Measuring Customer Satisfaction of Students in the College of Computer Studies
DOI:
https://doi.org/10.5281/zenodo.19104732Keywords:
Student satisfaction, higher education quality, computer studies, technology programs, insitituitional servicesAbstract
Student satisfaction is widely recognized as a crucial indicator of educational quality and institutional effectiveness in higher education, particularly in technology-related programs where academic experiences, learning resources, and institutional support services converge to influence student outcomes. This study aimed to examine the level of satisfaction among students in the College of Computer Studies at the University of Cebu – Lapu-Lapu and Mandaue (UCLM) and to identify the factors that significantly influence their overall satisfaction with institutional services. Employing a descriptive-correlational research design, the study gathered data from 554 students enrolled in various programs within the college through a structured survey questionnaire. The instrument assessed multiple dimensions of student satisfaction, including instructional quality, academic advising and student support, learning resources, and campus facilities. Data were analyzed using frequency counts and percentages to describe respondent profiles, weighted mean to determine the level of satisfaction, chi-square tests of independence to examine relationships between variables, and regression analysis to identify the most significant predictors of overall satisfaction. The findings revealed that students generally expressed a high level of satisfaction with the institutional services provided by the university. Among the factors examined, academic advising and student support, instructional quality, and the availability of learning resources emerged as the strongest predictors of overall satisfaction. However, certain areas, particularly internet connectivity within the campus, were identified as aspects requiring improvement. These findings highlight the importance of adequate infrastructure and accessible technological resources in shaping positive student perceptions and learning experiences. The study concludes that student satisfaction is multidimensional and influenced by a dynamic interaction of academic, administrative, and resource-related factors. Addressing these dimensions holistically can enhance the overall educational experience, strengthen student engagement, and improve institutional effectiveness through continuous enhancement of instructional practices, support services, and technological infrastructure.
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