a student’s satisfaction in a lesson is a very important component for them to acquire
the knowledge or skill. A student can be satisfied if he feels that the lesson meets his needs
and expectations. This can motivate the student to put more efforts on learning, increase
his/her positive attitude towards the lesson, and to attend other courses in future (Gecer,
2013)
Personal Satisfaction of Students
According to Richard Herdlein, Emily Zurner (2015) in their article “Student
Satisfaction, Needs, and Learning Outcomes”, discussed that European universities in
general and the higher education system in Western Europe have paid little attention to
approaching student learning with an emphasis on activities that occur outside the classroom.
The idea of “holistic” education is more closely related to the American tradition that places
significant emphasis on “student learning and development” outside the classroom. Students
throughout the world spend find ways to spend their time outside of class in activities that
complement the formal academic curriculum as well as the mission and goals of the university.
Student unions, associations, clubs, and organizations have a long history of providing some
outlet for the student need to socialize, organize recreate, volunteer, and sometimes worship
together.
Maintaining and improving students’ satisfaction has been considered an important
goal of education and universities (Orpen, 1990), with the assumption that student satisfaction
is indicative of institutional effectiveness (Barton, 1978). A key factor of student satisfaction is
the quality of the teaching staff. As a result, the use of student rating scales as an evaluative
component of their teaching system has increased. The majority, if not all, teaching staff at
most universities have been required or expected to administer some type of teaching
evaluation form to their students during each course offering for some time (Seldin, 1993).
Mai (2005) studied the student satisfaction in higher education and its influential
factors. It was found that the overall impression of the school, overall impression of the quality
of the education, teacher’s expertise and their interest in their subject, the quality and
accessibility of IT facilities and prospects of the degree furthering students careers were the
most influential predictors of the student’s satisfaction. Similarly, Deshields et al. (2005) used
a satisfaction model and Herzberg’s two factor theory to examine the determinants of student
satisfaction with education. They found that faculty performance and classes were the key
factors which determined the quality of college experience of students which in turn led to
satisfaction. All this studies emphasis on certain factors of education offerings which
determines the students’ satisfaction with education and in turn loyalty to the institution.
Guise and Cote (2000) said that satisfaction is a summary, affective and variable
intensity response centered on specific aspects of acquisition and/ or consumption and which
takes place at the precise moment when the individual evaluates the objectives. In several
universities around the world, student satisfaction surveys are carried out yearly. The
revolving philosophy points to the belief that successful institutions have three basic attributes:
they focus on the needs of the students; they continually improve the quality of the educational
experience; and they use student satisfaction data to shape their future directions Mancao
(2005). Unlike other service industries, which hold satisfaction as a goal in and of itself,
colleges and universities typically perceive satisfaction as means to an end. Higher education
tends to care about student satisfaction because of its potential impact in student motivation,
retention, recruitment efforts and fund raising (Schreiner 2009).
According to Salinda Weerasinghe, R. Lalitha and S. Fernando in their journal entitled
“American Journal of Educational Research” (2017) Students’ satisfaction can be defined as
a short-term attitude resulting from an evaluation of students’ educational experience,
services and facilities. Earlier it was measured by common satisfaction frameworks, but later
higher education specifies satisfaction models were developed. The objective of this review
is to render all available constructive literature about students’ satisfaction with a sound
theoretical and empirical background. Data were collected from refereed journals and
conference papers and are constructively analyzed from different point of views to filter a
sound background for future studies. The first section of the paper discusses students’
satisfaction, satisfaction models and frameworks used by previous researchers around the
world and second section explain the empirical findings of previous studies in real world
context.
In the study proposed by Wiers-Jenssen (2002) he found out that quality of teaching
is an important dimension of student satisfaction while emphasizing the need to a good
physical environment and the quality of services from the school’s administrative staff, these
factors should not be overlooked when an institution is considering the impacts of student’s
satisfaction in their academic performance. Second, Elliot and Healy (2001) examined some
dimensions of a university student satisfaction, based on their study the consistent factors that
tend to emerge are the performance of the academic personnel that affect their learning
experiences and complete access to facilities and resources of the campus.
Teacher’s Credibility
According to the research study of John Hattie (2016), teacher credibility is vital to
learning, and students are very perceptive about knowing which teachers can make a
difference. There are four key factors of credibility: trust, competence, dynamism and
immediacy. There are four key dimensions that lead to credible teaching which provide a
useful framework and guide for teachers to master credibility. The first is trust. Teachers need
to show that they trust their pupils and genuinely care about their personal and academic
development. Teachers who show fairness and treat everyone in the same way will gain
respect and trust from their pupils.

The next key dimension is competence. Students need confidence in the teacher’s ability
to deliver compelling and engaging information. Teachers who are organized and structured
when presenting a subject and answering questions will gain credibility. Next is dynamism;
teachers need to present material with energy and enthusiasm to engage their students. If
pupils can see that their teacher has genuine passion for a subject, they will instantly feel
more excited and engaged. Finally, immediacy is the other key dimension of credible teaching.
This examines ways that teachers can break down barriers between themselves and their
pupils by increasing eye contact, reducing the distance between teacher and students or
rearranging chairs into a circle. This will help students to feel part of a collective group and
will promote the idea that the teacher is on their side and committed to helping them learn.
According to the research study of Donna Fong-Yee and Anthony H. Normore of
Florida International University, USA, entitled “The Impact of Quality Teachers on Student
Achievement” (2013) Education leaders, policymakers and educators need to invest in critical
areas that impact the quality of teacher and the quality of teaching. While it is no secret that
better teachers produce better learning, educational reform must work toward restructuring
and reinventing teacher preparation and professional development by connecting clinical work
in schools with knowledge about what works for teaching and subject-matter knowledge. If we
are going to hold students to standards, we need to be able to ensure that the teachers who
work with them will also be able to teach to those standards. Teachers do matter, and their
cognitive ability and knowledge of the subject matter and of teaching and learning, licensure,
and teaching behaviors in the classroom are related to teacher quality. Major changes in the
areas of recruitment, preparation, licensing, teacher support and opportunities for professional
growth need to occur for teaching to improve, thus inevitably and positively affecting the most
important variable of all, the student. Based on the article, “Too many teachers teaching
outside their area of expertise”
The Conversation (2015) by Linda Hobbs “Out-of-field” teaching - teaching a subject
without specific training in that subject - has for many years been a taboo practice that all
teachers know of, many have experienced, but few have spoken up about due to its ubiquity.
Little attention had been given to the effects of out-of-field teaching on teacher well-being and
retention, and on student attainment and participation. Also neglected were the effects on
discipline leaders and mentors who devote time and energy to support the teachers, the
broader school culture and the teaching profession generally when teachers leave out of
stress and disenchantment. Despite no consistent relationship between student achievement
and teacher qualifications, research has shown that highly effective teachers have a deep
understanding of the subjects they teach. They value both the subject and students engaging
with the subject at a deep level.
Learning Facilities
According to Dr. Bruce Baker (2015) in his article “The importance of School Facilities
in Improving Student outcomes”, discussed that the school facilities can have a profound
impact on both teacher and student outcomes. With respect to teachers, school facilities affect
teacher recruitment, retention, commitment, and effort. With respect to students, school
facilities affect health, behavior, engagement learning, and growth in achievement. Thus,
researcher generally concludes that without adequate facilities and resources, it is extremely
difficult to serve large numbers of children with complex needs.
Scheneider (2002) states in his study “Do School Facilities Affect Academic
Outcomes?” that school facilities affect learning. Spatial configurations, noise, heat, cold,
light, and air quality obviously bear on students' and teachers' ability to perform. Empirical
studies will continue, focusing on fine-tuning the acceptable ranges of these variables for
optimal academic outcomes. But we already know what is needed: clean air, good light, and
a quiet, comfortable, and safe learning environment. This can be and generally has been
achieved within the limits of existing knowledge, technology, and materials. It simply requires
adequate funding and competent design, construction, and maintenance.
School Administration
Kamal and Ramzi (2002) looked at the administrative side of higher education by
measuring student perception of registration and academic / career advice across different
facilities and other administrative services to assure positive quality of courses and teaching
(Athiyaman, 1997; Cheng & Tam, 1997; Soutar and McNeil, 1996). However, Kamal and
Ramzi (2002) looked at the administrative side of higher education by measuring student
perception of registration and academic / career advice across different faculties and other
administrative services to assure positive quality service that compliments the academic
services.
Issues such as privatization and increased competition among higher learning
institutions are now common in most countries. Hill (1995), states that higher education is a
service industry and that service quality is a critical determinant of the success of higher
learning institutions (Landrum, Prybutok & Zhang, 2007).
To succeed in today’s competitive higher education sector, service quality is of
essence to any institution of higher learning (Sandhu & Bala, 2011). In view of this, higher
education institutions must assess the quality of their services since outstanding service
quality can provide them with competitive advantage (Albretch, 1991). If the higher education
institutions provide quality service which meet or exceed that expectations of their students,
their services will be evaluated as high-quality service and if not, the services will be judged
as poor (Zammuto et al, 1996)
According to Parasuraman, Zeithaml and Berry (1990), consumer perceptions of
service quality results from comparing expectations prior to receiving the service and the
actual experience of the service. In higher education institutions, perceived service quality can
be the product of evaluating several service encounters for a student and these could range
from encounters with administrative staff, to encounters with lecturers, librarian and security
staff. If an institution consistency provides services at a level that exceeds customer
expectations, the services will be evaluated as high quality but if the services fail to meet
customer expectations, the services will be judged as poor quality (Zammuto et al, 1996)
According to Schmoker (2006), School administrators must be visible, student and
teacher centered, and willing to tackle issues for which there are no easy answers. The shift
in educational leadership has gone from instructional leader to the more appropriate term of
“learning leader”. In the past, a principal or school administrator worked in isolation and was
predominantly concerned with personal autonomy and the top down approach. This type of
leadership practice will no longer work if schools are to create an effective environment for
student learning and achievement. Schmoker (2006) asserts that schools will not improve until
the building leader begins to work cooperatively with teachers.
Jurkowitsch, et al., developed a framework to assess students’ satisfaction and its
impact, in higher education. In this framework service performance, university performance,
relationships with student, university standing works as antecedents of satisfaction and
promotion works the successor. Later, Alves and Raposo developed a conceptual model to
assess students’ satisfaction in 2010. According to the model student’s satisfaction in higher
education is determined by institute’s image, student expectations, perceived technical

quality, functional quality and perceived value. These influences can be identified directly or
indirectly through other variables. The model further illustrated student loyalty and word of
mouth as the main successors of satisfaction. When student satisfaction upsurges, he will
psychologically bind with university and its activities. That represent level of loyalty he or she
has. Consequences will be spread among friends, relatives, prospect students and interested
parties then and there as word of mouth. The main criticism for the model is that it has largely
ignored main functions of a university; teaching and learning in measuring satisfaction of
students but it has been developed adding two successors of satisfaction as loyalty and word
of mouth.
Learning Experiences
According to Zenawi Zerihun, Jos Beishuize, and Willem Van Os (2012) on their article
entitled “Student Learning Experience as Indicator of Teaching Quality” Learning is less likely
to occur because of what is presented by teachers. Rather, it is an activity that is accomplished
by students, of course with the guidance and facilitation from teachers. Students must be the
major players in creating meaning out of their experiences. Some studies emphasize that
student engagement in the learning process is more important for learning (e.g., Biggs 1999;
Chickering and Gamson 1987; Shuell 1986). In the same vein, the students’ engagement in
the process should be the focus of assessing the effectiveness of teaching. Considering this,
it may be difficult to evaluate teacher performance in terms of its impact on student learning if
the emphasis continues to be on the teacher’s behavior.
In Arbaugh’s (2000) opinion, learning satisfaction includes the individual’s feelings and
attitudes towards the education process and the perceived level of fulfillment connected to the
individual’s desire to learn, caused by the learning motivation (Chang and Chang, 2012).
Harvey, Locke and Morey (2002) describe learning satisfaction as the pleasure resulted from
student’s implication in the specific activities suggested by the curricular designs, activities
that lead to fulfilling the learning needs initially felt by the student. The same authors highlight
the fact that individuals have different learning needs, focusing on different learning activities
and obtaining, consequently, varying levels of learning satisfaction (Chang and Chang, 2012)
In the same note, Hoyt (1999) talks about the influence that students' satisfaction with
the academic experiences and with the providing institution has on retention in higher
education, while Astin (1993) addresses different aspects of students' undergraduate
experience, underlying the determined correlations of variables such as student involvement,
student-student interaction, student-faculty interaction, with over-all students' satisfaction.
Curriculum
According to Danilo Sarmiento and Ronald Orale (2016), The Philippines was the last
country in Asia having a 10-year basic education and pre-university program (SEAMEO &
INNOTECH, 2012). Worldwide, the Philippines were joined by Djibouti and Angola of Africa
having the shortest pre-university education system with other countries having 13 or 14-year
cycles (Senate of the Philippines, 2011). The 12 years or more is in accordance with
international practice as stipulated in the Washington Accord, Bologna Process as well as in
the ASEAN and APEC Mutual Recognition Projects and much more. The much-needed
overhaul of the Philippine basic education system becomes a reality through Republic Act
10533, also known as the Enhanced Basic Education Act which was passed last May 2013
making the pre-university and basic education from 10 to 13 years (Congress of the
Philippines, 2011).
The K to 12 Program covers Kindergarten and 12 years of basic education (six years
of primary education, four years of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship. (Official Gazette, 2013)
Curriculum settings should depend on students’ abilities; Secondly, curriculum
content should reflect the new knowledge and technological innovations quickly. The
curriculum content should reflect the frontier dynamic and aim to meet students’ needs about
the latest. It is necessary to increase the interdisciplinary curricula and theories, which aims
to broaden the students’ visions. At the same time, the sharing of resources in different
disciplines and institutions is also very essential.
Synthesis
To succeed in today’s competitive higher education sector, service quality is an
essence to any institution of higher learning (Sandhu & Bala, 2011). In view of this, higher
education institutions must assess the quality of their services since outstanding service
quality can provide them with competitive advantage. (Albretch, 1991). Student satisfaction
plays a vital role in assessing the quality of education and service that an institution has to
offer. Students must be the major players in creating meaning out of their learning
experiences. One way that educational institutions may consider enhancing service quality in
the university is by considering how the students’ connection to the university campus and
their willingness to benefit from all the services may influence their level of satisfaction.
According to Chang and Fisher (2003) the level of a student’s satisfaction in a lesson is a very
important component for them to acquire the knowledge or skill they will be needing. Based
on the literatures from above, several factors might affect student’s satisfaction. A key factor
of student satisfaction is the quality of the teaching staff. As a result, the use of student rating
scales as an evaluative component of their teaching system has increased. The majority, if
not all, teaching staff at most universities have been required or expected to administer some
type of teaching evaluation form to their students during each course offering for some time
(Seldin, 1993). According to John Hattie (2016) There are four key dimensions that lead to
credible teaching which provide a useful framework and guide for teachers to master
credibility. Major changes in the areas of recruitment, preparation, licensing, teacher support
and opportunities for professional growth need to occur for teaching to improve, thus inevitably
and positively affecting the most important variable of all, the student. Based on the article,
“Too many teachers teaching outside their area of expertise”. Next, learning facilities has a
great impact in student’s engagement, Scheneider (2002) states in his study “Do School
Facilities Affect Academic Outcomes?” that school facilities affect learning. Spatial
configurations, noise, heat, cold, light, and air quality obviously bear on students' and
teachers' ability to perform. Then, issues such as privatization and increased competition
among higher learning institutions are now common in most countries. Hill (1995), states that
higher education is a service industry and that service quality is a critical determinant of the
success of higher learning institutions (Landrum, Prybutok & Zhang, 2007). The school
administration also affects student’s satisfaction, according to Schmoker (2006) these
administrators must be student and teacher centered and willing to tackle issues which there
are no easy answers. Then, learning experiences of the student must be regularly assess.
According to Zenawi Zerihun, Jos Beishuize, and Willem Van Os (2012) on their article
entitled “Student Learning Experience as Indicator of Teaching Quality”. Learning is less likely
to occur because of what is presented by teachers. Teaching and learning process must be
meaningful so that the students will not just enjoy learning, but they will also experience
fulfillment as indicator of effective learning experience. Lastly, the curriculum should be
aligned to what they society is needing. Philippines was the last country to adopt the present
K to 12 curricula. The K to 12 Program covers Kindergarten and 12 years of basic education
(six years of primary education, four years of Junior High School, and two years of Senior
High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship. (Official Gazette, 2013) Curriculum
settings should depend on students’ abilities; Secondly, curriculum content should reflect the
new knowledge and technological innovations quickly. The curriculum content should reflect
the frontier dynamic and aim to meet students’ needs about the latest. It is necessary to
increase the interdisciplinary curricula and theories, which aims to broaden the students’
visions. At the same time, the sharing of resources in different disciplines and institutions is
also very essential. It also has a vital role in the personal growth and development of the
students. it talks about the importance of personal satisfaction that can directly affects the
level of satisfaction in their chosen track.

Chapter 3
METHODOLOGY
This chapter discussed the design and procedures undertaken during the conduct of
this study. It presented the research design used, population, sample size, and sampling
technique. Instruments use and statistical treatment of the data.
Research Design
Burns and Grove (2003) defines research as a “blueprint for conducting a study with
maximum control over factors that may interfere with the validity of the results”. To identify the
dimensions that affects the degree of satisfaction of senior high school students in their
chosen academic track the researcher used the descriptive research approach. It is designed
to depict the participants in an accurate way. This study utilized a survey method wherein the
participants answer the questions and the researchers describe the responses given.
(Jackson, 2009)
Population, Sample Size, and Sampling Technique
This study used the Simple Stratified Random Sampling in determining the samples
of the study which is 267 from the total population of 850 Grade 12 students in CCP that took
academic track under ABM, HUMSS, STEM, and GAS, with 95% level of significance and 5%
margin of error.
Description of the Respondents
The researchers choose the Grade 12 Students of Central Colleges of the Philippines
who enrolled in the following strand: Accountancy, Business, and Management (ABM),
Science, Technology, Engineering, and Mathematics (STEM), Humanities and Social
Sciences (HUMSS), and General academic strand (GAS) under the academic track for S.Y.
2017-2018.
Research Instrument
The researchers used survey questionnaire in data gathering. In determining the level
of satisfaction of Grade 12 students they used the Likert Scale wherein the study used 4-point
scale and each point corresponds to a Likert item. There were two sets of questionnaires, the
first set is the student-respondent profile and the respondents were asked “Will you enroll in
college aligned to your track?” wherein they can answer “YES, NO, and MAYBE”, Then, the
second set has 6 major parts includes 8 items per each dimensions were they asked to
encircle the four-point Likert scale, wherein “4-highly satisfied”, “3-satisfied”, “2-moderately
satisfied”, and “1-dissatisfied” to indicate the effect of each dimensions that has an impact in
their satisfaction. Lastly,

Data Gathering Procedure
First, the researcher creates a self-made questionnaire that is suited to the statement
of the problem. Then, the test was validated by the 2 professors and 1 research adviser in
PUP. A week after, the researchers seek the approval of the Principal and the Head of Senior
High School in Central Colleges of the Philippines to conduct the survey in their institution.
Then, the researchers personally administered the research and all the instrumentalities
needed by the study that was given to the respondents. They conferred and discussed the
significance of the study and accomplish the distribution of the instruments properly. The
respondents were given 10-15 minutes to accomplish the survey form to give them sufficient
time to think properly to answer what was being asked in the questionnaire. Then, when 267
questionnaires were already gathered, the researchers tallied the answer using excel and the
data was analyzed through frequency distribution, weighted mean, and matrix in getting a chi
square.
Statistical treatment of the data
The following statistical treatments were used in the study.
Slovin’s Formula is used to calculate the sample size (n) given the population size
(N) and a margin of error.
n = N / (1 + Ne2)
Where:
n = Number of samples
N = Total
e = Error of tolerance
Frequency Distribution. a tabular arrangement of data, where by the data is grouped
into different intervals and then, the number of observations that belong to each interval is
determined.
Where:
P= Percentage
F= Frequency
N= Total No. of Respondents
Weighted Mean. like an arithmetic mean (the most common type of average); where
instead of each of the data points contributing equally to the final average, some data points
contribute more than other.
X =∑fixi/∑fi
Where:
X = weighted mean
Chi-Square. a measurement of how expectations compare to results. The data used
in calculating a chi square statistic must be random, raw, mutually exclusive, drawn from
independent variables and be drawn from a large enough sample.
χ2
Chapter 4
Presentation, Analysis, and Interpretation of Data
This chapter presents the data gathered, interpretations and analysis. The data
gathered were presented through tables. Interpretations and analysis were given for better
understanding of the readers.
Profile of the respondents
Table 1
Frequency and Percentage Distribution of
Student-Respondents in terms of Age
Age Frequency Percentage (%)
Below 15 years old 8 3.00
15 - 20 years old 259 97.00
Total 267 100.00
The table 1 depicts the frequency and percentage distribution of the respondents when
grouped according to age, below 15 years old are 8 students with the percentage of 3% who
respond to the survey while 15-20 years old are 259 students or 97% dominated the survey
Table 2
Student-Respondents in terms of Sex
Sex Frequency Percentage (%)
Male 87 32.58
Female 180 67.42
Total 267 100.00
Table 2 depicts the frequency distribution and percentage of the respondents when
group according to gender. The male respondents are 87 or 32.58% of the respondents while
180 or 62.42% of our respondents are female.
Table 3
Student-Respondents in terms of Religion
Religion Frequency Percentage (%)
Catholic 218 81.65
Christian 39 14.61
Iglesia Ni Cristo 4 1.50
None 1 0.37
No Response 5 1.87
Total 267 100.00

Table 3 depicts the frequency and percentage distribution of the respondents when
group according to religion. From the table, 267 respondents were given questionnaire. Out
of 267 respondents, 218 respondents are Catholic which represented 81.65% of the
respondents, 39 or 14.61% of respondents are Christian, 4 or 1.50% of the respondents are
Iglesia ni Cristo, 1 or 0.37% of the respondents has none religion, and 5 or 1.87% of the
respondents did not responded to this item. This implies that, majority of the respondents are
Catholic.
Table 4
Student-Respondents in terms of City Address
City Address Frequency Percentage (%)
Manila 82 30.71
Quezon City 138 51.69
Pasig 22 8.24
Rizal area 15 5.62
Outside metro manila 7 2.62
No Response 3 1.12
Total 267 100.00
group according to city address. From the table, out of 267 respondents, 82 respondents are
residing in Manila which represented 30.71% of the respondents, 138 or 51.69% of the
respondents are residing in Quezon City, 22 or 8.24% of the respondents are residing in Pasig
City, 15 or 5.62% of the respondents are residing in Rizal area, 7 or 2.62% of the respondents
are residing outside Metro Manila, and 3 or 1.12% of the respondents did not responded to
this item. This implies that, most of the respondents are residing in Quezon City.
Table 5
Student-Respondents in terms of Household Estimated Monthly Income
Monthly Income Frequency Percentage (%)
Below 10,000 81 30.34
10,001 to 20,000 124 46.44
20,001 to 30,000 36 13.48
40,001 to 50,000 15 5.62
100,001 and Above 10 3.75
No Response 1 0.37
Total 267 100.00
group according to the parent’s monthly income. There are 81 students or 30.34% of their
parent’s monthly income is below 10,000 while there are 46.44% or 124 students have 10,001
to 20,000 as their parent’s monthly income. As students with their parent’s monthly income of
20,001 to 30,000 represented 36 students or 13.48%. Next were the students with 40,001 to
50,000 as their parent’s monthly income is 15 students or 5.62%. Those students who are
their parent’s monthly income are 100,001 and above represented 10 students or 3.75% and
lastly 1 or 0.37 student did not respond to this item. It is evident from Table 1.5 that the
maximum numbers of respondents are having their parent’s monthly income of 10,001 to
20,000.
Table 6
Student-Respondents in terms of Parent’s Highest Educational Attainment
Parent's Highest Educational

Frequency Percentage (%)
Attainment
Elementary level 6 2.25
Elementary Graduate 4 1.50
High school level 32 11.99
Highs school Graduated 80 29.96
College level 60 22.47
College Graduate 79 29.59
With Master’s unit 3 1.12
group according to the parent’s educational attainment. There are 6 students or 2.25% of our
respondents that parent’s highest educational attainments were elementary level, while 1.5%
or 4 students have parents that are elementary graduate as their highest educational
attainment. As students with parents that reach high school level and high school graduates
are 32 students or 11.99% and 80 students or 29.96% respectively. Next were students with
parents that reach College level and are college graduates are 60 or 22.47% and 79 or
29.59% respectively. And lastly, there are 3 students or 1.12% of the respondents that parents
with Mater’s unit and this figure was the same as to those students with parents that are
master’s Degree holder.

Table 7
Student-Respondents in terms of Strand
Strand Frequency Percentage (%)
Accountancy, Business, and

133 49.81
Management (ABM) strand
Science, Technology,
Engineering, and 89 33.33
Mathematics (STEM) strand
Humanities and Social

29 10.86
Sciences (HUMSS) strand
General Academic Strand

16 5.99
(GAS)
Total 267 100.00
group according to academic strand. It depicts that out of the total respondents of 267, one
hundred thirty-three (133) of the students representing Accountancy, Business, and
Management (ABM) strand which represented (49.81%) of the total respondents, followed by
Science, Technology, Engineering, and Mathematics (STEM) strand with eighty-nine (89)
students representing (33.33%) of the total respondents, twenty-nine (29) students are under
Humanities and Social Sciences (HUMSS) strand representing (10.86%) of the total
respondents, 16 students representing General Academic Strand (GAS) strand which

represented (5.99%) of the total respondents. This clearly indicates that majority of the
respondent’s falls under ABM and STEM academic strands than HUMSS and GAS strands.
Level of satisfaction of Grade 12 Students
Table 8
Level of student satisfaction in terms of Teacher’s Credibility
Weighted Verbal
TEACHER'S CREDIBILITY
Mean Interpretation
1. The teacher has the expertise on the subject

he/she teaches 3.54 Highly Satisfied
2. The teacher always gives timely feedback on

assignments either in a form of a grade, written 3.30 Satisfied
comments or verbal response
3. The homework assignments are relevant to what

we are doing in class 3.40 Satisfied
4. The teacher uses different instructional materials in

teaching 3.37 Satisfied
5. The teacher teaches based on his/her field of

specialization 3.45 Satisfied
6. The teacher practices his/her profession ethically 3.42 Satisfied

7. The teacher treats student's fairly 3.04 Satisfied
8. The teachers are approachable, and I can talk to
them outside the class 3.43 Satisfied
Table 8 depicts the average response of the senior high school students in their level
of satisfaction in terms of teacher’s credibility. First, the study reveals that grade 12 students
are “highly satisfied” in the expertise of their teacher on the subject s/he teaches (3.54), the
students are “satisfied” in the following aspects: the teacher who always gives timely feedback
on assignment either in a form of a grade, written comment, or verbal response (3.30), the
homework are relevant to what they learn in class (3.40), the teacher who use different
instructional materials in teaching (3.37), the teacher who teaches their field of specialization
(3.35), the teacher who treats their students fairly (3.04), and the teachers who are
approachable even outside their class hours (3.34). with the overall weighted mean of 2.96
means they are “satisfied”. According to the research study of John Hattie (2016), teacher’s
credibility is vital to learning, and students are very perceptive about knowing which teachers
can make a difference. There are four key factors of credibility: trust, competence, dynamism
and immediacy. One of its factor is trust, the teacher should show that they trust their students
and genuinely care about their personal and academic development and mostly treat their
students fairly. Then competence, students need confidence in the teacher’s ability to deliver
compelling and engaging information.

Table 9
Level of student satisfaction in terms of learning facilities
Weighted Verbal
LEARNING FACILITIES
Mean Interpretation
1. The library has complete references 2.99 Satisfied

2. The computers and internet are functioning
properly 2.88 Satisfied
3. The students can access freely the internet for

doing assignments and other academic related 3.01 Satisfied
activities
4. The classrooms are clean, well ventilated and

conducive in learning 3.08 Satisfied
5. The supplies available in the school bookstore

are complete 2.75 Satisfied
6. The students have access in the audio/visual

room 2.84 Satisfied
7. The audio-visual equipment’s are in good

conditions 2.97 Satisfied
8. The classroom arrangements are well organized 3.17 Satisfied
Table 9 depicts the entire response of the senior high school students in terms of
learning facilities. They are “satisfied” in items 1, 2, 3, 4, 5, 6, 7, and 8 aspects. These are the
library that has a complete reference (2.99), the computers and internet are working properly
(2.88), students can access freely the internet for research purposes (3.01), the classroom
are clean, well-ventilated and conducive for learning (3.08), the supplies are available in the
school bookstore (2.84), students have access in the audio/visual room (2.84), the audio-
visual room equipment’s are in good condition (2.97), and the classroom arrangements are
well organized (3.17). with the overall weighted mean of 2.96 means they are overall
“satisfied”. According to Dr. Bruce Baker (2015) in his article “The importance of School
Facilities in Improving Student outcomes”, discussed that the school facilities can have a
profound impact on both teacher and student outcomes. With respect to teachers, school
facilities affect teacher recruitment, retention, commitment, and effort. With respect to
students, school facilities affect health, behavior, engagement learning, and growth in
achievement. Thus, researcher generally concludes that without adequate facilities and
resources, it is extremely difficult to serve large numbers of children with complex needs.
Table 10
Level of student satisfaction in terms of school administration
Weighted Verbal
SCHOOL ADMINISTRATION
Mean Interpretation
1. The school has enough administrative staffs that

assist students during enrollment 3.25 Satisfied
2. The administrative office is open during

convenient hours 3.20 Satisfied
3. The library staffs are helpful and approachable 3.12 Satisfied
4. The clinical staffs are accommodating and

helpful 2.87 Satisfied
5. The counseling staff cares about the students as

individuals 3.30 Satisfied
6. The office of student affairs and their services

response well in the students’ needs and 3.06 Satisfied
requests
7. The restrooms and canteens are tidy and enough

to accommodate the whole population of the 2.95 Satisfied
students
8. The appropriate security measures in school are

properly implemented 3.16 Satisfied
The table 10 depicts that students are overall “satisfied” with the school administration
in CCP, these involves the school has enough administrative staffs that assists them during
enrollment (3.25), the administrative offices is open during convenient time (3.20), library
staffs ae helpful and approachable (3.12), clinic staffs are accommodating and helpful (2.87),
the counseling staff cares about the students as individual (3.30), the service of the office of
student affairs are responsive to the students need (3.06), the restrooms and canteens are
tidy and enough to accommodate the whole populations of the students (2.95), and the
appropriate security measures in school are properly implemented (3.16). with the overall
weighted mean of 3.16 means they are overall “satisfied”. To succeed in today’s competitive
higher education sector, service quality is an essence to any institution of higher learning
(Sandhu & Bala, 2011). In view of this, higher education institutions must assess the quality
of their services since outstanding service quality can provide them with competitive
advantage. (Albretch, 1991).

Table 11
Level of student satisfaction in terms of learning experiences
Weighted Verbal
LEARNING EXPERIENCES
Mean Interpretation
1. The university arranges seminar for students as

part of their learning 3.36 Satisfied
2. The teacher provides different collaborative

activities 3.36 Satisfied
3. The instructions are given by the teacher in a

manner that enlightens rather than confuse 3.25 Satisfied
students
4. The level/difficulty of subject content is

appropriate for my chosen track 3.27 Satisfied
5. The class requirements are clear and reasonable 3.14 Satisfied
6. The students can share ideas during class

discussion 3.32 Satisfied
7. The students can experience intellectual growth 3.40 Satisfied
8. The practical learning period helps students

improve their learning achievement 3.32 Satisfied
Table 11 depicts the students respond when regards to their learning experiences are
“satisfied” with overall weighted mean of 3.30, they are satisfied in terms of the university
arranges seminar for them as part of their learning (3.36), the teacher provides different
collaborative works (3.36), the instructions are given in a manner that enlightens them rather
confuse the students (3.25), the level or difficulty of subject content is appropriate for their
chosen track/strand (3.27), the class requirements are clear and reasonable (3.14), the
students have the opportunity to share their ideas during class discussion (3.32), the students
are able to experience intellectual growth (3.40), and the practical learning period helps
students improve their learning achievement (3.32). Students must be the major players in
creating meaning out of their experiences. Some studies emphasize that student engagement
in the learning process is more important for learning (e.g., Biggs 1999; Chickering and
Gamson 1987; Shuell 1986). the students’ engagement in the process should be the focus
of assessing the effectiveness of teaching. Considering this, it may be difficult to evaluate
teacher performance in terms of its impact on student learning if the emphasis continues to
be on the teacher’s behavior.

Table 12
Level of satisfaction of students in terms of curriculum
Weighted Verbal
CURRICULUM
Mean Interpretation
1. The subjects offered are aligned to my chosen

academic track 3.45 Satisfied
2. The teacher provides the course guide of the

subject 3.39 Satisfied
3. The teacher uses the community as a learning

facility 3.39 Satisfied
4. The teacher does team teaching to bring about

effective learning process 3.36 Satisfied
5. The teacher designs project based on learning

situations for active learning participations 3.34 Satisfied
6. The teacher integrates learner nature and interest

in the subject matter 3.31 Satisfied
7. The school provides training based on our chosen

academic track 3.28 Satisfied
8. The school exposes the students to the

community through excursion/field trip at least 3.08 Satisfied
once in a school year
Table 12 depicts the average response of the senior high school students in their level
of satisfaction in terms of the curriculum, the student response as “satisfied” in the following
aspects: the subjects offered are aligned to their track (3.45), the teacher provides the course
guide of the subject (3.39), the teacher provides the course guide of the subject (3.39), the
teacher uses the community as a learning facility (3.39), the teacher bring about effective
learning process (3.36), the teacher designs project based on learning situations for active
learning (3.34), the teacher integrates learner nature and interest in the subject matter (3.31),
the school provides training based on their chosen track (3.38), and the school exposes the
students to the community through excursion at least once a year (3.08). with regards to the
overall satisfaction of students they respond as “satisfied” with an overall weighted mean of
3.32. Zhou (2016) on her study of “Empirical Study on University Curriculum Satisfaction of
University Graduates” states that curricula in universities should meet the needs of society
and occupations”. Curriculum settings should depend on students’ abilities; Secondly,
curriculum content should reflect the new knowledge and technological innovations quickly.
The curriculum content should reflect the frontier dynamic and aim to meet students’ needs
about the latest. It is necessary to increase the interdisciplinary curricula and theories, which
aims to broaden the students’ visions. At the same time, the sharing of resources in different
disciplines and institutions is also very essential. (Zhou, 2016)

Table 13
Personal satisfaction of students
Weighted Verbal
PERSONAL SATISFACTION OF STUDENTS
Mean Interpretation
1. I am encouraged to perform well in class by my

teachers 3.27 Satisfied
2. I perform well in class because I really like my

chosen track 3.30 Satisfied
3. I get high grades in my subjects 3.19 Satisfied
4. I can see that there is a good relationship between

the teachers and students 3.28 Satisfied
5. I am competent that I have gained sufficient

knowledge in my preferred track that helps me to 3.32 Satisfied
be equipped in my college study
6. I don’t feel any regret regarding my decision in

choosing my academic track 3.36 Satisfied
7. I look forward to the next class meetings 3.17 Satisfied
8. I have a plan of enrolling a course in college that

is aligned with my chosen track in Senior High 3.35 Satisfied
School
Table 13 depicts the overall response of the students with regards to their personal
satisfaction, they respond as “satisfied” with the following: I am encourage to perform well in
their class by their teachers (3.27), I perform well in class because I really like my chosen
track/strand (3.30), I get higher grades in their subjects (3.19), there is a good relationship
between the teachers and students inside the campus (3.28), I am competent that I have
gained sufficient knowledge in my preferred track that helps me to be equipped in my college
study (3.32), I don’t feel any regrets regarding my decision in choosing my academic track
(3.36), I look forward to the next class meeting (3.17), and I have plan of enrolling a course in
college aligned with my chosen track (3.28). the student’s overall response is “satisfied” based
on their self-assessment of their personal satisfaction with the overall weighted mean of 3.28.
Mai (2005) studied the student satisfaction in higher education and its influential factors. It
was found that the overall impression of the school, overall impression of the quality of the
education, teacher’s expertise and their interest in their subject, the quality and accessibility
of facilities and prospects of the degree furthering students careers were the most influential
predictors of the student’s satisfaction.
Relationship between senior high school student’s chosen academic
track/strand and their level of satisfaction in terms of:
Table 14
Teacher’s Credibility
Will you enroll in College

Teacher’s Credibility aligned to your track? Total
Yes No Maybe
Moderately Satisfied 8 0 5 13
Satisfied 105 12 32 149
Highly Satisfied 72 12 21 105
Overall 185 24 58 267
Based on the data that the researchers have analyze, 267 respondents were asked
the question, “Will you enroll in college aligned to your track?” the overall total of 185 out of
267 respondents said that “YES” they will continue their strand in college, while 24 said “NO”
and 58 students are undecided and said “MAYBE”. Teacher’s credibility plays a major role in
the overall satisfaction of the students. According to the research study of Donna Fong-Yee
and Anthony H. Normore of Florida International University, USA, entitled “The Impact of
Quality Teachers on Student Achievement” (2013) Education leaders, policymakers and
educators need to invest in critical areas that impact the quality of teacher and the quality of
teaching. While it is no secret that better teachers produce better learning, educational reform
must work toward restructuring and reinventing teacher preparation and professional
development by connecting clinical work in schools with knowledge about what works for
teaching and subject-matter knowledge. If we are going to teach students the standards, we
need to be able to ensure that the teachers who work with them will also be able to teach to
those standards, this literature explains even students are satisfied with their teacher’s
expertise and credibility some of them find areas of weak points. Based on the article, “Too
many teachers teaching outside their area of expertise”. The Conversation (2015) by Linda
Hobbs “Out-of-field” teaching - teaching a subject without specific training in that subject - has
for many years been offensive practice that all teachers know of, many have experienced, but
few have spoken up about due to its ubiquity. Little attention had been given to the effects of
out-of-field teaching on teacher well-being and retention, and on student attainment and
participation.
Table 15
Learning Facilities

Learning Facilities aligned to your track? Total
Yes No Maybe
Dissatisfied 1 0 1 2
Satisfied 111 11 31 153
Overall 185 24 58 267
Based on table 15, it depicts that with regards to learning facilities out of 267
respondents, 185 answered YES and 24 answered NO and 58 of them are undecided. It is
evident from the table above that most of the respondents are satisfied to the learning facilities
that CCP has. Through a comprehensive review of Schneider (2002) in his study, “Do School
Facilities Affect Academic Outcomes?” he concluded that “School facilities affect learning.
These might include spatial configurations such as noise, heat, cold, light, and air quality. This
factors obviously bear on student’s ability to perform well.”
Table 16
School Administration

School aligned to your track? Total
Administration
Yes No Maybe
Satisfied 121 10 31 162
Overall 185 24 58 267
Table 16 indicates that out of 267 respondents that was asked whether they will
continue to enroll in College that was aligned on their chosen track, a total of 185 students
agree and said Yes while 24 of them answered No and the rest of them comprised of 58
students remain undecided and answered Maybe. It also depicts that out of the 185 who
respond that they will continue to enroll in college aligned to their chosen track 72 students
are Highly Satisfied, 8 respondents said that they are Moderately Satisfied and 105 says that
they were Satisfied in terms of School Administration.
Table 17
Curriculum

Curriculum aligned to your track? Total
Yes No Maybe
Satisfied 111 11 40 162
Overall 185 24 58 267
Based on the data gathered by the researchers, 267 respondents were asked “Will
you enroll in college aligned to your track?” Out of 267 respondents, 185 respondents
answered “YES” they will continue their track in college, 24 respondents answered “NO” they
will not continue their track in college, and 58 respondents are undecided, and they answered
“MAYBE”. The table above depicts that most of the respondents are satisfied to the curriculum
given from their respective strand and they are going to enroll in college aligned to their
chosen track. As cited by Calderon (2014) she describes the present curriculum as congested.
This means that the student’s do not get enough time to perform tasks because the curriculum
is designed to be taught in the span of 12 years not 10 years. The most obvious results of this
is that high school student will graduate without the readiness to take upon higher education
or employment. She states that these students are not fully equipped with the basic skills and
competencies needed in work.
Table 18
Learning Experiences

Learning aligned to your track? Total
Experiences
Yes No Maybe
Satisfied 109 9 33 151
Overall 185 24 58 267
267 respondents were asked “Will you enroll in college aligned to your track?” and
based on the survey result, 185 respondents answered “YES”, they will enroll their track in
college, while 24 respondents answered “NO”, they will not enroll their track in college, and
58 respondents answered “MAYBE” or undecided. Table 17 depicts that most of the
respondents are satisfied to the learning experiences in their chosen academic track and they
are going to enroll in college with a course aligned to their track. Learning experiences plays
an important role in the satisfaction of the students. Harvey, Locke and Morey (2002) describe
learning satisfaction as the pleasure resulted from student’s implication in the specific
activities suggested by the curricular designs, activities that lead to fulfilling the learning needs
initially felt by the student. The same authors highlight the fact that individuals have different
learning needs, focusing on different learning activities and obtaining, consequently, varying
levels of learning satisfaction (Chang and Chang, 2012)
Table 19
Personal Satisfaction of the Students

Personal Satisfaction aligned to your track? Total
of the students
Yes No Maybe
Satisfied 109 13 38 160
Overall 185 24 58 267
Personal satisfaction of the students is one of the most important factors in assessing
their level of satisfaction. Based on the survey result analyzed by the researchers, 185 out of
267 respondents said that “YES” they will enroll their track in college while 24 respondents
answered “NO”, they will not enroll their track in college, and 58 respondents answered
“MAYBE” or undecided. Table 18 indicates that most of the students are satisfied in terms of
their personal satisfactions towards their chosen track and because of this, they will pursue
to enroll a course in college which is aligned to their track. Mai (2005) studied the student
satisfaction in higher education and its influential factors. It was found that the overall
impression of the school, overall impression of the quality of the education, teacher’s expertise
and their interest in their subject, the quality and accessibility of facilities and prospects of the
degree furthering students careers were the most influential predictors of the student’s
satisfaction.
CHAPTER 5
Summary of Findings, Conclusions, and Recommendations
This chapter presents the summary of findings, conclusions and recommendations
about the gathered information of the study.
Summary of Findings
This study was conducted to identify the level of satisfaction of Grade 12 students in
their chosen academic track in terms of: Teacher’s credibility, learning facilities, school
administration, curriculum, learning experiences, and personal satisfaction of students. After
determining the degree of their satisfaction, another purpose of this study is to determine if
the students will enroll a course in college aligned in their track based on the abovementioned
dimensions.
To gather the data relevant to this study, a survey was conducted by the researchers.
A self-made questionnaire which was validated by the 3 professors from College of Education
and Graduate School. The survey was conducted at Central Colleges of the Philippines,
Senior High School department during School year 2017-2018.
The following findings were accumulated by the researchers based in the respondent’s
answers:
According to the profile of the respondents, 97% or 259 students were ages 15-20
years old and 3% or 8 students were below 15 years old who participated in the survey.
32.58% were male while 67.42& were female. With regards to the student’s religion, out of
267 respondents, 218 said that they are Catholic which is 81.65%, 39 were Christian or
14.61% of the respondents, 4 or 1.50% of the respondents are INC. then, 5 or 0.37% has no
response, and 1 or 0.37% of the respondents has no religion. Based on the respondent’s city
address, 51.69% are from Quezon City area, 30.71% are from Manila area, 8.24 are from
Pasig city, 5.62% are from Rizal, and 2.62 are from outside Metro Manila. With regards to the
respondent’s estimated monthly income there are 81 students or 30.34% of their parent’s
monthly income is below 10,000 while there are 46.44% or 124 students have 10,001 to
20,000 as their parent’s monthly income. As students with their parent’s monthly income of
20,001 to 30,000 represented 36 students or 13.48%. Next were the students with 40,001 to
50,000 as their parent’s monthly income is 15 students or 5.62%. Those students who are
their parent’s monthly income are 100,001 and above represented 10 students or 3.75% and
lastly 1 or 0.37 student did not respond to this item. It is evident that the maximum numbers
of respondents are having their parent’s monthly income of 10,001 to 20,000. Lastly, the
respondents of this study are composed of 49.81% which are enrolled in ABM, 33.33% are
from STEM, 10.86% are from HUMSS, and 5.99% are from GAS strand.
The level of satisfaction of senior high school students was assessed in terms of the
following dimensions: First the students are “satisfied” with their teacher’s credibility which
includes his/her expertise in the subject matter with the overall weighted mean of 3.37.
According to the research study of John Hattie (2016), teacher’s credibility is vital to learning,
and students are very perceptive about knowing which teachers can make a difference. There
are four key factors of credibility: trust, competence, dynamism and immediacy and students
seeks confidence in their teacher’s ability to deliver compelling and engaging information. With
regards to learning facilities the students are also “satisfied” with the overall weighted mean
of 2.96. According to Dr. Bruce Baker (2015) in his article “The importance of School Facilities
in Improving Student outcomes”, discussed that the school facilities can have a profound
impact on both teacher and student outcomes. With respect to teachers, school facilities affect
teacher recruitment, retention, commitment, and effort. With respect to students, school
facilities affect health, behavior, engagement learning, and growth in achievement. The
service of the school administration that CCP has offered was also denoted as “satisfied” by
the students with the overall weighted mean of 3.11. In view of this, higher education
institutions must continually assess the quality of their services since outstanding service
quality can provide them with competitive advantage (Albretch, 1991). If the higher education
institutions provide quality service which meet or exceed that expectations of their students,
their services will be evaluated as high-quality service and if not, the services will be judged
as poor (Zammuto et al, 1996). In learning experiences, the students are “satisfied” with the
overall weighted mean of 3.30. Students must be the major players in creating meaning out
of their experiences. Some studies emphasize that student engagement in the learning
process is more important for learning (e.g., Biggs 1999; Chickering and Gamson 1987; Shuell
1986). the students’ engagement in the process should be the focus of assessing the
effectiveness of teaching. Considering this, it may be difficult to evaluate teacher performance
in terms of its impact on student learning if the emphasis continues to be on the teacher’s
behavior. Curricula should meet the needs of the students and the society, study depicts that
the students were overall “satisfied” with the curriculum of their chosen track with the overall
weighted mean of 3.32, the curriculum content should reflect the frontier dynamic and aim to
meet students’ needs about the latest trend. It is necessary to increase the interdisciplinary
curricula and theories, which aims to broaden the students’ visions. At the same time, the
sharing of resources in different disciplines and institutions is also very essential. (Zhou,
2016). Lastly, students are “satisfied” based on their personal satisfaction with the mean of
3.28, according to Mai (2005) students satisfaction are influenced by different factors these
includes teacher’s expertise, quality of education, and the degree furthering student’s careers.
Therefore, the researchers conclude that the level of satisfaction of senior high school
students in terms of these dimensions are overall “satisfied”.
The senior high school students were asked a question, “Will you enroll in college
aligned to your track?” this is sought to find out the relationship between the level of
satisfaction of students in terms of different dimensions and how it will affect their decision in
enrolling in college with a course aligned to their track. The survey result depicts that 185 out
of 267 students answered “YES” they want to enroll a course in college based on their strand.
The study also indicates that highest number of respondents are “satisfied” in the following
dimensions namely: teacher’s credibility, learning facilities, school administration, curriculum,
learning experience, and personal satisfaction. Somehow, 24 responded “NO” and 58 of them
said “MAYBE”. The researchers closely study the results of the data, the students are satisfied
with their chosen strand yet some of them respondent said NO or MAYBE, as cited by
Calderon (2014) she describes the present curriculum as congested. This means that the
student’s do not get enough time to perform tasks because the curriculum is designed to be
taught in the span of 12 years not 10 years. The most obvious results of this is that high school
student will graduate without the readiness to take upon higher education or employment. She
states that these students are not fully equipped with the basic skills and competencies
needed in work. Aside from this, there are no sufficient laboratories for communication
subjects and modules are also lacking particularly for their specialized and applied subjects.
(Tabora, 2014). Therefore, the decision of the students to continue their desire course in
college that is aligned to their track is somehow affected by the degree of their satisfaction
based on abovementioned dimensions. Then, study also shows that with regards to learning
facilities it gets the lowest weighted mean of 2.96, laboratories are very important especially
for specialized and applied subjects such as general biology or general physics subjects, the
institution should focus on adding facilities that help the students for exploratory and
experimentation subjects. References are important not just for the teachers but also for the
learners, classroom as well influences student’s engagement the school should always
consider if the classroom is conducive for learning and the students are enjoying while
learning. thus, researcher generally concludes that without adequate facilities and resources,
it is extremely difficult to serve large numbers of children with complex needs. According to
Gottfredson’s theory (1981) of occupational aspirations are reflection of one’s self-concept,
his theory describes that students are attracted to certain specialization because of their self-
concept or how they perceived their selves in the future using interest, attitudes, and skills
that are strongly influenced by our shared environment (e.g. family, peers, school, and
community). However, continuing learning intentions to take up future learning are strongly
and consistently related to current or recent experiences of learning and student’s satisfaction.
Conclusions
CCP senior high school students are overall satisfied in terms of different dimensions,
it was also revealed through the study that the senior high school student’s overall
satisfactions were based from their experiences inside the campus where they are learning.
All this finding can help the authorities and policy makers for the improvement of the quality
in higher education, considering that such areas are vital for the student’s life. The study
indicates that there is a direct relationship between the degree of satisfaction of the students
as stated in the different dimensions. Senior high school students are overall satisfied with
their teacher’s expertise for it gets the highest weighted mean (3.37), when it comes to
learning experiences students are satisfied for it results to the highest second weighted mean
(3.3.0) and the curriculum which the senior high school students are currently taking, this
study indicates that they are satisfied (3.32). lastly, when the students were asked if they
experience personal satisfaction they also responded “satisfied” (3.28). it depicts that students
are encouraged to perform well inside the class, they like and wanted to learn more of their
chosen track and they are confident that they have gained sufficient knowledge in their
preferred track. Yet, the researchers conclude that students can be highly satisfied in the
abovementioned dimensions if the school administration will focus on improving their quality
and continuously assess their service. This study suggests the following improvement for the
students to be highly satisfied. First, there is no problem with regards to teacher’s credibility,
if we are going to teach students the standards, we need to be able to ensure that the teachers
who work with them will also be able to teach to those standards (Fong-Yee, 2013). This will
include continuous professional development for the teachers, they should always undergo
training and seminars that will aid them in creating holistic and competitive individuals. Then,
study also shows that with regards to learning facilities it gets the lowest weighted mean of
2.96, laboratories and complete references are very important especially for specialized and
applied subjects such as general biology or general physics subjects, the institution should
focus on adding facilities that help the students for exploratory and experimentation subjects.
References are important not just for the teachers but also for the learners, so they could
review or help them in understanding more of their lectures in class. Classroom as well
influences student’s engagement; the school should always consider if the classroom is
conducive for learning and the students are enjoying while learning by doing regularly check-
ups to their facilities. thus, researcher generally concludes that without adequate facilities and
resources, it is extremely difficult to serve large numbers of children with complex needs.
These factors might affect the respondents who answered NO and MAYBE in the survey.
According to Gottfredson’s theory (1981) of occupational aspirations students see how they
perceived their selves in the future using interest, attitudes, and skills that are strongly
influenced by our shared environment (e.g. family, peers, school, and community). However,
continuing learning intentions to take up future learning are strongly and consistently related
to current or recent experiences of learning and student’s satisfaction
Recommendations
The results of this study must be viewed within the context of several limitations. First,
the analysis was relied on self-report information, the response of the students might over-
report or under-report their perceptions based on personal concerns. Some students might
not accurately rate their own satisfaction based on the Likert item given in the questions.
Second, the questionnaires are limited to further assess the satisfaction of the students in
terms of different dimensions. It is suggested to have a future research be conducted using
valid measures to determine student’s satisfaction in different areas in the K-12 curriculum.
Third, the study population only caters to one track of senior high school which is restricted to
a single private institution. Therefore, the results might not be generalized to different aspects
of the K-12 curriculum. Future research may continue in exploring the different factors that
affect student satisfaction in terms of the senior high school track within a bigger population
and smaller margin of error. The researchers also recommend a further study regarding this
thesis for only few consider doing this kind of study. Lastly, this study will be a great start to
consider conducting a further research about the K-12 curriculum and how it affects student
satisfaction.
References
Ilyas, M. & Arif, S., 2013. Quality of work-life model for teachers of private universities
in. Quality Assurance in Education, pp. 282-298.
Russian Education & Society, 52(5), 79–88. doi: 10.2753/RES1060-9393520507 Taylor &
Francis Online]
Wilkinson and Yussof (Wilkinson, R., & Yussof, I. (2005). Public and private provision of
higher education in Malaysia: A comparative analysis. Higher Education, 50(3), 361–386.
Quality and assessment in context: A brief review. Quality Assurance in
Education, 14(3), 277–288.
New Directions for Community Colleges, 2010(150), 89–94. doi: 10.1002/cc.40
Akareem & Hossain, 2012 Akareem, H. S., & Hossain, S. S. (2012). Perception of
education quality in private universities of Bangladesh
Ashraf, M. A., Ibrahim, Y., & Joarder, M. H. (2009). Quality education management at
private universities in Bangladesh: An exploratory study. Jurnal Pendidik dan
Pendidikan, 24, 17–32
Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the
learning environment and academic outcomes: Implications for theory and practice. Studies
in Higher Education, 27(1), 27–52
http://www.ats.ucla.edu/stat/spss/dae/mlogit.htm
Retrieved from http://core.journals.yorku.ca/index.php/core/article/view/2724/1929
Agresti, A., & Kateri, M. (2011). Categorical data analysis. London: Springer.
Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? similarity and difference
in perception of students of education regarding the qualities of a good teacher and of their
own qualities as teachers. Teachers and Teaching: Theory and Practice, 13(5), 441–464.
Bailey, A. R., Chow, C. W., & Haddad, K. M. (1999). Continuous improvement in
business education: Insights from the for-profit sector and business school deans.Journal of
Education for Business, 74(3), 165–180.
Ehrman, C. (2006). On using benefit segmentation for a service industry: A study on
college career counseling services. Journal of American Academy of Business, 8(2), 179–
185.
Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher
education programmes on teacher preparedness: Implications for accreditation policy
European Journal of Teacher Education, 30(4), 351–381.
Gottfredson’s theory (1981) of occupational aspirations, www.wikipedia.com

Appendix 1: Research Instrument
LEVEL OF SATISFACTION OF GRADE 12 STUDENTS IN THEIR CHOSEN ACADEMIC

TRACK IN CENTRAL COLLEGES OF THE PHILIPPINES
The purpose of this survey is to investigate the dimensions that affects the student’s
satisfaction in their chosen academic track in Senior High School of Grade 12 student in CCP.
This survey assures the confidentiality of the respondent’s profile and answer. Do not leave
any item unanswered and answer as honestly as possible to arrive the authenticity of results.
I. SOCIO-DEMOGRAPHIC PROFILE
NAME (optional): ________________________________________
What is your sex? (Pls. check one box)

 MALE
 FEMALE
What is your age? (Pls. check one box)

 Below 15 years old
 15 - 20 years old
 20 – 25 years old
 25 – 30 years old
 31 and above _________________
What is your religion? (Pls. check one box)

 Catholic
 Christian
 Islam
 Iglesia Ni Cristo
 None
 Others pls. specify ______________________
What is your city address? (Pls. check one box)
 Manila
 Quezon City
 Pasig
 Rizal area
 Outside metro manila
What is your parent’s monthly income? (Pls. check one box)

 Below 10, 000

 10,001 to 20, 000
 29, 001 to 30, 000
 40, 001 to 50, 000
 100, 001 and above
What is your parent’s highest educational attainment? (Pls. check one box)
 Elementary level
 Elementary Graduate
 High school level
 Highs school Graduated
 College level
 College Graduate
 With Master’s unit
 Master’s Degree holder
 With Doctorate units
 Doctorate Degree Holder
II. ACADEMIC TRACK/STRAND
What is your strand in Senior High School?

 Accountancy, Business, and Management (ABM) strand
 Science, Technology, Engineering, and Mathematics (STEM) strand
 Humanities and Social Sciences (HUMSS) strand
 General Academic Strand (GAS)
Would you like to enroll a course in college aligned to your track in Senior High?
 YES
 NO
 MAYBE
II. DIMENSIONS THAT AFFECT STUDENT SATISFACTION
PLEASE ENCIRCLE YOUR LEVEL OF SATISFACTION TO

RATE THE FOLLOWING DIMENSIONS ACCORDING TO
THE 4-POINT SCALE WHEREIN:
4-HIGHLY SATISFIED, 3 - SATISFIED, 2 - MODERATELY

SATISFIED, & 1 - DISSASTISFIED
A. TEACHER'S CREDIBILITY HS S MS DS
The teacher has the expertise on the subject he/she teaches 4 3 2 1
The teacher always gives timely feedback on assignments
either in a form of a grade, written comments or verbal
response 4 3 2 1
The homework assignments are relevant to what we are
doing in class 4 3 2 1
The teacher uses different instructional materials in teaching 4 3 2 1
The teacher teaches based on his/her field of specialization 4 3 2 1
The teacher practices his/her profession ethically 4 3 2 1
The teacher treats student's fairly 4 3 2 1
The teachers are approachable, and I can talk to them
outside the class 4 3 2 1
B. LEARNING FACILITIES HS S MS DS
The library has complete references 4 3 2 1
The computers and internet are functioning properly 4 3 2 1
The students can access freely the internet for doing
assignments and other academic related activities 4 3 2 1
The classrooms are clean, well ventilated and conducive in
learning 4 3 2 1
The supplies available in the school bookstore are complete 4 3 2 1
The students have access in the audio/visual room 4 3 2 1
The audio-visual equipment’s are in good conditions 4 3 2 1
The classroom arrangements are well organized 4 3 2 1
C. SCHOOL ADMINISTRATION HS S MS DS
The school has enough administrative staffs that assist
students during enrollment 4 3 2 1
The administrative office is open during convenient hours 4 3 2 1
The library staffs are helpful and approachable 4 3 2 1

The clinical staffs are accommodating and helpful 4 3 2 1
The counseling staff cares about the students as individuals 4 3 2 1
The office of student affairs and their services response well
in the students’ needs and requests 4 3 2 1
The restrooms and canteens are tidy and enough to
accommodate the whole population of the students 4 3 2 1
The appropriate security measures in school are properly
implemented 4 3 2 1
D. LEARNING EXPERIENCES HS S MS DS
The university arranges seminar for students as part of their
learning 4 3 2 1
The teacher provides different collaborative activities 4 3 2 1
The instructions are given by the teacher in a manner that
enlightens rather than confuse students 4 3 2 1
The level/difficulty of subject content is appropriate for my
chosen track 4 3 2 1
The class requirements are clear and reasonable 4 3 2 1
The students can share ideas during class discussion 4 3 2 1
The students can experience intellectual growth 4 3 2 1
The practical learning period helps students improve their
learning achievement 4 3 2 1
E. CURRICULUM HS S MS DS
The subjects offered are aligned to my chosen academic
track 4 3 2 1
The teacher provides the course guide of the subject 4 3 2 1
The teacher uses the community as a learning facility 4 3 2 1
The teacher does team teaching to bring about effective
learning process 4 3 2 1
The teacher designs project based on learning situations for
active learning participations 4 3 2 1
The teacher integrates learner nature and interest in the
subject matter 4 3 2 1
The school provides training based on our chosen academic
track 4 3 2 1
The school exposes the students to the community through
excursion/field trip at least once in a school year 4 3 2 1
F. PERSONAL SATISFACTION OF STUDENTS HS S MS DS

I am encouraged to perform well in class by my teachers 4 3 2 1
I perform well in class because I really like my chosen track 4 3 2 1

I get high grades in my subjects 4 3 2 1
I can see that there is a good relationship between the
teachers and students 4 3 2 1
I am competent that I have gained sufficient knowledge in my
preferred track that helps me to be equipped in my college
study 4 3 2 1
I don’t feel any regret regarding my decision in choosing my
academic track 4 3 2 1
I look forward to the next class meetings 4 3 2 1
I have a plan of enrolling a course in college that is aligned
with my chosen track in Senior High School 4 3 2 1
Appendix 2: Statistical Treatment Results
Sex Frequency Percentage (%)

Male 87 32.58
Female 180 67.42
Total 267 100.00
Age Frequency Percentage (%)

Below 15 years old 8 3.00
15 - 20 years old 259 97.00
Total 267 100.00
Religion Frequency Percentage (%)

Catholic 218 81.65
Christian 39 14.61
Iglesia Ni Cristo 4 1.50
None 1 0.37
No Response 5 1.87
Total 267 100.00
City Address Frequency Percentage (%)

Manila 82 30.71
Quezon City 138 51.69
Pasig 22 8.24
Rizal area 15 5.62
Outside metro manila 7 2.62
No Response 3 1.12
Total 267 100.00
Monthly Income Frequency Percentage (%)

Below 10,000 81 30.34
10,001 to 20,000 124 46.44
20,001 to 30,000 36 13.48
40,001 to 50,000 15 5.62
100,001 and Above 10 3.75
No Response 1 0.37
Total 267 100.00
Parent's Highest Educational

Frequency Percentage (%)
Attainment
Elementary level 6 2.25
Elementary Graduate 4 1.50
High school level 32 11.99
Highs school Graduated 80 29.96
College level 60 22.47
College Graduate 79 29.59
With Master’s unit 3 1.12
Master’s Degree holder 3 1.12
Total 267 100.00
Strand Frequency Percentage (%)

Accountancy, Business, and
133 49.81
Management (ABM) strand
Science, Technology,
Engineering, and Mathematics 89 33.33
(STEM) strand
Humanities and Social
29 10.86
Sciences (HUMSS) strand
General Academic Strand
16 5.99
(GAS)
Total 267 100.00
Appendix 3: Assessment
HS S MS D
Weighted Verbal
TEACHER'S CREDIBILITY 4 3 2 1
Mean Interpretation
Frequency
The teacher has the expertise on Highly
154 104 8 1 3.54
the subject he/she teaches Satisfied
The teacher always gives timely
feedback on assignments either in
110 128 28 1 3.30 Satisfied
a form of a grade, written
comments or verbal response
The homework assignments are
relevant to what we are doing in 136 105 24 2 3.40 Satisfied
class
The teacher uses different
122 122 22 1 3.37 Satisfied
instructional materials in teaching
The teacher teaches based on
146 97 23 1 3.45 Satisfied
his/her field of specialization
The teacher practices his/her
136 107 23 1 3.42 Satisfied
profession ethically
The teacher treats student's fairly 86 119 48 14 3.04 Satisfied
The teachers are approachable,
and I can talk to them outside the 143 101 18 5 3.43 Satisfied
class
Overall Weighted Mean 3.37 Satisfied
HS S MS D
Weighted Verbal
LEARNING FACILITIES 4 3 2 1
Mean Interpretation
Frequency
The library has complete
64 142 54 7 2.99 Satisfied
references
The computers and internet are
65 112 82 8 2.88 Satisfied
functioning properly
The students can access freely the
internet for doing assignments and 87 110 56 14 3.01 Satisfied
other academic related activities
The classrooms are clean, well
ventilated and conducive in 82 129 51 5 3.08 Satisfied
learning
The supplies available in the
54 the 86 17 2.75 Satisfied
school bookstore are complete
The students have access in the
64 109 82 12 2.84 Satisfied
audio/visual room
The audio-visual equipment’s are
75 117 66 9 2.97 Satisfied
in good conditions
The classroom arrangements are
85 148 28 6 3.17 Satisfied
well organized
HS S MS D
Weighted Verbal
SCHOOL ADMINISTRATION 4 3 2 1
Mean Interpretation
Frequency
The school has enough
administrative staffs that assist 102 130 34 1 3.25 Satisfied
students during enrollment
The administrative office is open
94 136 34 3 3.20 Satisfied
during convenient hours
The library staffs are helpful and
91 121 50 5 3.12 Satisfied
approachable
The clinical staffs are
79 96 70 22 2.87 Satisfied
accommodating and helpful
The counseling staff cares about
109 128 30 0 3.30 Satisfied
the students as individuals
The office of student affairs and
their services response well in the 82 127 50 8 3.06 Satisfied
students’ needs and requests
The restrooms and canteens are
tidy and enough to accommodate
87 94 71 14 2.95 Satisfied
the whole population of the
students
The appropriate security measures
103 112 43 9 3.16 Satisfied
in school are properly implemented
HS S MS D
Weighted Verbal
LEARNING EXPERIENCES 4 3 2 1
Mean Interpretation
Frequency
The university arranges seminar
for students as part of their 114 137 14 2 3.36 Satisfied
learning
The teacher provides different
114 136 16 1 3.36 Satisfied
collaborative activities
The instructions are given by the
teacher in a manner that enlightens 97 144 23 3 3.25 Satisfied
rather than confuse students
The level/difficulty of subject
content is appropriate for my 106 128 31 2 3.27 Satisfied
chosen track
The class requirements are clear
95 123 41 8 3.14 Satisfied
and reasonable
The students have the
opportunities to share ideas during 114 125 27 1 3.32 Satisfied
class discussion
The students are able to
127 122 15 3 3.40 Satisfied
experience intellectual growth
The practical learning period helps
students improve their learning 117 122 24 4 3.32 Satisfied
achievement
HS S MS D
Weighted Verbal
CURRICULUM 4 3 2 1
Mean Interpretation
Frequency
The subjects offered are aligned to
148 94 21 4 3.45 Satisfied
my chosen academic track
The teacher provides the course
130 111 25 1 3.39 Satisfied
guide of the subject
The teacher uses the community
131 111 24 1 3.39 Satisfied
as a learning facility
The teacher does team teaching to
bring about effective learning 124 114 29 0 3.36 Satisfied
process
The teacher designs project based
on learning situations for active 113 133 20 1 3.34 Satisfied
learning participations
The teacher integrates learner
nature and interest in the subject 117 117 30 2 3.31 Satisfied
matter
The school provides training based
120 110 29 8 3.28 Satisfied
on our chosen academic track
The school exposes the students
to the community through
126 72 34 35 3.08 Satisfied
excursion/field trip at least once in
a school year
HS S MS D
PERSONAL SATISFACTION OF Weighted Verbal
4 3 2 1
STUDENTS Mean Interpretation
Frequency
I am encouraged to perform well in
104 131 30 1 3.27 Satisfied
class by my teachers
I perform well in class because I
113 123 29 2 3.30 Satisfied
really like my chosen track
I get high grades in my subjects 97 131 33 6 3.19 Satisfied
I can see that there is a good
relationship between the teachers 110 128 24 5 3.28 Satisfied
and students
I am competent that I have gained
sufficient knowledge in my
118 121 24 4 3.32 Satisfied
preferred track that helps me to be
equipped in my college study
I don’t feel any regret regarding my
decision in choosing my academic 139 92 30 6 3.36 Satisfied
track
I look forward to the next class
101 119 39 8 3.17 Satisfied
meetings
I have a plan of enrolling a course
in college that is aligned with my 142 89 24 12 3.35 Satisfied
chosen track in Senior High School
Appendix 4: Chi square’s Contingency Table

Teacher’s Credibility aligned to your track? Total
Yes No Maybe
Satisfied 105 12 32 149
Overall 185 24 58 267

Learning Facilities aligned to your track? Total
Yes No Maybe
Satisfied 111 11 31 153
Overall 185 24 58 267

School Administration aligned to your track? Total
Yes No Maybe
Satisfied 121 10 31 162
Overall 185 24 58 267

Curriculum aligned to your track? Total
Yes No Maybe
Satisfied 111 11 40 162
Overall 185 24 58 267

Learning Experiences aligned to your track? Total
Yes No Maybe
Satisfied 109 9 33 151
Overall 185 24 58 267

Personal Satisfaction aligned to your track? Total
of the students
Yes No Maybe
Satisfied 109 13 38 160
Overall 185 24 58 267
Biographical Statement
Rubelyn Bataller is a graduate of Bachelor of Science in Business Administration major
in Marketing in Camarines Norte State College. She was a former Administrative assistant in
a telecommunication company. Her first ambition is to work in any prestigious company that
is why she pursued a business course. After working in different companies, she decided to
reach her second dream, and that is to become a Teacher. She resigns to her previous job
and started to pursue her passion in teaching. As of now, she is taking up Post baccalaureate
in Teacher education in PUP to make her dream into reality.
Mary Grace Luna is a graduate of Bachelor of Science in Cooperatives in University
of Eastern Philippines. Currently working as a travel tax processor at Tourism infrastructure
and Enterprise Zone Authority. She wanted to become a Professional Teacher. As of now,
she is taking up Post baccalaureate in Teacher education in PUP to become a Licensed
Professional Teacher.
Carina Monfero is a bachelor’s degree holder in Information Technology at Laguna
State Polytechnic University and currently working as a government employee. Her ultimate
dream is to become a teacher. As of now, she is taking up Post baccalaureate in Teacher
education in PUP.
Ma. Angelica Rivera graduated as a 4-year academic scholar with a degree of
Bachelor of Science in Business Administration major in Marketing Management at Philippine
School of Business Administration. She graduated as 1st honorable mention in high school
that makes her eligible to apply as Benjamin P. Paulino Scholar in PSBA. Now, she is currently
working as a Part-time teacher in Senior High School department and a full-time LIS
Coordinator and Administrative assistant in Central Colleges of the Philippines. She believes
that being a teacher is a calling from God and now she is currently taking up Post-
baccalaureate in Teacher Education in PUP to pursue this calling.
Rosabel Tan, is a graduate of Bachelor of Science in Accountancy at Camarines Norte
State College. She is now currently taking up Post-baccalaureate in Teacher Education in
PUP. She is an Internal Auditor at a private accounting firm that provides accounting services
to its client. Her ambition that started since high school is to become an Educator and that
she may impart her knowledge and skills to her future students especially to those located in
indigent places.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1

The Problem and Its Background

“Empirical Study on University Curriculum Satisfaction of University Graduates” states that

a person’s feelings of pleasure or disappointment resulting from comparing a product

perceived performance or outcomes in relation to his or her expectations. It means if the

consistently related to current or recent experiences of learning and student’s satisfaction.

Figure 1. Dimensions that influences the student satisfaction

INPUT PROCESS OUTPUT

Dimensions of Student’s satisfaction

Statement of the Problem

This study sought to determine the Level of satisfaction of Grade 12 students of

1. What is the profile of the student-respondents in terms of:

1.4. City Address;

1.5. Parents Monthly Income;

1.6. Parents Educational Attainment;

1.7. Academic track and strand?

2. What is the level of satisfaction of Grade 12 students in terms of:

2.1 Teacher’s Credibility;

2.2 Learning Facilities;

2.3 School Administration;

2.5. Learning Experiences;

2.6. Personal Satisfaction of the Students?

satisfaction in terms of:

3.1. Teacher’s credibility;

3.2. Learning Facilities;

3.3. School administration;

3.5. Learning Experiences;

3.6. Personal Satisfaction of the students.

Scope and Limitations

was conducted during the second semester of School year 2017-2018.

Significance of the Study

chosen academic track. This study will benefit the following:

affects student’s satisfaction.

strikes their interest the most inside the classroom.

who will choose academic track/strand.

of senior high school students in their chosen track.

STEM, HUMSS, and GAS (Edukasyon.ph, 2017).

Credibility. According to Wikipedia (2018), credibility has two key components:

includes relatively objective characteristics of the source or message (e.g., credentials,

certification or information quality). Secondary components of credibility include source

dynamism (charisma) and physical attractiveness.

Curriculum. According to Wikipedia (2018), curriculum is broadly defined as the

specifically to a planned sequence of instruction, or to a view of the student's experiences in

terms of the educator's or schools’ instructional goals.

Dimensions. According to Webster (2018) it is defined as the amount or number of

things that something affects or influences.

Learning Experience. Wikipedia (2018) refers to it as any interaction, curse, program,

setting (schools, classrooms) or nontraditional settings (outside-of-school) locations.

Facilities. Wikipedia (2018) state that facilities is an installation, contrivance, or other

things which facilitates something; a place for doing something

Satisfaction. Satisfaction is a feeling of happiness that obtain when a person fulfilled

REVIEW OF RELATED LITERATURE

researcher has examined to shed light on the topic under study.

important component. As defined by Kotler (2017) satisfaction is the fulfillment of need or

desire, the pleasure obtained by a product’s perceived performances (outcomes) in relation

the dimensions used in this study.

Personal Satisfaction of Students

According to Richard Herdlein, Emily Zurner (2015) in their article “Student

Satisfaction, Needs, and Learning Outcomes”, discussed that European universities in

Maintaining and improving students’ satisfaction has been considered an important