AWARENESS AND SATISFACTION OF THE BACHELOR OF SECONDARY

EDUCATION STUDENTS ON THE DMMMSU MLUC STUDENT AFFAIRS AND

SERVICES

MARQUEZ, PINKY M.
NUCASA, RHAN LLOYD A.
QUIMPAN, LAARNI L.

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

MID LA UNION CAMPUS
COLLEGE OF EDUCATION
CITY OF SAN FERNANDO, LA UNION

BACHELOR OF SECONDARY EDUCATION

Major in Social Studies

May 2024

i
 ACKNOWLEDGMENTS

The researchers would like to express their deepest gratitude to the following

people for their assistance, support, and ideas in making this study a success:

To their Thesis Adviser. Ma’am Riza A. Costales for her time and effort. guidance

and unending patience, and recommendations for the accomplishment of this study;

To the Bachelor of Secondary Education students of DMMMSU-MLUC, who

diligently participated in the data collection process, for their cooperation, and valuable

information;

To their Head of Student Affairs and Services, Dr. Dodilyn Bermudez for

providing the invaluable support and services of the Student Affairs and Services;

To their Validators, Mr. Jomar A. Avena & Mrs. Avelina C. Visaya for their

commendable patience, and understanding in examining the final survey questionnaire;

To their families and friends, for giving the researchers an inspiration, motivation,

and moral support to push through this paper, and

Above all, to God Almighty, for the wisdom. He gave upon the researchers, for the

strength, peace of mind, and good health necessary to complete this research.

PMM
RLAN
LLQ

ii
 TABLE OF CONTENTS

TITTLE PAGE …………………………………...…………………………........ i

ACKNOWLEDGEMENTS …………………………………………………….. ii

ABSTRACT ………………………………………………………………............ v

CHAPTER

1 INTRODUCTION

Situation Analysis ………………………………………………… 1

Statement of the Problem …………………………………............. 9

Definition of Terms ………………………………………………. 9

Framework of the Study …………………………………………. 11

Research Paradigm ………………………………………………. 12

2 METHODOLOGY

Research Design ………………………………………………….. 14

Source of Data ……………………………………………………. 15

Instrumentation and Data Collection ……………………………... 15

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 Analysis of Data …………………………………………………... 16

3 RESULT AND DISCUSSION

I. Student Welfare Services ……………………………………….. 18

II. Student Development Programs and Services …………………. 20

III. Institutional Student Program and Services …………………… 21

4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary ………………………………………………………….. 50

Conclusions ……………………………………………………….. 51

Recommendations ………………………………………………… 51

LITERATURE CITED …………………………………………………………. 52

APPENDECIES

A. Validation Letter ………………………………………………….. 59

B. Informed Consent ………………………………………………… 61

C. Survey Questionnaires ……………………………………………. 62

CURRICULUM VITAE ………………………………………………………… 66

iv
 ABSTRACT

MARQUEZ, PINKY M., NUCASA, RHAN LLOYD A., QUIMPAN, LAARNI L.

(2024). Awareness and Satisfaction of Secondary Education Students on the

DMMMSU Student Affairs and Services. Bachelor of Secondary Education (Major in

Social Studies). Don Mariano Marcos Memorial State University Mid La Union Campus,

College of Education, City of San Fernando, La Union.

Adviser: Costales, Riza A.

Student Affairs and Services in higher education institutions contribute to the

quality of students' learning experiences and their holistic student development. Studies in

Student Affairs and Services programs are crucial for understanding the consistencies and

inconsistencies in the delivery of services to students. This study determined the extent of

awareness and level of satisfaction of secondary education students with the student affairs

and services of DMMMSU-MLUC for the school year 2023–2024. Thisstudy used a

descriptive research design, utilizing the survey questionnaire to gather data among 150

respondents among first to third-year secondary education students. A quantitative

approach

was used to measure awareness and satisfaction. The five-point scale was used to interpret

the data gathered. The study found out that the students were much aware and much

satisfied with the delivery of Student Affairs and Services in terms of student welfare,

student development, and institutional student programs and services.

Keywords: awareness, satisfaction, student affairs and services

v
 Chapter 1

INTRODUCTION

Situation Analysis

Education is a conscious and planned effort to create a conducive learning

environment and learning process. Education aims to prepare learners to become

professionals in both academic and non-academic fields, enabling them to generate ideas

and apply knowledge based on their acquired abilities. To achieve these objectives, higher

education institutions are the initial step in guiding learning activities, providing adequate

quality services, complete facilities and infrastructure, and integrated guidance and

counseling. Universities are responsible for training students in addition to teaching,

research, administrative services, and more (Utami & Regita, 2023).

Technological advancements are reshaping learning environments, requiring

student development specialists to adopt a proactive stance amid challenges such as

substance abuse, infectious diseases, and mental health issues. The global expansion of

higher education introduces diverse dynamics, with universities serving as engines of

social mobility. Student populations are increasingly diverse, motivated by both academic

pursuits and the need to enter the workforce.

1
 Universities increasingly acknowledge that significant learning occurs outside

traditional classrooms, often referred to as the "second curriculum." This recognition

emphasizes the need for intentional collaboration between academic and student support

systems, challenging institutions to transcend historical boundaries and adapt to evolving

student needs.

In this context, student development experts play a crucial role in ensuring that

educational initiatives reflect the diverse backgrounds of students. Given the

unprecedented challenges facing universities, prioritizing student-centric approaches is

paramount, guiding institutional design. Demographic and contextual shifts demand a

redefinition of roles within student affairs and development, aimed at fostering holistic

growth for students intellectually, socially, and emotionally in a rapidly transforming

higher education landscape (Schreiber & Luescher, 2020).

In the Philippine context, the Commission on Higher Education (CHED) issued the

CHED Memorandum Order No. 09 Series of 2013, known as the Enhanced Policies and

Guidelines on Student Affairs and Services. Section 04 of the said CMO states: ["An

educational institution seeks to form individuals who can later become productive citizens

of the country and the world. Its responsibility is not only confined to the teaching and

development of job skills, but also to the acquisition of life skills and values. The

2
individuals produced by the educational institution should be able to contribute positively

to the progress of his/her country, and to the improvement of the human conditions."]

Student Affairs and Services therefore must systematically and deliberately address this

end objective of producing citizens suited to the aims of the country and of humanity.

Higher education institutions must provide a set of student-centered services in support of

academic instruction intended to facilitate holistic and well- rounded student development

for active involvement as future responsible citizens and leaders. These shall be

collectively known as Student Affairs and Services." The Center for Students and Co-

Curricular Affairs" is dedicated to promoting comprehensive and high-caliber education

accessible to all. It prioritizes tackling challenges, issues, and needs faced by young people

and students in informal educational settings outside traditional classrooms. The center's

objective is to enrich education through the delivery of comprehensive and high-quality

co-curricular programs, initiatives, and events, aiming to equip Filipino children and youth

with the skills necessary for global competitiveness. (Maslang et al., 2021).

According to MLUC Chancellor Eduardo Corpuz, as stated in Flexible Learning

Guide for Student Services Academic Year 2020-2021, the Philippine education system

shifts to another paradigm because of the global pandemic, the administration, personnel,

teachers, students, and stakeholders tend to adapt to new pedagogies and regulations

particularly in delivering quality education and services. In this manner, it paves the

approach for a landscape change in the teaching-learning processes through flexible

learning. Even though universities adopt flexible learning, they still pledge for the effective

3
and efficient conveyance of services among the students and the stakeholders. The Student

Affairs Services (SAS) unit will partner with students as they go through the challenges of

this new learning style and serve as a backbone for students to move further in their

education

La Union has 14 HEls, 13 private schools, and one public school. This includes the

Don Mariano Marcos Memorial State Universities (DMMMSU), the only state university

in La Union, is composed of the North La Union Campus (NLUC) in Bacnotan, the Mid-

La Union Campus (MLUC) in the City of San Fernando, the South La Union Campus

(SLUC) in Agoo and the Open University System (OUS). Since its existence, DMMMSU

has been performing as one of the best state universities in the Philippines. DMMMSU's

world ranking is 10071, while in the country, its ranking is 91. DMMMSU continues to

fortify as it reflects the quality and excellence of higher education as it remains

unstoppable, soaring higher and brighter (Viduya, 2021).

DMMMSU passed the ISO 9001:2015 Stage 1 and Stage 2 Certification in

November 2020. The audit scope is the provision of instruction, research, extension, and

support services (DMMMSU, 2020). The support services that were mentioned include the

benefits intended for the students in the university. In SAS, academic support services

relate to student welfare, student development, and institutional student programs and

services.

4
 The Mid La Union Campus activates the Online Student Technical Assistance

Center (OSTAC), which caters to students various academic and non-academic concerns

at the Don Mariano Marcos Memorial State University Mid La Union Campus. The

OSTAC was conceptualized to ensure an avenue for students to air their concerns every

time they are experiencing technical problems in using a computer resource. Moreover,

this serves as the campus customer support center for students or individuals who would

like to inquire about a particular program offering or other operations of the university and

the campus. Bonafide students who have difficulty accessing their Google Classroom,

using a computer or converting a file, or even an Inquiry on admission or scholarship may

refer their concerns to the Technical Support Team. The latter is readily available from

Monday to Saturday from 8 AM until 5 PM. The OSTAC is a particular project supervised

by the Office of Student Affairs and Services of the Mid La Union Campus. Moreover, the

Student Affairs and Services Office allows students to borrow pocket Wi-Fi for free to

support their online class learning.

The DMMMSU MLUC also launched Digital Hub on February 10, 2021,

supporting students in times of pandemics. The project primarily aims to establish a

computer hub for students in the main campus library and various college learning resource

centers. This was undertaken to provide students with additional support toward achieving

their academic goals for this semester and succeeding years. As an initial undertaking, a

total of 30 brand new laptops were acquired and turned over to the campus librarian and

concerned college deans. For students to avail of this service during this pandemic, the

5
Office of Student Affairs and Services, in cooperation with the Campus Library Services

Unit, is planning to extend this program starting this 2nd quarter of 2021 to the barangays

or local government units where the most in-need students reside. The project is an

initiative of the Office of Student Affairs and Services and the Campus Student Body

Organization of the Mid La Union Campus (Student Affairs and Services, 2021).

Several Studies have delved into Student Affairs and Services. A systematic

analysis of these studies highlights that the predominant focus was on Awareness and

Satisfaction on Student Affairs and Services. In a study investigating Student Affairs and

Services, Orogo (2020) observed that at CBSUA-Pasacao indicate a predominantly female

and young student body with high awareness and satisfaction levels regarding Institution-

provided Support Services. Notably, both male and female students exhibit statistically

equivalent levels of awareness and satisfaction, highlighting the Institution's success in

delivering effective and inclusive support services. However, there is need for further

investigation into specific aspects of satisfaction that can guide targeted improvements for

continued success.

Most students, as found by Perez and Bucad (2021), possess a moderate level of

awareness (average mean of 4.38) regarding student service procedures administered by

the Office of Student Affairs and Services (OSAS) under the admission section. Notably,

students expressed high awareness, rating as "extremely aware," for specific services such

as administering entrance examinations, conducting regular orientation on admission

6
requirements, and posting admission requirements on the university website and bulletin

boards.

Meanwhile respondents, as observed by Pascual and Gervacio (2019), showed high

awareness, satisfaction, and usage of student affairs/services, with a strong correlation

indicating that satisfaction increases with higher awareness levels.

Majority of the enrolls in the campus took the courses being offered from the

College of Information and Communications Technology and this department is a male-

dominated department. From the results observed by Vega (2019), Guidance and

Counselling, Career and Placement, Student Activities, Student Publication and Student

Development, Scholarship and Financial Assistance, Sports Development, Culture and the

Arts, and Food Service delivered their programs and services very satisfactory which

shows that they were able to comply with the enhanced guidelines and policies set by the

Commission on Higher Education.

Additionally, Aragonte (2018) found that the majority of OSA services are

recognized by students, with a percentage of 91% and above. It is evident that the five

campuses are performing their services accordingly for the common good of the students.

However, three services had low recognition: Alumni Services; Multi-faith Services; and

Student Housing & Residential Services. These less-known services are those that students

7
are either unaware of, or have not availed of. In fact, Student Housing and Facilities were

perceived by students and personnel as inadequate or missing (Mercado, Hilario & Nuqui,

2015).

Results are shown in the study by Siron (2023), that there is no significant

relationship between the respondents' awareness and satisfaction among the units under

Student Development Services. This indicates that there is no connection between the level

of awareness and the level of satisfaction among the services of SAS. This information

might serve as a benchmark for the SAS unit since it informs students about the services

and programs that are offered to them, enabling them to take use of them in the future and

be satisfied with the services.

8
Statement of the Problem

This study determined the extent of awareness and level of satisfaction of

Secondary Education with the student affairs and services of DMMMSU- MLUC for the

school year 2023-2024.

Specifically, it answered the following questions:

1. What are the services provided by Student Affairs and Services in DMMMSU-

MLUC?

2. What is the extent of awareness of College of Education students on Student Affairs

and Services?

3. What is the level of satisfaction of College of Education students on Student Affairs

and Services?

Definition of Terms

For a better understanding of this research report, the following terms are

operationally defined:

College of Education students refers to the first year to third-year students enrolled

in Don Mariano Marcos Memorial State University's Mid La Union Campus and obtained

with the services and programs of Student Affairs and Services.

Extent of awareness refers to the students' degree of consciousness or knowledge

regarding the services offered by Student Affairs and Services at Don Mariano Marcos

Memorial State University – Mid La Union Campus.

9
 Institutional Student Programs and Services refers to the services and programs

designed to pro-actively respond to students' basic health, food, shelter, and safety

concerns, including students with special needs and disabilities and the school. It includes

admission, scholarship and financial assistance, food, health, security and safety, housing

and residential services, multi-faith, foreign/international students, services for students

with special needs, and other programs including culture and arts, sports, and community

involvement (CMO No. 9 s. 2013).

Level of satisfaction refers to the degree of favorability or contentment of the

students with the services provided by Student Affairs and Services among College of

Education students at Don Mariano Marcos Memorial State University-Mid La Union

Campus.

Services refers to the different support systems, resources, and programs designed

to improve the overall student experience, promote academic success, and meet students'

holistic needs in educational institutions.

Student Affairs and Services is an Higher Education Institutions (HEIs) dedicated

to helping students succeed academically and grow in all areas of their lives. These services

include programs that support students' educational needs and promote their overall

development.

Student Development Services encompass services and initiatives aimed at

unlocking, enriching, and nurturing students' complete capabilities for personal growth,

leadership, and societal engagement via institutional or student-led activities.

10
 Student Welfare Services refer to the basic services and programs needed to ensure

and promote the well-being of students.

INPUT PROCESS OUTPUT

\
\

Extent of
1. Data gathering Awareness and
through Level of
questionnaire survey Satisfaction of
Secondary
SAS Services
Education students
2. Data with the student
interpretation and affairs and services
review of DMMMSU-
MLUC

Feedback

Fg. 1 Research Paradigm

11
 Framework of the Study

In the Student Development Theory (SDT) stated that the developmental stage of

college students influences their perception of the world, aiding in meeting their needs and

enhancing the ability of higher education administrators to support them during their

college journeys (Louisiana State University Online, 2020). This claim support that the

awareness and level of satisfaction among students play pivotal roles in shaping their

educational experiences and overall well-being within academic institutions. The

awareness component is intricately tied to how information is disseminated and absorbed

by students. Educational institutions must employ diverse communication channels,

including official announcements, websites, social media platforms, and campus events, to

ensure that students are well- Informed about academic programs, extracurricular

activities, and available support services. Understanding and addressing the awareness and

satisfaction levels of students are essential for creating a positive and enriching educational

environment.

A practical student affairs and services operation that puts the student at the center

of all efforts by supporting students in their academic endeavors and enhancing their

personal, social, cultural, and cognitive development will achieve the desired outcomes for

higher education. In general, it includes the following: (a) a high quality well rounded

higher learning experience; (b) improved higher education access regardless of

ability/background; (c) better retention and progress toward graduation; higher graduation

12
rates; (d) enhanced career/employment prospects and lifelong learning interests; and (f)

life as a responsible, contributing community member and citizen.

Student Development Theory (SDT) is intricately linked with student affairs and

services within higher education institutions, serving as a guiding framework for

understanding and supporting the holistic development of college students. By recognizing

the diverse developmental stages students undergo, student affairs professionals tailor their

programs and services to meet students' evolving needs, fostering engagement,

involvement, and a sense of belonging on campus. Through initiatives that promote

diversity, inclusion, and collaboration between academic and student affairs departments,

SDT informs the creation of supportive environments that enhance students personal,

academic, and social growth, ultimately contributing to their overall success and well-being

within the college community.

Diverse developmental stages students undergo, student affairs professionals tailor

their programs and services to meet students' evolving needs, fostering engagement,

involvement, and a sense of belonging on campus. Through initiatives that promote

diversity, inclusion, and collaboration between academic and student affairs departments,

SDT informs the creation of supportive environments that enhance students' personal,

academic, and social growth, ultimately contributing to their overall success and well-being

within the college community.

13
 Chapter 2
METHODOLOGY

Research Design

This study used the descriptive research design, utilizing the survey method.

Descriptive research is a type of research that studies the participants who participate in

the research or a certain situation. Thus, it answers "what is"; therefore, observational and

survey methods are commonly used to collect data (Upen, 2018). Descriptive research aims

to accurately and systematically describe a population, situation, or phenomenon

(McCombes, 2020). In this study, descriptive research was used to describe the perception

of Bachelor of Secondary Education students’ perception of their awareness and

satisfaction on the different SAS they receive in DMMMSU in terms of Student Welfare,

Student Development, and Institutional Student Programs and Services, through a survey.

Furthermore, the Quantitative approach was used to measure the awareness and satisfaction

of students based on their responses to the survey questionnaire.

In this study, a quantitative approach was employed to gauge the awareness and

satisfaction levels of students, from their responses to a survey questionnaire. The

quantitative method involves the collection and analysis of numerical data to quantify

relationships and patterns, allowing for statistical analysis and interpretation. By utilizing

a structured survey questionnaire, researchers were able to systematically gather data on

students' perceptions of their awareness and satisfaction regarding various aspects of

14
Student Affairs Services (SAS). This approach facilitated the measurement of specific

variables related to awareness and satisfaction, enabling researchers to quantify the extent

to which students were aware of the services available to them and their level of satisfaction

with these services.

Source of Data

The primary data source was the College of Education students from 1st to 3rd year

enrolled in the school year 2024-2025.The researchers used a form of survey questionnaire

and distributed it to students, asking them to rate their awareness and satisfaction levels

regarding the Student Affairs Services (SAS) provided by the university. The responses

collected from the completed questionnaires would serve as the primary data source for the

study's analysis

Instrumentation and Data Collection

As the research undergoes validation, all the survey questions are confirmed to be

valid. This validation process is conducted by experts who have rated all items with a score

of 4 which is equivalent to 1. Consequently, all the questions are deemed valid, allowing

the survey to proceed.

To provide the gathered data, a survey form was used as the main data gathering

instrument for this study. This was used by the researcher to gather information needed to

identify their awareness and satisfaction levels regarding the Student Affairs Services

15
(SAS) provided by the university. The respondents will answer the questionnaire that the

researchers distributed in hard copy for the data collection. The dissemination of

questionnaire forms goes this way. The researchers first ask all the College of Education

chairpersons to distribute questionnaires to their students. In addition, the researchers will

coordinate with the class captains to assist them in reaching the respondents. The

researchers will likewise communicate with the respondents using Facebook Messenger

via personal or direct message. Confidentiality will be maintained by making the names of

the respondents optional. The course and grade level are required. The respondents'

responses in the instrument will be sorted, tallied, organized, and analyzed according to the

study's objectives.

Data Analysys

The median was utilized to assess the awareness and satisfaction levels of

College of Education students regarding Student Affairs and Services, including the

services provided, extent of awareness, and level of satisfaction, using a five-point scale

for interpretation of the results.

Descriptive Equivalent of Ranges

Point Value Descriptive Equivalent

5 Very Much Aware
4 Much Aware
3 Moderately Aware

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2 Fairly Aware
1 Not Aware

Descriptive Equivalent of Ranges

Point Value Descriptive Equivalent
5 Very Much Satisfied
4 Much Satisfied
3 Moderately Satisfied
2 Fairly Satisfied
1 Not Satisfied

17
 Chapter 3
RESULS AND DISCUSSION

Services provided by Student Affairs and Serviced in DMMMSU-MLUC

The Student Affairs and Services (SAS) at Don Mariano Marcos Memorial State

University-Mid La Union Campus (DMMMSU-MLUC) are designed to support and

enhance the overall student experience. The goal of these services is to foster a holistic

educational environment that addresses the diverse needs of students, helping them to

thrive both academically and personally.

The following sections detail the key services provided by SAS at DMMMSU-MLUC:

I. Student Welfare Services

The Student Welfare Services at Don Mariano Marcos Memorial State University -

Mid La Union Campus (DMMMSU-MLUC) encompass a range of support and

developmental programs designed to enhance the overall well-being and academic

experience of students. These services aim to address the holistic needs of students,

ensuring they have the necessary resources and support for their personal and academic

growth.

Information and Orientation Services

DMMMSU

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1. provides access on the following information

1.1 DMMMSU's philosophy, vision, mission, and goals

1.2 College/Department objectives

1.3 Academic rules and regulations

1.4 Student handbook on conduct and discipline

1.5 Student programs, services, and facilities

1.6 Other information materials for student development

2. conducts regular comprehensive orientation program for new and continuing

students, including those with disabilities.

3. provides an organized and updated educational, career, and personal/social

materials such as:

3.1 RA 9262 or Anti-Violence Against Women and Children Act,

3.2 Guidelines on drug abuse prevention and control,

3.3 RA 7877 or Anti-Sexual Harassment Act of 1995.

3.4 HIV AIDS awareness,

3.5 Self-care and healthy lifestyles, and

3.6 RA 9442, particularly on the provision on public ridicule and vilification

against

persons with disability.

19
II. Student Development Programs and Services

Student Discipline at DMMMSU-MLUC is essential for maintaining an orderly

and respectful campus environment. The university enforces a set of rules and guidelines

to address and manage student behavior, ensuring adherence to ethical standards and

institutional policies

Student Discipline

The SAS Office

1. provides gender and disability sensitive rules and regulations.

2. formulates gender and disability sensitive rules and regulations in consultation with

students and faculty and publishes the same in a student manual that is accessible

to students for dissemination

3. defines the rules and regulations to appropriate student's conduct and prescribes

sanctions for misconduct such as but not limited to acts of vandalism exaggerated

utterances, irresponsible and libelous statements and other negative acts of military

that threaten peace and order and private and public properties inside and outside

the campus.

4. establishes a discipline committee that ensures due process in dealing with student

conduct.

5. provides mechanisms to address students' grievance.

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III. Institutional Student Program and Services

DMMMSU-MLUC's Institutional Student Programs and Services encompass

scholarship and financial aid assistance, student housing, and multi-faith support. These

offerings aim to provide comprehensive support to students, ensuring access to education,

comfortable living arrangements, and an inclusive campus environment. Through these

initiatives, the university fosters academic success, personal growth, and a sense of

belonging among its diverse student body.

Scholarship And Financial Assistance

DMMMSU

1. provides different kinds of scholarships and regulations

2. formulates gender and disability sensitive rules and regulations in consultation with

students and faculty and publishes the same in a student manual that is accessible

to students for dissemination

3. defines the rules and regulations to appropriate student's conduct and prescribes

sanctions for misconduct such as but not limited to acts of vandalism exaggerated

utterances, irresponsible and libelous statements and other negative acts of military

that threaten peace and order and private and public properties inside and outside

the campus.

4. establishes a discipline committee that ensures due process in dealing with student

conduct.

21
 5. provides mechanisms to address students' grievance.

Student Housing and Residential Services

1. The school provides mechanism, assistance and/or list of acceptable student

dormitories and housing facilities

2. Student dormitories are

2.1 safe.

2.2 clean,

2.3 affordable.

2.4 accessible to students, including those with disabilities, and

2.5 conducive to learning.

Multi-faith Services

The Mid La Union Campus

1. builds an ecumenical chapel.

2. ensures that the right to religion is respected.

3. provides mechanism for the use of facilities for multi-faith services.

Extent awareness of College of Education students on Student Affairs and Services

22
Student Welfare Services.

Student welfare encompasses a range of support systems designed to enhance

students' academic and personal well-being. These include mental health counseling,

financial aid, career guidance, and extracurricular activities. The goal is to create a

supportive environment that promotes students' overall success and development.

Information and Orientation Services. Information and Orientation Services are resources

provided by educational institutions to help students navigate their academic journey and

campus life. They offer guidance on course selection, academic policies, campus facilities,

and other important resources to help students make informed decisions and adapt to their

new environment.

Table 1. Extent of Awareness on the Information and Orientation Services

Services Mode Descriptive
Rating
DMMMSU
1. provides access on the following information:
1.1 DMMMSU’s philosophy, vision, mission, and 5 VMA
goals
1.2 College/Department objectives 5 VMA
1.3 Academic rules and regulations 5 VMA
1.4 Student handbook on conduct and discipline 5 VMA
1.5 Student programs, services, and facilities 5 VMA
1.6 Other information materials for student 5 VMA
development.

23
 2. conducts regular comprehensive orientation program
for new and continuing students, including those with 5 VMA
disabilities.
3. provides an organized and updated educational,
career, and personal/social materials such as:
3.1 RA 9262 or Anti-Violence Against Women and 3 MoA
Children Act,
3.2 Guidelines on drug abuse prevention and 5 VMA
control,
3.3 RA 7877 or Anti-Sexual Harassment Act of 5 VMA
1995,
3.4 HIV AIDS awareness, 3 MoA
3.5 Self-care and healthy lifestyles, and 5 VMA
3.6 RA 9442, particularly on the provision on public
ridicule and vilification against persons with 4 MuA
disability.

Overall Mode 4 MuA

Legend: VMA – Very Much Aware FA – Fairly Aware

MuA – Much Aware NA – Not Aware
MoA – Moderately Aware

As reflected in Table 1, the data illustrates those students, on the whole, possess a

much awareness of the services, indicated by an overall mode score of 4. This suggests that

students are well-informed and equipped with relevant information about accessing

services. Additionally, it indicates the college's commendable efforts in fostering a culture

of ongoing education and keeping students informed across various domains. The table

appears to be a comprehensive repository of information crucial for the academic and

personal development of students within the institution. It symbolizes a commitment to

transparency, accessibility, and support for students. The highest priority seems to be given

to ensuring students are well-informed about the institution's philosophy, vision, mission,

24
goals, department objectives, academic rules, conduct, and available services. This

emphasis suggests a dedication to fostering a strong institutional identity and a clear

understanding of expectations. Additionally, the provision of comprehensive orientation

programs for both new and continuing students, including those with disabilities, reflects

a commitment to inclusivity and ensuring that all students feel welcomed and supported.

However, there are areas where awareness seems to vary, such as in the knowledge of

specific laws and guidelines, like RA 9262 (Anti-Violence Against Women and Children

Act) and HIV/AIDS awareness. These discrepancies may indicate areas for improvement

in the dissemination of information or in educational initiatives targeting these topics.

Overall, the table communicates a message of prioritizing student empowerment, well-

being, and inclusivity, while also highlighting areas for continued growth and development.

This contradicts the findings of Orogo (2022), “Information and Orientation

Services” the computed value for test statistics was 1.24 with interpretation of Not

Significant. This suggests that despite the availability of information, it may not be

effectively reaching or resonating with students. To address this contradiction and improve,

the institution could consider reassessing how information is disseminated and whether

current educational initiatives effectively target these important topics. This might involve

revising orientation programs, increasing awareness campaigns, or implementing

additional educational resources to ensure that all students are well-informed about critical

issues affecting their well-being and rights.

25
 Therefore, information and dissemination about the relevant services offered

explicitly by the DMMMSU-MLUC Student and Affairs Services is essential for students

and may be thoroughly discussed, not only to fulfill the College's quality standards and

goals but also to focus on providing enlightenment and support to the student unwavering

need. Furthermore, according to Student Development Theory (SDT), it can provide higher

education administrators with invaluable insights about college students and improve their

ability to support those struggling to transition into college life, academically and socially.

Student Development Program and Services.

Student Development Program and Services focus on making students more aware

of important topics like mental health, diversity, and environmental sustainability. They

organize events and workshops to help students understand these issues better and

encourage them to get involved in creating positive change.

Student Discipline. Student discipline encompasses the rules, regulations, and procedures

that educational institutions use to maintain order and ensure appropriate behavior among

students. It encompasses enforcing codes of conduct, addressing violations, and

implementing corrective measures when necessary, such as warnings, counseling, or

disciplinary actions. The aim is to create a safe and conducive learning environment for all

students.

26
Table 2. Extent of Awareness on the Student Discipline
Services Mode Descriptive
Rating
Student Development Programs and Services
The SAS Office
1. provides gender and disability sensitive rules and MuA
regulations. 4
2. formulates gender and disability sensitive rules and
regulations in consultation with students and faculty
and publishes the same in a student manual that is VMA
accessible to students for dissemination. 5
3. defines the rules and regulations to appropriate
student’s conduct and prescribes sanctions for
misconduct such as but not limited to acts of
vandalism exaggerated utterances, irresponsible and
libelous statements and other negative acts of military VMA
that threaten peace and order and private and public
properties inside and outside the campus. 5
4. establishes a discipline committee that ensures due
process in dealing with student conduct. 3 MuA
5. provides mechanisms to address students’ 5 VMA
grievance.
Overall Mode 4 MuA

Table 2 demonstrates that students exhibit a much aware of various services, with

an overall Mode score of 4. This underscores the significant influence of systems,

particularly those pertaining to gender equality, sensitivity, and specific laws and

regulations governing student behavior and discipline. The table illustrates a

comprehensive framework aimed at fostering a safe and inclusive environment within a

campus community. It's evident that the highest priority lies in creating gender and

disability-sensitive rules and regulations, as indicated by entries 1, 2, and 3, which

27
emphasize awareness and proactive measures against misconduct. These provisions

underscore a commitment to fostering a respectful and equitable environment for all

members. The lowest priority, however, seems to be the establishment of a discipline

committee (entry 4), indicating a moderate level of awareness in ensuring due process.

Entry 5 highlights the importance of providing mechanisms to address student grievances,

which aligns with the overarching goal of promoting fairness and accountability within the

institution. Overall, the table communicates a strong emphasis on inclusivity, proactive

measures against misconduct, and mechanisms for addressing grievances, with due process

being an area of moderate attention.

The data in the table highlight a comprehensive understanding among students

regarding all the factors discussed. This contradicts the findings of Bucad and Perez (2021),

who reported a moderate level of awareness among students. Consequently, it can be

inferred that information dissemination efforts have been effective. The university places

great importance on fostering proper conduct among students, both on and off-campus.

Students are well-informed about their rights, privileges, and the boundaries that govern

interactions with fellow students and university staff.

Furthermore, the results emphasize the value of incorporating gender and disability

sensitivity training into the school's curriculum to instill appropriate etiquette and behavior

among students. Establishing a gender-responsive educational environment that considers

28
academic, social, and physical aspects, as well as the broader community context, is

essential.

Institutional Student Programs and Services

Institutional Student Programs and Services includes the range of support initiatives

provided by educational institutions to enhance students' academic, personal, and social

development. The goal is to create a comprehensive support system that empowers students

to thrive academically and personally during their time at the institution.

Scholarship. A scholarship is a financial award given to students to help cover the costs of

their education. It is typically based on academic merit, talent, financial need, or a

combination of factors. Scholarships can come from various sources, including

universities, private organizations, companies, or government agencies, and they do not

have to be repaid, making them an attractive form of financial aid for students.

Table 3. Extent of Awareness on the Scholarship

Services Mode Descriptive

Rating
Scholarship and Financial Assistance
DMMMSU
1. provides different kinds of scholarships and
financial assistance to students. 5 VMA

29
 2. disseminates promptly the availability,
qualification requirements, and procedure of availing
scholarships and financial aids through various 5 VMA
media.
3. provides policies and guidelines on the access of
any financial assistance especially for students 3 MoA
belonging to the marginalized sector.
4. provides appropriate scholarship screening and
monitoring procedures and guidelines to applicants 5 VMA
and recipients.
Overall Mode 4 MuA

The Table 3 demonstrates that students, particularly those from disadvantaged

backgrounds, are well-informed about available services, scoring an Overall Mode of 4.

This suggests equitable access to scholarship opportunities. Additionally, the table shows

consistent awareness across all indicators, indicating the effectiveness of the SAS office in

informing students about financial aid options. Ultimately, this aids in making education

more accessible and affordable, facilitating students' success in obtaining their degrees.

The table conveys a comprehensive system in place to support students through

scholarships and financial aid. It highlights an organization, likely an educational

institution or a dedicated department, committed to facilitating access to these resources.

The consistent rating of "Very Much Aware" across most criteria underscores a high level

of awareness and proficiency in managing these programs. Notably, criterion 3, which

addresses marginalized sectors, receives a moderate awareness rating, indicating a

potential area for improvement or focus. This suggests a need to enhance outreach and

support specifically tailored to marginalized student populations. Overall, the table

signifies a proactive approach to student welfare, with robust mechanisms for

30
disseminating information, screening applicants, and monitoring scholarship programs.

The highest aspect seems to be the prompt dissemination of information, showcasing an

efficient communication strategy, while the lowest aspect appears to be the awareness level

regarding support for marginalized sectors, signaling an opportunity for targeted

improvement and inclusivity efforts.

According to Leynes (2019), For program implementers, periodical monitoring of

academic performance of the scholars and grantees was performed to a great extent but

enhancement classes for student with academic problems and provision of loans to

financially incapable students were both delivered to a slight extent.

As stated in Flexible Learning Guide for Student Services Academic Year 2020-

2021, Don Mariano Marcos Memorial State University students can avail of the Free

Higher Education as per Republic Act 10931 or the Universal Access to Quality Tertiary

Education Act of 2017. However, not all are entitled to such privileges like 2nd courses or

students who failed to finish the course within the prescribed number of years. Aside from

the Free Higher Education, they also offer assistance to students who would like other

government and private scholarship grants. Students can message personnel from

Scholarship and Financial Assistantship Unit or send an email or call during office hours.

The free higher education program at DMMMSU-MLUC was tremendously beneficial to

the student, especially for parents. Unlike in the past, there is always an issue with where

to acquire tuition fees paid, which adds to the students' stress. However, one problem has

been solved due to free higher education, and everyone will be able to graduate.

31
Furthermore, according to Student Development Theory (SDT), it can provide frameworks

that give educators different ways to look at and understand college students' growth and

development.

Student Housing and Residential Services. Student Housing and Residential Services

encompass the provision of accommodation and related amenities for students living on or

near campus. This includes dormitories, apartments, or housing complexes managed by the

university or affiliated organizations. These services often offer facilities such as dining

halls, laundry rooms, security, and social activities to create a comfortable and supportive

living environment for students during their academic tenure.

As a segment of the Student Services Division, Student Housing aligns with the

division's mission to prioritize students' holistic well-being, growth, and academic success.

Student Housing is dedicated to offering affordable, accessible housing that promotes

learning in a safe and healthy environment, while also providing opportunities for student

empowerment and development.

Table 4. Extent of Awareness of Student Housing and Residential Services

Services Mode Descriptive

Rating
Student Housing and Residential Services

32
 1. The school provides mechanism, assistance and/or
list of acceptable student dormitories and housing 5 VMA
facilities
2. Student dormitories are
2.1 safe, 5 VMA
2.2 clean, 3 MoA
2.3 affordable, 4 MuA
2.4 accessible to students, including those
with disabilities, and 4 MuA
2.5 conducive to learning. 3 MoA
Overall Mode 4 MuA

Table 4 indicates that students are generally much aware of the services provided,

with an Overall Mode score of 4. This suggests that students highly acknowledge the

presence of accessible and conducive housing facilities, which are particularly beneficial

for those from remote areas. The Mid La Union Campus provides information and support

regarding suitable student dorms and housing options. These dormitories are safe, clean,

affordable, accessible to students with disabilities, and conducive to learning. The table on

the extent of awareness of student housing and residential services reveals varying levels

of student knowledge about different aspects of their housing conditions. The highest

awareness, with a rating of "Very Much Aware," is seen in the school's provision of

mechanisms, assistance, and lists of acceptable student dormitories, as well as the safety of

these dormitories. This suggests that the institution effectively communicates these specific

details to students, highlighting the importance of safety and accessible resources in student

housing. In contrast, the lowest awareness levels, rated as "Moderately Aware," pertain to

the cleanliness of dormitories and how conducive they are to learning. This indicates that

students are less informed or perhaps less satisfied with these aspects, pointing to potential

33
areas for improvement or better communication. Overall, the table suggests that while the

institution excels in certain areas of student housing awareness, particularly in safety and

logistical support, there is room for enhancing student perception and information

regarding the living conditions that directly impact their daily experience and academic

performance.

These results is consisted with the study of Loren et., al 2023, the university ensures

that academic accommodations are made available to students with disabilities and special

needs, as well as to foreign or international students. Furthermore, dorms and housing

facilities are readily available to students, particularly those with disabilities, to ensure that

they can stay in a safe, affordable, and conducive learning environment.

Multi-Faith Services. Multi-Faith Services is a religious and spiritual support provided by

educational institutions to accommodate the diverse beliefs and practices of their student

population. These services may include chaplaincy programs, prayer rooms, interfaith

dialogue groups, and religious counseling. The goal is to create an inclusive environment

where students of all faiths or beliefs feel respected, supported, and able to practice their

religion freely while fostering understanding and cooperation among different religious

communities.

34
Table 5. Extent of Awareness on the Multi-Faith Services

Services Mode Descriptive

Rating
Muti-Faith / Spiritual Development Services
The Mid La Union Campus
1. builds an ecumenical chapel. 4 MuA
2. ensures that the right to religion is respected. 4 MuA
3. provides mechanism for the use of facilities for
multi-faith services. 5 VMA
Overall Mode 4 MuA

Table 5 reveals that students have much awareness of the services, reflected by an

Overall Mode score of 4. This suggests that the university's ecumenical activities are highly

respected and approved by the student body. This respect is evident in the celebration of

major events and thanksgiving masses. Despite the organization having many Roman

Catholic members, various religious beliefs are freely practiced without any limitations.

Table 5 highlights the extent of awareness regarding multi-faith services at the Mid La

Union Campus. The awareness ratings, which range from "Much Aware" to "Very Much

Aware," indicate a high level of awareness among respondents about the institution's efforts

to accommodate diverse religious practices. The construction of an ecumenical chapel and

the respect for religious rights, both rated as "Much Aware," suggest that these initiatives

are recognized and valued by the campus community. The highest rating, "Very Much

Aware," given to the provision of mechanisms for the use of multi-faith facilities,

underscores the effectiveness and visibility of these resources. This suggests that the

campus not only implements inclusive policies but also ensures they are well-

communicated and accessible, thereby fostering an environment of religious inclusivity

35
and support. The table reflects a proactive approach in promoting religious diversity and

ensuring that such efforts are acknowledged and utilized by the campus population.

Caulian and Tattao (2022) contradict this by finding of their study that 55.12% of

respondents are only "moderately aware" of multi-faith services. This suggests that while

there are efforts to promote religious inclusivity, a significant portion of the campus

community may not be fully aware of these initiatives. More effective communication and

outreach may be needed to ensure broader awareness and utilization of multi-faith

resources.

Summary of the Extent of Awareness on Student Affairs and Services. Table 6 shows that

generally, Bachelor of Secondary Education students are much aware of the DMMMSU

Student Affairs and Services obtaining a Grand Mode of 4. The findings indicate that the

students are informed and updated about the various services offered by DMMMSU-

MLUC. Student welfare, student development, and institutional student programs and

services have a significant impact on students' awareness.

Table 6. Summary of the Extent of Awareness on SAS Services

Services Mode Descriptive

Rating
 Student Welfare Services
1. the Information and Orientation 4 MuA
Services
 Student Development Programs and Services 4 MuA
2. Student Discipline 4 MuA

36
  Institutional Student Programs and Services 4 MuA
3. Scholarship and Financial Assistance 4 MuA
4. Student Housing and Residential 4 MuA
Services
5. Muti-Faith Services 4 MuA
Overall Mode 4 MuA

Level Satisfaction of College of Education students on Student Affairs and Services

Student Welfare Services

Student welfare and services encompass a range of support systems designed to

enhance students' academic, personal, and social well-being. The overarching goal is to

create a supportive environment that promotes students' overall success and development

throughout their educational journey.

Information and Orientation Services. Information and Orientation Services are resources

provided by educational institutions to help students navigate their academic journey and

adjust to campus life. These services offer guidance on course selection, academic policies,

campus facilities, and resources available to students. They also provide orientation

programs to familiarize new students with the campus environment, academic

expectations, and available support services, helping them transition smoothly into their

academic experience.

37
Table 7. Level of Satisfaction on the Information and Orientation Services

Services Mode Descriptive

Rating
DMMMSU
1. provides access on the following information:
1.1 DMMMSU’s philosophy, vision, mission, and 5 VMS
goals
1.2 College/Department objectives 5 VMS
1.3 Academic rules and regulations 5 VMS
1.4 Student handbook on conduct and discipline 5 VMS
1.5 Student programs, services, and facilities 5 VMS
1.6 Other information materials for student 5 VMS
development.
2. conducts regular comprehensive orientation program
for new and continuing students, including those with
disabilities. 5 VMS
3. provides an organized and updated educational,
career, and personal/social materials such as:
3.1 RA 9262 or Anti-Violence Against Women and
Children Act, 3 MoS
3.2 Guidelines on drug abuse prevention and 5 VMS
control,
3.3 RA 7877 or Anti-Sexual Harassment Act of 5 VMS
1995,
3.4 HIV AIDS awareness, 3 MoS
3.5 Self-care and healthy lifestyles, and 5 VMS
3.6 RA 9442, particularly on the provision on public
ridicule and vilification against persons with 4 MuS
disability.
Overall Mode 4 MuS

Legend: VMA – Very Much Satisfied FA – Fairly Satisfied

MuA – Much Satisfied NA – Not Satisfied
MoA – Moderately Satisfied

Table 7 discloses that as a whole, the students are much satisfied of the delivery of

the services acquiring an Overall Mode of 4. The results clearly show that students are

38
delighted with delivering services related to information and disseminating the institution's

essential services. It could also be a strong indicator that the students, particularly during

orientation, understood fully and internalized important pointers and information about the

university. Indeed, it can be perceived that the students could practically connect the

expectations or targets of the institution to the desired outcomes. DMMMSU may continue

to provide services inevitably to all students, from first-year students, shifters, and

transferees so that they can fully experience campus life. Moreover, the students are very

satisfied with the University's philosophy, vision, mission, and goals. This means the

DMMMSU performs excellently to provide access to their aims, purpose, and strategies in

the form of philosophy, vision, mission, and goals to all students upon entering the Campus.

These findings are consistent with Sison (2019) study, which revealed that nearly

all areas of Student Welfare received a "Very Satisfied" rating from respondents. The

highest ratings were given to Guidance and Counseling Services with a score of 4.59,

followed by Information and Orientation Services with a score of 4.48. Overall, these

results affirm the University's excellence in delivering quality education and services to its

diverse student body.

Student Development Services

Student Development Services encompass a variety of programs and resources

aimed at promoting the holistic growth and well-being of students. The goal is to support

39
students in their academic, personal, and professional development, helping them to

succeed both during their time in school and in their future endeavors.

Student Discipline. Student discipline includes the set of rules, regulations, and procedures

established by educational institutions to ensure a safe and conducive learning

environment. The aim of student discipline is to uphold standards of behavior and promote

respect, responsibility, and accountability among students.

Table 8. Level of Satisfaction on the Student Discipline.

Services Mode Descriptive

Rating
Student Development Programs and Services
The SAS Office
1. provides gender and disability sensitive rules and
regulations.
4 MuS
2. formulates gender and disability sensitive rules and
regulations in consultation with students and faculty
and publishes the same in a student manual that is
accessible to students for dissemination. 5 VMS
3. defines the rules and regulations to appropriate
student’s conduct and prescribes sanctions for
misconduct such as but not limited to acts of
vandalism exaggerated utterances, irresponsible and
libelous statements and other negative acts of military
that threaten peace and order and private and public
properties inside and outside the campus. 5 VMS
4. establishes a discipline committee that ensures due
process in dealing with student conduct. 3 MuS
5. provides mechanisms to address students’ 5 VMS
grievance.

40
 Overall Mode 4 MuS

Table 8 demonstrates that, in general, students are much satisfied with the delivery

of services, with an Overall Mode of 4. As a result, the SAS office does its utmost to

provide these services. As shown in the table, the students are much satisfied with all of

the indicators. The table provides a comprehensive overview of a system aimed at ensuring

gender and disability sensitivity, along with maintaining discipline and addressing

grievances within an educational institution. The highest level of awareness is seen in the

formulation and dissemination of rules and regulations (items 2 and 3), emphasizing

consultation with students and faculty to ensure inclusivity and accessibility. This suggests

a commitment to transparency and collaboration in governance. Conversely, the lowest

level of awareness is observed in the establishment of a discipline committee (item 4),

indicating a moderate level of awareness in ensuring due process. However, the presence

of mechanisms to address student grievances (item 5) highlights a strong emphasis on

responsiveness and accountability. Overall, the table suggests a concerted effort to foster a

supportive and equitable environment within the institution, prioritizing awareness and

action on gender and disability sensitivity, while also recognizing the importance of

disciplinary procedures and grievance resolution mechanisms in upholding order and

fairness.

Moreover, this result is comparable to the study of Bucad and Perez (2021), which

claims that all respondents reveal that students are satisfied with all the indicators for

student discipline services as far as implementation is concerned. This signifies that the

SAS office is performing successfully as it provides an environment inclusive of students,

41
effective with students, welcoming to students, protective of students, and gender-sensitive.

Indeed, the university aims to eliminate gender disparities in education and ensure equal

access to education for the vulnerable, including people with disabilities and students in

vulnerable situations. Students’ concerns are also given due process, and the school protects

student rights. Therefore, it equips students to be responsible community members and

positive role models for others.

Institutional Student Programs and Services

Institutional Student Programs and Services encompass a wide range of support

systems and resources provided by educational institutions to enhance the overall

experience and success of their students. These programs are designed to address the

diverse needs of students and promote their personal, academic, and professional

development throughout their educational journey.

Scholarship. In a university context, a scholarship refers to a financial award given to

students to support their academic pursuits. They can cover tuition fees, living expenses,

books, or other educational costs. Scholarships are often highly competitive, and recipients

are typically expected to maintain certain academic standards or meet specific requirements

to retain the scholarship.

42
Table 9. Level of Satisfaction on the Scholarship

Services Mode Descriptive

Rating
Scholarship and Financial Assistance
DMMMSU
1. provides different kinds of scholarships and
financial assistance to students. 5 VMS
2. disseminates promptly the availability,
qualification requirements, and procedure of availing
scholarships and financial aids through various 5 VMS
media.
3. provides policies and guidelines on the access of
any financial assistance especially for students 3 MoS
belonging to the marginalized sector.
4. provides appropriate scholarship screening and
monitoring procedures and guidelines to applicants 5 VMS
and recipients.
Overall Mode 4 MuS

As it can be gleaned in Table 9, it elucidates that collectively, the students are much

satisfied with the delivery of the services obtaining an Overall Mode of 4. Equally, it

portrays that the students are much satisfied with all the indicators. This implies that

students are well pleased with the university's scholarships and financial assistance

programs. The table presents data on awareness levels regarding various aspects of a

scholarship and financial assistance program, reflecting both strengths and areas needing

improvement. The highest awareness levels, indicated by the rating "Very Much Aware,"

pertain to the availability of scholarships (items 1, 2, and 4). This suggests that the

institution excels at publicizing scholarship opportunities and has effective dissemination

and monitoring procedures in place. Such high awareness likely results from robust

communication strategies and well-established processes that ensure students and

43
stakeholders are well-informed about these opportunities. On the other hand, the lowest

awareness level, marked as "Moderately Aware" for the provision of policies and

guidelines for marginalized students (item 3), highlights a critical gap. This indicates that

while the overall scholarship program is well-communicated, specific policies aimed at

supporting marginalized sectors are not as effectively publicized or understood. This gap

suggests a need for targeted efforts to enhance the visibility and clarity of these policies to

ensure equitable access to financial assistance. Thus, the table underscores the program's

strengths in general awareness and procedural transparency while pointing to a specific

area where focused improvements could significantly impact inclusivity and accessibility.

The findings of are supported by the study conducted by Gervacio and Pascual

(2019), which indicated that scholarship recipients experienced a high level of satisfaction

rather than a very high level of satisfaction with the scholarship program. This distinction

suggests that while the recipients were generally pleased and content with the scholarship,

their satisfaction did not reach the utmost possible level. This could imply that there are

specific aspects of the scholarship program that could be improved to elevate recipients'

satisfaction from high to very high. The alignment between these findings underscores the

reliability of the results and highlights areas for potential enhancement in the scholarship

program to achieve the highest satisfaction levels among recipients.

Student Housing and Residential Services. Student Housing and Residential Services

encompass the management and provision of accommodation for students attending

44
educational institutions. These services typically include managing on-campus

dormitories, apartment complexes, or other residential facilities where students can live

during their academic terms.

Table 10. Level of Satisfaction on the Student Housing and Residential Services

Services Mode Descriptive

Rating
Student Housing and Residential Services
1. The school provides mechanism, assistance and/or
list of acceptable student dormitories and housing 5 VMS
facilities
2. Student dormitories are
2.1 safe, 5 VMS
2.2 clean, 3 MoS
2.3 affordable, 4 MuS
2.4 accessible to students, including those
with disabilities, and 4 MuS
2.5 conducive to learning. 3 MoS
Overall Mode 4 MuS

As it can be gleaned in Table 10, it discloses that generally, the students are much

satisfied with the services manifesting an Overall Mode of 4. This indicates that Campus

housing effectively integrates learning and social development by allowing students to

form an identity or a sense of community with the institution. Evidently, the campus

provides adequate student dormitories that are safe, clean, affordable, accessible to students

with disabilities, and conducive to learning. The data provided reflects students' awareness

and perceptions of various aspects related to dormitory and housing facilities at their

school. The highest level of awareness, marked at "5 Very Much Satisfied," pertains to the

45
school's provision of mechanisms, assistance, and lists of acceptable housing options, as

well as the safety of these dormitories. This indicates that the school's efforts in

communicating these aspects have been highly effective. Conversely, the lowest ratings, at

"3 Moderately Satisfied," concern the cleanliness and conduciveness to learning in the

dormitories. This suggests that while students recognize the existence and safety of these

facilities, there is less certainty or satisfaction regarding their maintenance and support for

academic activities. The intermediate ratings for affordability and accessibility, both at "4

Much Satisfied," suggest that these are also well-communicated, though there may still be

some room for improvement. Overall, the data points to a need for enhanced efforts in

ensuring and promoting the cleanliness and learning-friendly environments of student

dormitories, while maintaining the high standards of safety and accessibility already

recognized by students.

Moreover, the study of Kutat et al., (2021) contradicts that the school provided

accessible and safe student housing or residential services with the mean of 3.22 “Satisfied”

which translates to "Satisfied" rather than "Much Satisfied." This rating contrasts with the

data of the study, where students rated their satisfaction of the safety and accessibility of

the housing facilities as "4 Much Satisfied." The contradiction implies that while students

might be satisfy of the safety and accessibility measures, their actual satisfaction with these

aspects is lower. This discrepancy suggests a potential gap between the school's

communication efforts and the actual quality or student experience of these housing

services.

46
Multi-Faith Services. Multi-Faith Services encompasses the provision of religious or

spiritual support and resources for individuals of diverse faith backgrounds within a

university or educational institution. These services aim to create an inclusive environment

where students, faculty, and staff can explore and practice their religious or spiritual beliefs

while respecting the diversity of others.

Table 11. Level of Satisfaction on the Multi-Faith Services

Services Mode Descriptive

Rating
Muti-Faith / Spiritual Development Services
The Mid La Union Campus
1. builds an ecumenical chapel. 4 MuS
2. ensures that the right to religion is respected. 4 MuS
3. provides mechanism for the use of facilities for 5 VMS
multi-faith services.
Overall Mode 4 MuS

As portrayed in Table 11, the table summarizes that collectively, the students are

much satisfied with the services reflecting an Overall Mode of 4. This implies that the

students are incredibly pleased with building facilities for multi- faith services. The

DMMMSU-MLUC is committed to creating an environment conducive to free expression

of one's religious orientation and the campus to ensure the right of religion is respected.

The data presented reveals insights into the Mid La Union Campus's commitment to

religious inclusivity and support for multi-faith practices. The highest score, 5 (very much

satisfied), pertains to the campus providing mechanisms for the use of facilities for multi-

faith services. This suggests a robust infrastructure and a proactive approach to

47
accommodating diverse religious practices, indicating a high level of operational and

policy support. Conversely, both the construction of an ecumenical chapel and the respect

for the right to religion scored 4 (much satisfied), reflecting strong, but slightly less

pronounced, awareness and commitment in these areas. This nuanced differentiation

implies that while the campus is significantly attentive to building physical spaces for

worship and upholding religious rights, it excels particularly in ensuring practical measures

and policies are in place for religious activities. Overall, the table conveys that while the

campus uniformly prioritizes religious inclusivity, it demonstrates exceptional efficacy in

facilitating multi-faith usage of facilities, perhaps highlighting an institutional focus on

practical accessibility over symbolic or declarative actions.

The study is supported by Amante et al., (2020), who suggest that the very

satisfactory ratings in the implementation of Student Affairs and Services (SAS) are

attributed to Multi-faith Services. This finding aligns with similar results and implications

regarding the level of adequacy of SAS Programs. Overall, these findings underscore the

significance of Multi-faith Services in enhancing client satisfaction and highlight its

positive impact on the effectiveness of SAS Programs

Summary of Level of Satisfaction on the DMMMSU-MLUC Student Affairs and

Services.

48
Overall, student welfare, student development, institutional student programs, and services

collectively impact the satisfaction of Bachelor of Secondary Education students. As

portrayed in Table 12, the table summarizes that, collectively, the students are much

satisfied with the delivery of the DMMMSU MLUC Student Affairs and Services,

acquiring a Grand Mode of 4. This implies that the students are experiencing the services,

and much are satisfied with the services as manifested in the results.

Table 12. Summary of the Extent of Awareness on SAS Services

Services Mode Descriptive

Rating
 Student Welfare Services
1. the Information and Orientation Services 4 MuS
 Student Development Programs and Services 4 MuS
2. Student Discipline 4 MuS
 Institutional Student Programs and Services 4 MuS
3. Scholarship and Financial Assistance 4 MuS
4. Student Housing and Residential Services 4 MuS
5. Muti-Faith Services 4 MuS
Overall Mode 4 MuS

49
 Chapter 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

According to Article X Section 37 of CMO No. 09 series of 2013, there is a need

for Higher Education institutions to conduct research on Student Affairs and Services

Programs. The study's objective was to determine the extent of awareness and level of

satisfaction of students regarding student affairs and services offered by the campus.

Quantitative research was utilized using the survey questionnaire to gather data. The

population came from 150 first to third-year students of Don Mariano Marcos Memorial

State University Mid La Union Campus who are enrolled during the 2nd semester of

School Year 2023-2024.

Findings

1. The researchers has identified the services provided by the Student Affairs and

Services which are the Student Welfare Services, Student Development Programs And

Services, and Institutional Student Programs and Services.

2.. The students were much aware of Student Welfare Services, Student Development

Programs and Services, and Institutional Student Programs and Services.

2. The students were much satisfied with Student Welfare Services, Student Development

Programs and Services, and Institutional Student Programs and Services

50
Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. Through the Student Affairs and Services Office, the administration's endeavors in

developing detailed plans to fulfill its mandate of providing holistic development to

students through academic activities are recognized by students.

2. The Student Affairs and Services Office continuously delivers and efficiently

implements student welfare services, student development programs and services, and

institutional student programs and services.

Recommendations

1. Since the researchers in this study used quantitative research design. The

researchers recommend for future researchers to employ both qualitative and

quantitative research methods to provide holistic understanding of the student needs

and effectiveness of the services. And to directly involve students in the research

process through survey and interviews to gather authentic and diverse perspective

about the services.

2. The researchers recommend to conduct the same study but in different programs,

so that, the SAS office will be able to have a wide perspective in order for them to

improve more their services.

3. Future researchers may also conduct a study about the different services in the

campus like the Guidance and Counseling and DMMMSU Student Body

51
 Organization Constitution and by Laws to also determine the extent of awareness

and level of satisfaction of students in the different services offered by the Campus.

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APPENDICES

58
 Appendix A

VALIDATION LETTER

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60
 Appendix B
INFORMED CONSENT

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 Appendix C
SURVEY QUESTIONNAIRE

AWARENESS OF AND SATISFACTION WITH THE STUDENT AFFAIRS AND

SERVICES (SAS) IN DMMMSU MID LA UNION CAMPUS

Name (Optional): ______________________________

College/ Course: ______________________________

Direction: Please read each item carefully. Rate the extent of your awareness of and
the level of your satisfaction with the delivery of SAS in DMMMSU Mid La Union
Campus. Using the given scale, put a check mark in the appropriate space
corresponding to your rating.

Value Descriptive Equivalent Value Descriptive Equivalent

5 - Very Much Aware 5 - Very Much Satisfied
4 - Much Aware 4 - Much Satisfied
3 - Moderately Aware 3 - Moderately Satisfied
2 - Fairly Aware 2 - Fairly Satisfied
1 - Not Aware 1 - Not Satisfied

Extent of Level of
I. STUDENT WELFARE AND SERVICES Awareness Satisfaction
5 4 3 2 1 5 4 2 13
A.Information and Orientation Services

DMMMSU
1. provides access on the following information:
1.1 DMMMSU’s philosophy, vision, mission, and
goals
1.2 College/Department objectives
1.3 Academic rules and regulations
1.4 Student handbook on conduct and discipline
1.5 Student programs, services, and facilities
1.6 Other information materials for student
development.

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 2. conducts regular comprehensive orientation
program for new and continuing students, including
those with disabilities.
3. provides an organized and updated educational,
career, and personal/social materials such as:
3.1 RA 9262 or Anti-Violence Against Women and
Children Act,
3.2 Guidelines on drug abuse prevention and
control,
3.3 RA 7877 or Anti-Sexual Harassment Act of
1995,
3.4 HIV AIDS awareness,
3.5 Self-care and healthy lifestyles, and
3.6 RA 9442, particularly on the provision on
public ridicule and vilification against persons with
disability.
II. STUDENT DEVELOPMENT PROGRAM AND
SERVICES

A. Student Discipline

The SAS Office

1. provides gender and disability sensitive rules and
regulations.
2. formulates gender and disability sensitive rules and
regulations in consultation with students and faculty
and publishes the same in a student manual that is
accessible to students for dissemination.
3. defines the rules and regulations to appropriate
student’s conduct and prescribes sanctions for
misconduct such as but not limited to acts of
vandalism exaggerated utterances, irresponsible and
libelous statements and other negative acts of military
that threaten peace and order and private and public
properties inside and outside the campus.
4. establishes a discipline committee that ensures due
process in dealing with student conduct.
5. provides mechanisms to address students’
grievance.

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III. INSTITUTIONAL STUDENT PROGRAM
AND SERVICES
A. Scholarship And Financial Assistance
DMMMSU
1. provides different kinds of scholarships and
financial assistance to students.
2. disseminates promptly the availability, qualification
requirements, and procedure of availing scholarships
and financial aids through various media.
3. provides policies and guidelines on the access of
any financial assistance especially for students
belonging to the marginalized sector.
4. provides appropriate scholarship screening and
monitoring procedures and guidelines to applicants
and recipients.
B. Student Housing and Residential Services
1. The school provides mechanism, assistance and/or
list of acceptable student dormitories and housing
facilities
2. Student dormitories are
2.1 safe,
2.2 clean,
2.3 affordable,
2.4 accessible to students, including those with
disabilities, and
2.5 conducive to learning.
C. Multi-faith Services
The Mid La Union Campus
1. builds an ecumenical chapel.
2. ensures that the right to religion is respected.
3. provides mechanism for the use of facilities for
multi-faith services.

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CURRICULUM
VITAE

65
 CURRICULUM VITAE

PINKY M. MARQUEZ
Address: Gusing Norte, Naguilian, La Union
Contact Number: 0945 312 8192
Email: [email protected]

PERSONAL INFORMATION
Age: 20
Date of Birth: July 4, 2003
Gender: Female
Civil Status: Single
Citizenship: Filipino
Parents/Guardians: Evangeline M. Marquez & Prudencio T, Marquez

EDUCATIONAL BACKGROUNS
College: Bachelor in Secondary Education Major in Social Studies
Don Mariano Marcos Memorial State University
San Fernando City, La Union
Secondary: Northern Naguilian National High School
Elementary: Gusing Elementary School
Primary: Gusing Elementary School

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 CURRICULUM VITAE

RHAN LLOYD A. NUCASA

Address: Natividad, Naguilian, La Union
Contact Number: 0906 053 4479
Email: [email protected]

PERSONAL INFORMATION
Age: 21
Date of Birth: April 26, 2003
Gender: Male
Civil Status: Single
Citizenship: Filipino
Parents/Guardians: Myrna A. Nucasa & Randolf G. Nucasa

EDUCATIONAL BACKGROUNS
College: Bachelor in Secondary Education Major in Social Studies
Don Mariano Marcos Memorial State University
San Fernando City, La Union
Secondary: Naguilian National High School
Elementary: Naguilian Central School
Primary: St. Augustine School of Naguilian

67
 CURRICULUM VITAE

LAARNI L. QUIMPAN
Address: San Vicente, City of San Fernando, La Union
Contact Number: 0951 996 2823
Email: [email protected]

PERSONAL INFORMATION
Age: 23
Date of Birth: October 31, 2001
Gender: Female
Civil Status: Single
Citizenship:Filipino
Parents/Guardians:

EDUCATIONAL BACKGROUNS
College: Bachelor in Secondary Education Major in Social Studies
Don Mariano Marcos Memorial State University
San Fernando City, La Union
Secondary: La Union National High School
Elementary: Canaoay Elementary School
Primary: Canaoay Elementary School

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