ARELLANO UNIVERSITY

FLORENTINO CAYCO MEMORIAL SCHOOL

OF GRADUATE STUDIES
2600 Legarda, Sampaloc, Manila 1008
www.arellano.edu.ph

EDUCATION GRADUATE STUDENT SATISFACTION SURVEY

AU – FLORENTINO CAYCO MEMORIAL SCHOOL OF GRADUATE

STUDIES, SCHOOL YEAR 2018-2019

MENERE R. NASIAD
MERCEDITA RAGUDO

DR. MARIA TERESA F. CALDERON

Dean

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 I. INTRODUCTION

The Arellano University Graduate School Satisfaction Survey was designed,

as part of the university’s effort for program and service enhancement, to gather
graduate students’ responses about and perceptions towards philosophy, academic
offerings, services and facilities, as well as, to determine the profile of the current
graduate students for school year 2018-2019. Results of the initial satisfaction
survey can be used as resource materials of the administrators for them to identify
which aspect of the academe, namely, courses in the program, services, facilities,
faculty, student associations, vision, mission and philosophy - can be its best
features that would help strengthen the quality of education throughout the years.
This paper aims to realize the following objectives:
1. Describe the personal demographic characteristics of the current graduate
students;
2. Determine the satisfaction level of the graduate students in terms of the
following: (a) course/subject offered by the University in the Graduate School of
Education; (b) services rendered by the University; (c) facilities; (d) faculty; and
(e) student association;
3. Identify the achievement level of the Graduate School of Education as perceived
by the students in terms of the following: (a) vision; (b) mission; and (c)
objectives.

II. REVIEW OF RELATED LITERATURE AND STUDIES

The Arellano University – Florentino Cayco Memorial School of Graduate

Studies has been steadfast in its noble mission of producing competent and
responsible individuals who certainly can embody the core values and principles of
the said institution. Through the years, it has maintained its reputation of being the
first university in the Philippines that supports equitable education. The university
believes that an individual is unique in all aspects of his or her development and can
aim high despite disabilities or weaknesses. The strength comes from within and the
strong will to face challenges in order to pursue goals and dreams.

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 Based on the article, “Effective leadership” (Burnham & Harris, p. 10),
education is essentially a moral activity. Morality is a crucial factor in educating the
next generation, so schools, given the nature of their professional and social
responsibilities, need to be moral communities. In fact, the Arellano University –
Graduate School has been known for equipping knowledge and competence
particularly in the field of law and education. They already produced graduates who
have shown significant contributions for the country, and until the current times,
the school has maintained its esteemed impression as one of the finest universities
in the country.
With the inclusion of technology and innovation in the learning-process and
in the curriculum, universities and colleges started to see the need to overhaul its
facilities and improve infrastructures to increase enrolment ratio. In these times
when learning inside the classroom goes beyond conventional teaching, the
students’ multiple intelligences are harnessed through innovative teaching
strategies and use of technology. Many students nowadays prefer a university that
can teach them hard and soft skills in their desire to meet the demands of globalized
industry.
At Arellano University – Florentino Cayco Memorial School of Graduate
Studies, the administration tries its best to provide students facilities the utmost
need for academic purposes and continues to cater to stakeholders the highest
standard of learning. For this year, a questionnaire to identify the composition of the
graduate students, the satisfaction level of the students and achievement level of the
graduate school as perceived by the students themselves.
The movement to focus on student satisfaction and needs eventually led to
qualitative methods of evaluating student services and the impetus to justify the
cost of co-curricular activities led to the current focus on learning outcomes. Many
scholars in the literature of American higher education have found the assessment
of student satisfaction not only appropriate but “necessary due to pressures from
decreasing enrollment, budget cuts, shrinking fiscal resources, and increased
competition for government funding and private support” (Li, McCoy, Shelly, &
Whalen, 2005).
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 Increased competition, dynamic educational environment, challenges such as
budget cut, higher costs in obtaining college education, changing demographics in
the population, declining enrollments, and a general public call for accountability
have educational institutions realize the importance of student satisfaction (Cheng
& Tam, 1997; Kotler & Fox, 1995).
Higher education institutions are becoming more business-like. Similar to the
importance of satisfying customers to retain them for profit-making institutions,
satisfying the admitted students is also important for retention. It might be argued
that dissatisfied students may cut back on the number of courses or drop out of
college (university) completely. Hence, the satisfaction intention-retention link for
students in higher education should be studied and carefully managed (Kara, 2004).
With this, the AU-FCMSGS intends to open possible opportunities for its
graduate students, who mostly are professional teachers, college instructors, school
administrators, to explore the many facets of learning as they take on bigger
responsibilities at work, consider job promotions or specialize in their chosen
careers. The institution considers the development of scenario planning to identify
the range of alternative futures for changes in the society occur at a rapid pace. In
fact, scenario planning is a strategy used in business, academia and public sectors.

Values

Annual Vision
planning

Contrast
Improvement
planning

Scenarios

Figure 1
The Components of Scenario Planning

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 Based on the article titled “Developing Future Scenarios, scenarios are the
product of three elements: the values that are fundamental to the school; the vision,
expressed through the hopes and fears that we have for the school in the future; and
a pragmatic awareness of the history of the school, the prevailing policy context and
the constraints limiting the school’s potential development (Burnham & Harris,
2015,).

III. RESEARCH METHOD

The survey was conducted by the officers of the Arellano University Graduate
School Association through the support of their advisers. The survey forms were
distributed among the enrolled graduate students for school year 2018-2019. The
survey form contained brief personal demographics, such as present employment,
degree program enrolled, reasons for pursuing a graduate program, sources of
information about AU, type of work, and salary, and related questions about the
level of satisfaction of the graduate students in terms of the following:
a. programs and courses currently enrolled in
1. usefulness of the course in the program
b. course and subject offered by the university
c. services rendered by the university
d. facilities
e. faculty
f. student association
Likewise, the survey included the achievement level of the students towards
the university’s vision, mission and objectives. The satisfaction level survey used the
Likert scale to determine the extent or level of usefulness, satisfaction and
achievement towards academic offerings, services, faculty, student association,
facilities, and school mission, vision and philosophy.
During the conduct of survey, only those students present in their respective
classes were given the questionnaires. Hence, convenience sampling was utilized.
On record, there were 162 graduate students currently enrolled for the first

5
semester of school year 2018-2019; however, only 83 or 51% questionnaires were
answered and returned.

IV. RESULTS AND DISCUSSIONS

After gathering the data, tallying and organizing the results of the surveys
submitted from the 83 graduate students, the researcher used the simple
percentage formula and the weighted mean to identify the composition of the
currently enrolled graduate students in the graduate school of education, the level of
satisfaction in terms of course and subject offered, services, facilities, faculty and
student association, and the level of achievement of the graduate school as
perceived by the graduate students towards vision, mission and objectives.

Research Objective 1: Describe the personal demographic characteristics

of the current graduate students.
Table 1
Profile of the Graduate Students Based on the Sector Employed
Graduate Students Sector Employed Total
Public Private No answer Total %
f % f % f % f %
Doctor of Education 10 41.7 12 50.0 2 8.3 24 100
Master of Arts in
20 33.9 34 57.6 5 8.5 59 100
Education/Psychology
Total 30 36.1 46 55.4 7 8.4 83 100

Out of 83 respondents who mostly composed of students from the doctor of

education, master of psychology and master of education management, 46 of them
or 55.4 percent were currently working in the private institutions while 30 or 36.1
percent were in the public sectors. Almost all of the graduate students were
professional teachers, college staff, instructors and administrators.

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 Table 2
Salary Range of the Graduate Students
Master of Arts in
Salary Range Doctor of Education
Education/Psychology
f % f %
50,000 – above 2 8.3 1 1.7
45,000 – 49,999 1 4.2 1 1.7
40,000 – 44,999 4 16.7 79% 1 1.7
35,000 – 39,999 2 8.3 0 0
30,000 – 34,999 4 16.7 0 0
25,000 – 29,999 6 25 11 18.6
20,000 – 24,999 0 0 4 6.8 86 %
15,000 – 19,999 2 8.3 28 47.4
10,000 – 14,999 0 0 7 11.9
9,999 – below 0 0 2 3.4
No answer 3 12.5 4 6.8
Total 24 100 59 100

More often than not, professionals pursue post-graduate studies for job
promotion that goes with salary adjustment. Based on the survey, 6 or 25 percent of
the doctor of education students were receiving a monthly salary between P25,000-
P29,999. Three of the six respondents worked for a private institution as principal,
and college instructors. Another three came from the public sector working as
disbursement officer and teachers. From the masteral students, 28 or 47.4 percent
were receiving a monthly salary between P15,000 – P19,999. Fifteen of the
respondents came from private institutions, 12 from public and one did not disclose
the sector employed. Majority of the respondents were teachers.
Looking at the doctoral students, their salary clustered within P29,999 to
50,000 and above range as reflected by the 19 or 79% of the respondents. The
masteral students salary however, clustered within P14,999 to 29,999 range as
revealed by 50 or 85% of the respondents. It can be deducted that the students in
the doctoral level earn better than their masteral counterpart. Such situation of the
doctoral students can likely be attributed to better job opportunities which also
equate to a better monetary returns.

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 Table 3

Reasons for Pursuing a Graduate Program

Master of Arts in
Reasons Doctor of Education Reasons Education/Psychology

f % Rank f % Rank
Professional Professional
13 54.2 1 15 25.4 1
development development
Knowledge 10 16.9 2
Job promotion 3 12.5 2
enhancement
Knowledge 9 15.3 3.5
1 4.2 5.5 Job promotion
enhancement
Managing affairs 1 4.2 5.5 Personal growth 4 6.8 5
Salary adjustment 1 4.2 5.5 Credential 3 5.1 6
Teaching in graduate Additional
1 4.2 5.5 2 3.4 8.5
school information
Nothing 4 16.7 3 Enhance teaching skill 2 3.4 8.5
Total 24 100 Leadership skill 2 3.4 8.5
Competence 2 3.4 8.5
Salary adjustment 1 1.7 11
Nothing 9 15.3 3.5
Total 59 100

Figures in Table 3 shows the reasons for pursuing graduate program of the
83 respondents. Thirteen or 54.2 percent of the doctoral students expressed
professional development as their primary reason which is also expressed by 15 or
25.4 percent of the masteral students. While job promotion from the doctoral group
ranked second with 3 or 12.5 percent, the masteral students indicated knowledge
enhancement as its second reason with 9 or 15.3 percent. Results implied that the
graduate students, who were mostly teachers or college instructors, were aware of
the upgrading and updating they needed to undertake in order to meet the demands
of the present times. Researcher Andy Hargreaves (2000), which is cited from the
Academic Journal of Interdisciplinary Studies (2014), stated that teachers were
imposed to a situation where they need to learn and implement standards of
teaching and detailed curriculum objectives. They were aware that they should be
subject to changes in the professional development practice. All trends and
pressures were an important factor that spurred teachers to reassess their

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professionalism and make the right decisions for the best professional development
in order to advance their aimed goals with students.

Table 4
Sources of information about Arellano University
Florentino Cayco Memorial School of Graduate Studies

Master of Arts in
Doctor of Education
Sources of Information Education/Psychology
f % f %
AU employee 8 33.3 11 18.6
AU student/alumni 7 29.2 28 47.5
Word of mouth 6 25 6 10.2
Social media 1 4.2 1 1.7
Website 1 4.2 11 18.6
Others 1 4.2 2 3.4
Total 24 100 59 100

Even though the influx of technology has been a great help for marketing and
promotions, universities and colleges could increase enrollments through referrals
by employees, students, alumni and word of mouth. Table 4 shows the sources of
the information they got about the AU-FCMSGS. Eight or 33.3 percent of the
respondents got the information from the AU employee, 7 or 29.2 percent from AU
student/alumni and 6 or 25 percent from word of mouth. The use of social media
and website did not seem to be effective to the doctoral students.
Meanwhile, 28 or 47.5 percent of the masteral students were able to know
about the AU-FCMSGS from the AU student/alumni. Both AU employees and
websites were placed second where 11 or 18.6 percent of them were unanimous in
saying so.
Based on the results of the doctoral students and the masteral students,
encouragement by or promoting awareness of the community members, students or
alumni to other people to enter into the Arellano University for further studies seem
to be the most effective strategy to increase enrollment every school year.

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 Research Objective 2: Determine the satisfaction level of the graduate
students in terms of the following: (a) course/subject offered by the AU FCMSGS-
Education; (b) Services rendered by the University; (c) Facilities; (d) Faculty; and
(e) Student Association.

Table 5 shows the weighted mean of the satisfaction level results of the 83
doctoral and masteral students at the Arellano University Florentino Cayco
Memorial School of Graduate Studies with the corresponding analysis and
interpretation.

Table 5

Level of Satisfaction and Happiness of the Graduate Students

towards the Program/Courses they are Enrolled in

Extremely Very satisfied and Satisfied and Fairly Not satisfied Weighted
satisfied happy happy satisfied and happy Mean
and happy (4) and happy (1)
(5) (3) (2)

Graduate students f x % f x % f x % f x % f x %
Doctor of
13 65 54.2 7 28 29.1 4 12 16.7 0 0 0 0 0 0 4.4
Education
Master Arts
17 85 28.8 28 112 47.5 13 39 22 1 2 1.7 0 0 0 4.0
Education/Psych
Total 30 150 36.1 35 140 42.2 17 51 20.5 1 2 1.2 0 0 0 4.1

As shown in the Table 5, there were 35 (42.2%) and 30 (36.1%) graduate

students who said they were “very satisfied and happy” and “extremely satisfied and
happy” respectively towards the program/courses they are enrolled in at the AU-
FCMSGS Education and is likewise shown by the total weighted mean of 4.1. The
respondents expressed their desire to learn more from their professors who had
given them not only valuable information, but also experiences and best practices
which they could apply in their work.

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 Table 5A
Response of the Graduate Students to the Usefulness of the Courses
in the Program to their Current Profession

Extremely useful Very useful Useful Fairly useful Not useful Weighted
(5) (2) (1) Mean
(4) (3)

Graduate
students f x % f x % f x % f x % f x %

Doctor of
11 55 45.8 8 32 33.3 4 12 16.7 0 0 0 1 1 4.2 4.2
Education
Master of Arts in
16 80 27.1 29 116 49.1 9 27 15.3 1 2 1.7 4 4 6.8 3.9
Education/Psych
27 135 32.5 37 148 44.6 13 39 15.7 1 2 1.2 5 5 6.0 4.0
Total

Based on the figures on Table 5A, both doctoral and masteral students found
the courses in the program very useful as evidenced by 37 or 44.6 percent of the
respondents. “Extremely useful” was the response of 27 or 32.5 percent of the
respondents. The weighted mean of 4 reflects that the respondents found the
programs they have chosen were very useful.
Furthermore, the graduate students disclosed through writing that what they
have learned from their subjects were applied to their current profession. Likewise,
the knowledge and skills they wanted to be enhanced were achieved as they were
able to apply them in their respective classes and workplaces.
In as similar manner, pursuing post-graduate studies in the so-called
globalized era seems to become a competitive advantage among the professionals.
For the college instructors, professors and school teachers, earning a master’s
degree or a doctorate degree is not only for job promotion that comes along with
compensation benefits and salary increase, but also for personal growth, sense of
accomplishment and greater recognition and credibility.

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 Table 6

Level of Satisfaction of the Graduate Students towards the

Course or Subject Offered by the AU-FCMSGS-Education

Very Satisfied Satisfied Cannot say Dissatisfied Very Weighted

(5) either way dissatisfied Mean
(2) (1)
(4) (3)

Graduate
f x % f x % f x % f x % f x %
students
Doctor of
14 70 58.3 9 36 37.5 1 3 4.2 0 0 0 0 0 0 4.5
Education
Master of
Arts in
30 150 50.8 26 104 44.1 3 9 5.1 0 0 0 0 0 0 4.6
Education/
Psychology
44 220 53.0 35 140 42.2 4 12 4.8 0 0 0 0 0 0 4.5
Total

Table 6 shows that a total of 44 or 53 percent of graduate students were very

satisfied; 35 or 42.2% were satisfied with the course or subject offered by the AU-
FCMSGS-Education. The level of satisfaction of both the doctoral and masteral
students obtained a WM of 4.5 which is “very satisfied”. According to the students, a
sufficient and positive faculty-student interaction had contributed to their overall
satisfaction.
Table 7

Level of Satisfaction of the Graduate Students

Towards Services Rendered by the University
Very Satisfied Satisfied Cannot say Dissatisfied Very Weighted
(5) either way dissatisfied Mean
(4) (3) (2) (1)

Graduate
f x % f x % f x % f x % f x %
Students
Doctor of
6 30 25.0 17 68 70.8 1 3 4.2 0 0 0 0 0 0 4.2
Education
Master of
Arts in
24 120 40.7 28 112 47.4 6 18 10.2 0 0 0 1 1 1.7 4.3
Education/
Psychology
30 150 36.1 45 180 54.2 7 21 8.4 0 0 0 1 1 1.2 4.2
Total

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 Table 7 shows that there were 45 or 54.2 percent of the respondents who
expressed that they were “satisfied” while only 30 or 36.1 percent expressed that
they were very satisfied. As a whole a total weighted mean of 4.2 was obtained that
falls within the “satisfied” indicator. The respondents perceived that more enrollees
will be coming in the succeeding years because of their very satisfactory curriculum;
however, services in the library need to be improved. Students suggested library
space planning, more updated reference materials and a wireless internet
connection for the library users to gain access to digital information. According to
the Association of College and Research Libraries (2016), students benefit from
library instruction in their initial coursework, library use increases student success,
collaborative academic programs and services involving the library enhance student
learning, and information literacy instruction strengthens general education
outcomes. With this, the graduate students may be satisfied with what is being
offered to them at the present time, but were still hoping for the university to focus
on the library services and facilities for the research program enhancement.

Table 8
Level of Satisfaction of the Graduate Students Towards Facilities

Very Satisfied Satisfied Cannot say Dissatisfied Very Weighted

dissatisfied
(5) either way Mean
(4) (3) (2) (1)

Graduate
f x % f x % f x % f x % f x %
Students
Doctor of
3 15 12.5 17 68 70.8 3 9 12.5 1 2 4.2 0 0 0 3.9
Education
Master of
Arts in
13 65 22.0 34 136 57.6 6 18 10.2 5 10 8.5 1 1 1.7 3.9
Education/
Psychology

Total 16 80 19.3 51 204 61.5 9 27 10.8 6 12 7.2 1 1 1.2 3.9

Table 8 shows that 17 or 70.8% of the doctoral students were satisfied in

terms of facilities offered by AU – FCMSGS – Education and 3 or 12.5% very

13
 satisfied. However, there was 1 or 4.2 who was dissatisfied. These group of
respondents however, garnered a WM of 3.9 which reflects “satisfied”.
The 34 or 57.6% masteral students expressed they were “satisfied”
while 13 or 22% said “ very satisfied”. There were 5 or 8.5% however, among the
masteral students who were dissatisfied. As a whole the masteral students garnered
a WM of 3.9 which means “satisfied”. Generally the graduate students expressed
satisfaction as reflected of 51 or 61.5 percent of the respondents and a WM of 3.9.
Based on the surveys, they were not happy at all with the appearance and condition
of comfort rooms for the students around Arellano University. Majority of the
respondents suggested the improvement and/or maintain the cleanliness of the
comfort rooms, and, if possible, the installation of a wireless connection where they
could access more research journals that the library couldn’t provide.

Table 9
Level of Satisfaction of the Graduate Students Towards Faculty

Very Satisfied Satisfied Cannot say Dissatisfied Very Weighted

(5) either way dissatisfied Mean
(4) (3) (2) (1)
Graduate
f x % f x % f x % f x % f x %
Students
Doctor of
21 105 87.5 2 8 8.3 1 3 4.2 0 0 0 0 0 0 4.8
Education
Master of
Arts in
34 170 57.6 24 96 40.7 1 3 1.7 0 0 0 0 0 0 4.6
Education/
Psychology
55 275 66.3 26 104 31.3 2 6 2.4 0 0 0 0 0 0 4.6
Total

The figures in Table 9 indicate that the graduate students were very satisfied
with the faculty where 55 or 66.3 percent of them gave such rating. It can be
inferred that majority of the graduate students have high regards with their
professors who have exceeded expectations in terms of knowledge of the subject
matter, skills and experiences shared, and social interaction with the students.

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 Based on the article entitled “Windows into Instructional Practice,”
teachership emerges as administrators develop a greater understanding of teaching
and learning, while teachers have the opportunity to make a large-scale impact at
the school (Reed & Rotella, 2017). The professors, who were currently
administrators from different colleges and universities, shared leadership goals in
the pursuit for academic excellence.

Table 10
Level of Satisfaction of the Graduate Students
Towards Student Association

Very Satisfied Satisfied Cannot say Dissatisfied Very Weighted

(5) either way dissatisfied Mean
(4) (3) (2) (1)
Graduate
f x % f x % f x % f x % f x %
students
Doctor of
7 35 29.2 14 56 58.3 3 9 12.5 0 0 0 0 0 0 4.2
Education
Master of
Arts in
16 80 27.1 37 148 62.7 6 18 10.2 0 0 0 0 0 0 4.2
Education/
Psychology
23 115 27.7 51 204 61.5 9 27 10.8 0 0 0 0 0 0 4.2
Total

More than half of the 83 respondents answered that they were satisfied with
the student association at the graduate school. In fact, 51 or 61.5 percent of the
respondents expressed optimism towards projects and programs of the student
association while 27 or 10.8 percent chose “cannot say either way” since some of the
respondents were transferees.

Research Objective 3: Identify the achievement level of the graduate

school of education as perceived by the students in terms of the following: (a)
vision; (b) mission; and (c) objectives

The following tables show the survey results of the AU-FCMSGS Education
students in the implementation or realization of the university’s vision, mission and

15
 objectives. Through the respondents’ perceptions, the administration can identify
the university’s strengths and weaknesses. To note, the vision, mission and
objectives of any institution are essential to the development of the educational
system.
Table 11

FCMSGS- Education Level of Achievement as to School Vision

Fully achieved Adequately Minimally Not Weighted

achieved achieved achieved Mean
(4) (3) (2) (1)
Graduate
f x % f x % f x % f x %
Students
Doctor of
14 56 58.3 9 27 37.5 1 2 4.2 0 0 0 3.54
Education
Master of Arts in
Education/ 39 156 67.2 20 60 33.9 0 0 0 0 0 0 3.7
Psychology
Total 53 212 63.9 29 87 34.9 1 2 1.2 0 0 0 3.6

Table 11 shows the respondents’ expressed level of achievement of the vision,

mission and objectives of AU-FCMSGS-Education.
The doctor of education students and master of education students were
unanimous in saying that the school vision wa “fully achieved”. This means that they
were able to experience the quality of education of AU-FCMSGS following the global
standards. This was evidenced by 53 respondents or 63.9 percent who believed that
the vision of the university was realized through its course offerings and teaching
quality. The total weighted mean of 3.6 means the vision of FCMSGS was almost fully
achieved.
Table 12
FCMSGS-Education Level of Achievement as to School Mission

Fully achieved Adequately achieved Minimally Not Weighted

(4) (3) achieved achieved Mean
(2) (1)
Graduate Students f x % f x % f x % f x %
Doctor of
16 64 66.7 8 24 33.3 0 0 0 0 0 0 3.7
Education
Master of Arts in
41 164 69.5 18 54 30.5 0 0 0 0 0 0 3.7
Education/Psych
Total 57 228 68.7 26 78 31.3 0 0 0 0 0 0 3.7

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 The mission, which is to provide equitable access to education that provides
relevant knowledge and skill to industry, society and the global community through
various learning experiences in graduate education at par with global standards, as
perceived by the graduate students was “fully achieved” as reflected by 57 or 68.7
percent. The total WM of 3.7 would mean the mission was almost fully achieved.
In the previous paragraphs, the students of the AU-FCMSGS expressed their
pride for keeping its mission of giving all individuals the chance to study regardless
of their previous academic performances, the very reason why the university has
the open admission policy.

Table 13
Level of Achievement of the Graduate School of Education in Terms
of the School Objective Concerning Developing Competent Leadership

Fully achieved Adequately Minimally Not Weighted

(4) achieved achieved achieved Mean
(3) (2) (1)
Graduate Students f x % f x % f x % f x %
Doctor of
16 64 66.7 8 24 33.3 0 0 0 0 0 0 3.7
Education
Master of Arts in
40 160 67.8 19 57 32.2 0 0 0 0 0 0 3.7
Education/Psych

56 224 67.5 27 81 32.5 0 0 0 0 0 0 3.7

Total

Data on Table 13 shows that 56 respondents or 67.5 percent claimed that the
first objective, which is to develop competent leadership in the different areas of
specialization that are encompassed by the programs of the school so as to produce
capable human resources for continuing improvement of the policies and practices
in those areas, was “fully achieved” which is also revealed by the total weighted
mean of 3.7.
It can be inferred that the graduate students were able to put into practice
the leadership as they do their job in their respective workplaces.

17
 Cited in the book Blended Coaching, James Kouzes and Barry Posner outline
five practices common to successful leaders, maintaining that they “challenge the
process, inspired a shared vision, enable others to act, model the way, and
encourage the heart (Bloom, Castagna, et. al, 2005).

Table 14
Level of Achievement of the Graduate School of Education in Terms of the
School Objective Concerning Research-oriented Activities

Fully achieved Adequately Minimally Not Weighted

(4) achieved achieved achieved Mean
(3) (2) (1)
Graduate Students f x % f x % f x % f x %
Doctor of Education 16 64 66.7 8 24 33.3 0 0 0 0 0 0 3.7
Master of Arts in
45 180 76.3 14 42 23.7 0 0 0 0 0 0 3.8
Education/ Psych

61 244 73.5 22 66 26.5 0 0 0 0 0 0 3.7

Total

Table 14 shows the progress of the AU-FCMSGS in the aspect of research-

oriented activities. There were 61 respondents or 73.5 percent who claimed that the
second objective, which is to impress upon the graduate students responsibility that
goes with genuine scholarship by nurturing high level of professionalism and
productive scholarship through research-oriented activities, reached the “fully
achieved” status which is also reflected by the total weighted mean of 3.7.
The results showed that the graduate students practiced shared
responsibility in order to contribute to the objectives of their alma mater. By doing
so, the graduate students were expected to observe professionalism in the academe
or in the workplace, establish linkages and conduct research-related activities for
future use.

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 Table 15
Level of Achievement of the Graduate School of Education in Terms
of the School Objective Concerning Self-reliance and Critical Thinking

Fully achieved Adequately Minimally Not Weighted

(4) achieved achieved achieved Mean
(3) (2) (1)
Graduate
f x % f x % f x % f x %
Students
Doctor of
18 72 75 6 18 25 0 0 0 0 0 0 3.8
Education
Master of Arts
in Education / 47 188 79.7 12 36 20.3 0 0 0 0 0 0 3.8
Psychology

65 260 78.3 18 54 21.7 0 0 0 0 0 0 3.8

Total

Majority of the respondents answered that the graduate school of education’s

third objective, which is to train graduate students to appreciate self-reliance and
critical thinking so as to be capable of exploring ways of enriching our cultural
heritage, was “fully achieved” as revealed by 65 or 78.3 percent of the respondents.
The total WM of 3.8 indicates almost fully achieved. The results mean that the
students were able to imbibe the Arellano University’s core values on truth and
respect for academic freedom in its insatiable desire for the faculty and students to
obtain critical thinking and scientific problem solving through the use of reason,
truth and knowledge, and to preserve and transmit the cultural heritage of the race
and desirable Filipino values.

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 Table 16
Level of Achievement of the Graduate School of Education in Terms of the
School Objective Concerning National Development Goals

Fully achieved Adequately Minimally Not Weighted

(4) achieved achieved achieved Mean
(3) (2) (1)
Graduate
f x % f x % f x % f x %
Students
Doctor of
16 64 66.7 8 24 33.3 0 0 0 0 0 0 3.7
Education
Master of Arts
in Education / 45 180 76.3 14 42 23.7 0 0 0 0 0 0 3.8
Psychology
61 244 73.5 22 66 26.5 0 0 0 0 0 0 3.7
Total

Table 16 shows that 61 or 73.5 percent of the respondents answered that the
fourth objective, which is to inspire the graduate students to appreciate the
important role they can play in participating actively and dynamically in pursuit of
national development objectives, was “fully achieved”. The overall WM of 3.8
showed that the university itself has very successfully performed its duty to
transform the youth into productive, progressive and actively involved students of
the nation.
The graduate school of education certainly aligns its objectives with the
higher education system that centers on national development objectives. Based on
the World Data on Education compiled by UNESCO-IBE (2007), the higher education
system of the Philippines is a key player in the educational and integral formation of
professionally competent, service-oriented, principled, and productive citizens.
Through its tri-fold function of teaching, research and extension services, it becomes
a prime mover of the nation’s socioeconomic growth and sustainable development.
The missions of higher education institutions are: (1) to educate and train Filipinos
for enhanced labor productivity and responsible citizenship in an environment
where educational access is equitable; (2) to inculcate nationalism and patriotism in
the hearts and minds of the students and graduates; (3) to accelerate the
development of high –level professionals ready to meet international competition;
(4) to serve as centers of research and development.

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 Table 17
Overall Level of Achievement of the Graduate School of Education
in Terms of the School Objectives

Fully achieved Adequately Minimally Not Weighted

(4) achieved achieved achieved Mean
(3) (2) (1)
f x % f x % f x % f x %
Competent
56 224 67.5 27 81 32.5 0 0 0 0 0 0 3.7
leadership
Research-oriented
61 244 73.5 22 66 26.5 0 0 0 0 0 0 3.7
activities
Self-reliance and
65 260 78.3 18 54 21.7 0 0 0 0 0 0 3.8
critical thinking
National
development 61 244 73.5 22 66 26.5 0 0 0 0 0 0 3.8
objectives
243 972 73.2 89 267 26.8 0 0 0 0 0 0 3.7
Total

The overall achievement level among the four objectives at the AU-FCMSGS
Education was “fully achieved” with an overall WM of 3.7. It is evidently shown that
the frequency of 243 or its percentage distribution of 73.2 captured almost all the
respondents that represented the population of the graduate students currently
enrolled in the said university.

21
 BIBLIOGRAPHY

Association of College and Research Libraries. “Documented Library

Contributions to Student Learning and Success: Building Evidence with Team-Based
Assessment in Action Campus Projects.” Prepared by Karen Brown with
contributions by Kara J. Malenfant. Chicago: Association of College and Research
Libraries, 2016.

Commission on Higher Education: http://www.ched.gov.ph/October. 2007

Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning.

Teacher and teaching: History and Practice.

Reed, Christina Steinbacher & Rotella, Sam A. (2017, May).Lifting School

Leaders: Windows into Instructional Practice. Educational Leaderhip. 74 (8.68

Treska, Tomi. (2014). Academic Journal of Interdisciplinary Studies.The Effect of

Teacher Professional Development in Raising the Quality of Teaching.3
(6).doi:10.5901/ajis.2014.v3n6p369.

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 ABSTRACT

The profile of the graduate students at the Arellano University – Florentino

Cayco Memorial School of Graduate Studies – Education was determined through
the use of questionnaire. There were 162 graduate students enrolled during the first
semester of school year 2018-2019. Only 83 of them accomplished and returned
the questionnaires.
 Majority of the respondents were working in private institutions since they were
engaged in teaching profession. Surveys showed that there were 46 (55.4%)of
the respondents belonged to the private sector and 30 or 36.1 from public. Seven
or 8.4% have no answers.
 Doctorate students’ monthly salary clustered between P29999 – P50,000 while
the masteral students’ monthly salary clustered between P14,999-P29,999. The
doctoral students earn better than the masteral.
 The top three reasons why the respondents chose to pursue graduate studies
were the following: (1) professional development and knowledge enhancement;
(2) job promotion; and (3) salary increment.
 The satisfaction survey results could be used as the university’s reference or
guide when the administrators and professors outlined their proposed plans,
programs, projects and academic offerings in the succeeding years.
 The respondents were very satisfied and happy with the program and courses
they were currently enrolled in. In fact, it received the highest frequency of 35
(42.2%). This perception is supported by the usefulness of the courses in the
program to their current profession. In fact the respondents answered it was
very useful having a frequency of 37 (44.6%).
 When it comes to services, such as library, medical/dental, trainings and
workshops, counseling and academic consultation, the respondents were
satisfied having a frequency of 45 (54.2%). Based on their comments and
suggestions provided in the questionnaires, the graduate students wished to
have more reference materials for their research activity or to install a wireless
internet connection which they could use during their research days.

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 In terms of facilities such as computers, study space, instructional equipment
and comfort rooms, 51 or 61.5% said they were satisfied. Although they were
satisfied with the equipment used in teaching-learning process, the students also
suggested to improve the cleanliness of comfort rooms in the buildings.
 The faculty can be the university’s best feature, the respondents having claimed
that they were all knowledgeable about the subject matter and have impressive
credentials. In fact it gathered 55 (66.3%) which was under the “very satisfied”
indicator.
 Student association in the graduate school can be a big help in planning out a
student-teacher activity or program and in maintaining peace and harmony
among constituents. The 51 or 61.5% respondents examined the student
association as “satisfactory” .
 When asked about the achievement level of the graduate school of education in
terms of vision, the respondents described it as fully achieved having 53 (63.9%)
of the total population. It means that the university itself had continually been
conceptualizing projects and programs aligned to the school’s vision.
 For the school mission, the respondents’ survey results gathered 57 (68.7%), the
highest among the other descriptors. It means that the university had fully
achieved its mission of providing equitable access to education.
 The overall achievement level of the school objectives that has four indicators,
namely competent leadership, research-oriented activities, self-reliance and
critical thinking, and national development goals, was at its highest. The
objectives were fully achieved with a percentage distribution of 73.2. This has
been realized through academic offerings, core values, programs of actions for
the students to enhance learning, to upgrade teaching strategies and develop in
them the principles of Arellano University in order to become productive,
progressive and actively involved students and citizens of the nation.

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 August 14, 2018
Dear Respondent,
The Arellano University FlorentinoCayco Memorial School of Graduate Studies-Education is presently
conducting a study of the present graduate students who are working on their MAEd, MA Psych. and Ed.D.program in
this institution.
In this connection kindly accomplish the questionnaire below. Please answer every item with the needed
information. Your help will be very much appreciated. Rest assured that all the data you have provided will be treated
with utmost confidentiality.
Please return the accomplished questionnaire as soon as you are through.
Thank you very much.
Very truly yours,

Dr. Federico C. Castillo

Noted: Academic Coordinator

Dr. Maria Teresa F. Calderon

Dean, Graduate School of Education

Questionnaire

1. Name
(Optional)
2.Birthdate Month/Date/Year Age Gender Civil Status

3. Present
employment/job/position
4. Name and address of
employer
5. Sector employed Public Private NGO
(Pls. check)
6. Degree Program enrolled/pursued at FCMSGS-Education (Please check)
MAEd. Major: Year started -
MAPsych. Year started -
Ed. D. Year started -
Are you a transferee? (Pls. check) Yes No
If yes, from what college/university?
Why did you transfer?
7. What reasons have you for pursuing a graduate program?

8. How did you learn about AU FCMSGS-Education? (Please check only.)

a) website d) AU student/alumni Others, please specify
b) social media e) AU employee ______________________
c) word of mouth f) advertisements ______________________

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9. How satisfied and happy in the program/courses you are enrolled in? (Please check only.)
a) Extremely satisfied and happy d) Fairly satisfied and happy
b) Very satisfied and happy e) Not satisfied and happy
c) Satisfied and happy

10. What type of work/job do you do? (Please check..)

Office work Dept. Head Teacher Principal

Classroom teacher MT 1 Human resource staff
Elementary MT 2 Others, Pls. specify
Junior high school College Instructor ____________________________
Senior high school ____________________________
Guidance Counsellor
11. Salary per month in your present employment. (Please check the range.)

50,000 and Above 35,000 - 39,999 15,000 – 19,999 9,999 - Below

45,000 – 49,999 30,000 - 34,999 10,000 – 14,999
40,000 – 44,999 25,000 - 29,999

12. How useful are the courses in the program that you have chosen in relation to your present job? (Please check.)

Extremely useful Very useful UsefulFairly useful Not useful

13. Please tick off the box and/or write your suggestions for the improvement of our school.
a.) Course/Subject offered by the University in the Graduate School
Very satisfied Satisfied Cannot say either way Dissatisfied Very dissatisfied

Suggestions: ______________________________________________________________________________________

------------------------------------------------------------------------------------------------------------------------------------------------
b.) Services rendered by the University (e.g. library, medical/dental, trainings/workshops, counselling, academic consultation)
Very satisfied Satisfied Cannot say either way Dissatisfied Very dissatisfied

Suggestions: ______________________________________________________________________________________

------------------------------------------------------------------------------------------------------------------------------------------------
c.) Facilities (e.g. access to reference/research materials and computers, study spaces, equipment, comfort rooms,)
Very satisfied Satisfied Cannot say either way Dissatisfied Very dissatisfied

Suggestions: ______________________________________________________________________________________

------------------------------------------------------------------------------------------------------------------------------------------------
d.) Faculty
Very satisfied Satisfied Cannot say either way Dissatisfied Very dissatisfied

Suggestions: ______________________________________________________________________________________

------------------------------------------------------------------------------------------------------------------------------------------------

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e.) Student Associations
Very satisfied Satisfied Cannot say either way Dissatisfied Very dissatisfied

Suggestions: ______________________________________________________________________________________

------------------------------------------------------------------------------------------------------------------------------------------------
14. As a graduate student of AU FCMSGS-Education, how would you evaluate the achievement of the ff: (Pls. check.)

Fully Achieved Adequately Minimally Not

Achieved Achieved Achieved
Vision: To be a model institution of learning in the field of higher
education and thus make a significant contribution toward
elevating the quality of learning in the country towards global
standards.
Mission: To provide equitable access to education that provides
relevant knowledge and skills to industry, society and the
global community through various learning approaches in
graduate education at par with global standards.
Objectives: 1.To develop competent leadership in the different areas of
specialization that are encompassed by the programs of the
school so as to produce capable human resources for
continuing improvement of the policies and practices in those
areas;
2.To impress upon the graduate students responsibility that
goes with genuine scholarship by nurturing high level of
professionalism and productive scholarship through research
oriented activities;
3.To train graduate students to appreciate self-reliance and
critical thinking so as to be capable of exploring ways of
enriching our cultural heritage;
4. To inspire the graduate students to appreciate the
important role they can play in participating actively and
dynamically towards the pursuit of our national development
objectives.

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