Students’ Satisfaction on Service Delivery of Social Work

Program in MMG College of General Santos City Inc.:

Basis for Policy Enhancement

A Title Research Proposal

Submitted as Partial Fulfillment of
The requirement in Thesis Proposal (GS 200)
Dr. Eugenio S. Guhao, Jr. (Professor)

ROLDAN A. CARPISANO
October 2017
Contact number 09100111068
 Chapter 1

INTRODUCTION

Rationale

Student satisfaction has rarely been qualitatively studied at the university level.

As such, students’ conceptions of satisfaction and its drivers are poorly understood by

faculty and institutions alike, especially with regards to development over time (Carter,

2014). Thus, the academe is expected to provide quality education through appropriate

curriculum, knowledgeable teacher, complete school facilities, and other school services

and policies (Husain et.al, 2009). This means that universities have to improve on their

service quality while at the same time improving on their reputation, variety and

flexibility of programs offered in order to attract more students (Ntabathia, 2013).

Nowadays, students are looking for school which can provides quality education

which could equip them to their future career. This makes satisfaction in higher education

is a known predictor of outcomes such as students’ retention, timely graduation,

emotional wellbeing, and post-graduation success (Carter, 2014). There is a need to study

the relationship between service quality and students satisfaction because if it is

understood properly it can enable the right decision to be made about service quality that

lead to increase in students’ satisfaction (Ntabathia, 2013).

There are a lot of studies that focuses on student satisfaction on universities and

colleges. This is because student satisfaction is a well researchable topic in both academic

and non-academic (work place) setting, in which students’ satisfaction data helps colleges

and universities make their curriculum more responsive to the needs of a changing
marketplace (Eyck, Tews and Ballester, 2009). But studies on student satisfaction on

service delivery in a specific course or program offered by a universities or colleges such

as social work program is not given much attention. Therefore, there is a need to check

for student’s satisfaction in social work program and the delivery of services in deferent

colleges offering social work course.

If we want to understand student satisfaction, then students need to be part of the

process; furthermore, student satisfaction cannot really be understood unless it is in terms

students themselves can understand (Carter, 2014). In this study, however, students’

satisfaction is conceptualized as “satisfaction with the service delivery of social work

program”. Unlike prior studies, this study intends to contribute to existing literature by

determining the extent to which six factors affecting students’ satisfaction in the service

delivery of social work program by focusing on second year, third year and fourth year

social work students. Despite the many studies on students satisfaction with college-

related issues, there is lacking research on students’ satisfaction on service delivery of

social work program. This could contribute to policy enhancement for colleges offering

social work course. Thus there is a need to conduct this study.

Research Objective

This research study aims to determine the Students Satisfaction on the

Service Delivery of Social Work Program of MMG College of General Santos City, Inc.:

Basis for Policy Enhancement. It specifically attempts to answer the following question:

1. What is the level of students’ satisfaction on the following aspect:

1.1 Teaching strategies

1.2 Teaching and learning facilities

1.3 Teaching and learning materials

1.4 Appropriateness and adequateness of curriculum

1.5 Administrative services

1.6 Policies and procedures

2. What is the significant relation of students’ satisfaction on school policies?

3. To propose for policy enhancement.

Review of Related Literature

The following review of related literature cited to support current investigation

and provide ideas and information from previous research study. It contains researches

and articles on students’ satisfaction, social work students’ experiences, teaching

strategies, teaching and learning facilities, teaching and learning materials,

appropriateness and adequateness of curriculum, administrative services, and the policies

and procedures of school.

Students’ Satisfaction and Social Work Students Experiences

East Carolina University published in a website “The College of Health & Human

Performance” last (2015) school experiences that students may encounter in the social

work profession. According to the said school “The student experience encompasses not

only your time in the classroom, but also your time in the field”. Students are encouraged

to participate in one of the various student organizations within the School of Social

Work. These organizations provide students opportunities for networking with other

students, participating in community outreach projects, and to attend conferences.

Undergraduate and Graduate students are required to do professional internships or field

placements as part of their degree programs. These field placements give the student an

opportunity to learn and gain experience through "hands-on" instruction. Students are

placed in an approved agency and work there throughout the semester for a certain

number of (predetermined) hours, depending upon what program they are in. The Social

Work skills lab is utilized for instruction and practice of certain skills social workers need

to be effective. The lab has video equipment for taping and reviewing certain activities
that students participate in. It is also utilized for group seminars and discussions

pertaining to the practice of social work.

Fortune Anne E. et.al (2013), examines factors associated with students

satisfaction with field agency, field instructor, and field learning. The survey covers

students and agency characteristics, learning goals and structure, supervision, and school-

agency linkages. The findings revealed that students associated the quality of supervision

and relevance of learning most highly with satisfaction in their placement experience.

Being treated as a professional in the agency, school-agency linkages, student’s

characteristics, and amount of time engaged in specific social work activities were found

not to be major factors in student’s satisfaction with field work.

Tessema, M., Ready K., and Yu W. (2012) analyzed the factors affecting college

student’s satisfaction with major curriculum. They assess the extent to which eleven

academically related factors affect the overall satisfaction with major curriculum at a

midsized public University. Moreover, five out of the eleven factors identified in the

model (quality of instruction, capstone experience, academic advising, overall college

experience and preparation for career or graduate school) show a significant positive

impact in explaining satisfaction with major curriculum.

In a survey study conducted by Mangano, Joseph A. and Corrado, Thomas J.

entitled “adults student’s satisfaction at six two-year colleges” the result revealed mail-in

registration, bookstore and library service, attendance policies, course objectives and

content, textbook readability, college catalogs, and overall college quality received the

highest ratings. Low ratings were given to ease of registration, tutoring, orientation, and
child care services. Item scale correlations and regression analysis revealed that expedient

registration procedure, instructor quality, course variety, and scheduling convenience had

the most impact on adult student satisfaction. Significant differences existed between

male and female responses and respondents at smaller colleges were more satisfied with

educational programs than their peers at large institutions.

In the Philippines, a universities & colleges guide website conducted an online

survey on testimonies of B.S Social Work graduates. According to J.M a graduate of La

Concordia College in Manila, students are required to have the "practicum" our term for

OJT. This is where he had been assigned in Children Institution where he experience

house visitation with his client’s mother. For P.D a graduate of Mindanao State

University, Marawi campus, social worker is a client advocate to all services of a social

work, a mediator between two conflicting parties, and a teacher who painstakingly helps

person towards self-determination. Among the other skills, they acquired are the skill to

demonstrate effective oral and written communication in working with individuals,

families, groups, and organization. While for L.G who graduated at University Of The

Philippines Diliman , Quezon City, studying social work, he was able to learn lot of

things that he applyed in his career right now. For him, to be successful in this field, one

must have the following traits: analytic skills, communication skills, problem solving

skills, research skills, and open-mindedness (FindUniversity.ph, 2010).

Physical environment, interaction and support, feedback and assessment, and

administration, are strong factors which result in students satisfaction. This will help in

enabling private colleges and education sector managers and responsible to identify

education service quality factors from the students’ perspective (Husain et.al, 2009).
 There are a lot of activities that might be experience by the students in their

undergraduate program namely; first year seminar, learning communities, collaborative

assignment and projects, undergraduate research and service learning, community –

based learning. Many schools now build into curriculum first – year seminar or other

programs that bring small groups of students together with faculty or staff on a regular

basis. The highest – quality first – year experience place a strong emphasis on critical

inquiry, frequent writing, information literacy, collaborative learning, and other skills that

develop students’ intellectual and practical competencies. Learning communities are to

encourage integration of learning across courses and to involve students with “big

questions” that matter beyond the classroom. Students take two or more linked courses as

a group and work closely with one other and with their professors. Collaborative learning

combines two key goals: learning to work and solve problems in the company of others,

and sharpening one’s own understanding by listening seriously to the insight of others,

especially those with different backgrounds and life experiences. Undergraduate research,

however, has been most prominently used in science discipline. With strong support from

the National Science Foundation and the research community, scientist is reshaping their

courses to connect key concepts and questions with students’ early and active

involvement in systematic investigation and research. The goal is to involve students with

actively contested questions, empirical observation, cutting – edge technologies, and the

sense of excitement that comes from working to answer important questions. While,

service learning, community –based learning introduce “experiential learning” with

community partner is an instructional strategy and often a required part of the course. The
idea is to give students direct experience with issues they are studying in the curriculum

and with ongoing efforts to analyze and solve problems in the community (Kuh, 2008).

Social work students enjoyed a high sense of personal accomplishment. They

enjoyed their work with users. Students undertaking part-time work were subject to

significantly more demands than other students. Important support was obtained from

fellow students, course tutors and practice teachers, but significant numbers of students

experienced problems with low self-esteem and emotional exhaustion. They would

probably benefit from additional opportunities for mutual group support, individual

tutorial support and stress management courses. Wider structural issues include the need

for more adequate funding for students to reduce the need to undertake part-time

employment. Findings from this study encourage a focus on intervention at different

levels to reduce stress with individual students, groups of students, practice teachers,

course staff and the institutional environment (S. Collins et.al, 2008).

Social work students experience emotional stress while having to perform and

meet expectations from both academy and field. They may often feel physically and

emotionally overwhelmed while struggling to make the time and space to fully process

the varied experiences involved. There seems to be an unmet need for an ‘accompanying

place’ where thoughts, feelings and dilemmas can be observed in a non‐evaluative way.

Mindfulness has evolved lately as an efficient therapeutic technique in therapy. This

paper describes a technique that applies mindfulness meditation in a group format in

order to create a broader and richer learning experience that answers students' emotional

needs. The group met for eight weeks. Its goals were to enhance self‐awareness and

increase emotional support in handling field and academic stressors while experiencing
different states of consciousness. Findings show that students were able to acquire new

knowledge about them, experience autonomy in learning self‐containment and regulation,

and gain insights regarding their professional self‐concept. Significance for social work

training is discussed (Liora Birnbaum, 2008).

According to S. Wilks (2009) academic stress significantly had negatively

influenced social support and resilience. Social support systems exerted significant,

positive influence with each other and with resilience. No social supports mediated the

negative stress effect on resilience. Friend support moderated the academic stress–

resilience relationship. Implications for social work educators and field agency

practitioners regarding enhancement of supportive peer relationships among

undergraduate students are discussed.

It is essential to have, a practice teacher, on-site supervisor and team that makes

me think ‘outside of the box’, and who are prepared to challenge and be challenged.

Secondly, a practice teacher that gives praise when it is deserved is crucial, as I have

discovered that even those students with some social work experience under their belts

can doubt themselves. Also important is a team that is committed to helping students

learn and whose members are committed to keeping supervision appointments wherever

possible. Finally, a practice teacher who appreciates that students are ‘students’ and that

they are there learn rather than be treated as additional social workers with a full case

load. All of the above will help to ensure a positive experience. Moreover, she menteoned

that with her experience she developed a trusting relationship with her practice teachers

and on- site supervisor meant that she had a greater ability and confidence to demonstrate

her skills and knowledge. She also felt able to raise issues that she had strong feelings
and beliefs about without being worried that her intentions would be misunderstood. She

recall a particularly good debate she had with her on-site supervisor about assisted

suicide, and by the end of this debate she had a clear understanding of how personal and

social work values could clash and that why she needed to acknowledge her own feelings

on the subject. According to her “having a supportive practice teacher engendered the

capacity to receive critical feedback without feeling that I had done something wrong”

(Janine Buck, 2007).

Teaching Strategies

Mindfulness training is increasingly being integrated as a contemplative pedagogy

in social work education. Social work educators are using mindfulness training to support

student self-care, facilitate critical reflection and enhance dialogue around challenging

topics, integrate spiritual and holistic perspectives, and to help students develop direct

practice skills. In this article, they describe a course we developed, where they use

mindfulness training as a means of enhancing student self-care and well-being. They

draw on their own experience, student evaluations, and the existing literature to identify

and reflect upon key considerations in introducing this innovative experiential pedagogy

into the social work classroom (Gockel, and Deng, 2015).

In Singapore a study was conducted to build a model that predicts the level of

technological acceptance by the pre-service teachers. It also examined the relationship

among variables that influences technological acceptance. The result of the study states

that the perceived usefulness, attitude towards computer use, and computer self-efficacy

have direct effect on pre-service teachers’ technology acceptance, while other variables
such as perceived ease of use, technological complexity, and facilitating conditions

affects technological acceptance indirectly (Teo, 2008).

In Taiwan the study was conducted to see the effectiveness of teaching computer

science using commercial software instead of a traditional in-class lecture. The software-

based teaching practice was proposed due to lack of suitable teaching materials and

limited classroom time. The study used a pre-class video viewing of the lecture content

plus in-class supervised laboratory work as a model to overcome the problem. Base on

the experimental result the proposed model is feasible and effective way for the teaching

and learning of image processing. It also facilitates student-student and student-teacher

interaction in the classroom. Lastly, it improves understanding on the subject matter by

the students and an increased interest of students was evident (Chiu and Lee, 2008).

Teaching and Learning Facilities

School facilities can affect learning to students. The learning environment with

spatial configurations, noise, heat, cold, light, and air quality obviously bear on students’

and teachers’ ability to perform their respective task. Thus, the school needs clean air,

good light, and a quiet, comfortable, and safe learning environment. With this kind of

environment the school needs adequate funding and competent design, construction, and

maintenance. While the “building age” is not an indicator of a facility’s impact on student

performance because there are many schools built as civic monuments in the 1920s and

1930s that still provide excellent learning environment. There is a positive effect of small

school size and this effect is strongest with students from lower socio-economic groups

(Schneider, 2002).
 Students’ satisfaction with their university is based on a relatively stable person-

environment relationship. Thus, the satisfaction of students seems to reflect quite well

perceived quality differences of offered service and of the wider environment. Students

were particularly satisfied with the school placement and the atmosphere among students.

Students were mostly dissatisfied with the university building and the quality of the

lecture (Gruber, Thorsten et.al, 2010).

An exploratory descriptive research was conducted to report findings on the

perception of quality of educational facilities in Kenya public universities, and the

implications for teaching/learning, and the learning environment. The findings revealed

that the quality of the library, online resources and lecture facilities provided by the

Kenyan public universities did not meet quality measures of adequacy. They were unable

to support the desired educational programmes effectively and facilitate the development

of learning environments that support students and teachers in achieving their goals

(Ndirangu and Udoto, 2011).

Meanwhile, Zaheer Butt and Kashif ur Rehman (2010) focuses on the factors like

teachers’ expertise, course offered, learning environment and classroom facilities. They

measured students’ response through 5-point likert scale. The results of regression

analysis reveal that all attributes have significant and positive impact on students’

satisfaction in higher education though with varying degree of strength. However,

teachers’ expertise is the most influential factor among all the variables; therefore it

requires special attention of the policymakers and institution.

Teaching and Learning Materials

There are methods of illustrating the traditional lecture or talk; these are the

35mm slide projector and the overhead projector (OHP). The 35mm slides projector

allows the user to show photographs to illustrate the symptoms characteristic of a

particular condition, while overhead projector (OHP) presents visual material in advance

and to build on this as the lecture proceeds. Now there is modern computer-based

technology, a new and powerful tool for clinical teaching and it is the Microsoft

PowerPoint. It enables users to create a series of slides on a computer which may then be

projected in the lecture theatre using a data projector. It also includes a number of print

options. This is useful in printing three or six slides for handouts to the audience for key

points out from the presentation to take home with them and have space to write notes as

you talk. Teachers can also use videotape recorders in teaching both large groups

(lectures) and small groups. It makes video images easier to use in the classroom, since

individual clips can be immediately accessed without searching through a length of tape

(Harrison, 2003).

In Kenya a study was conducted to see the influence of teaching and learning

resources on students’ performance. It found out that teaching and learning materials

were available and are utilized in schools, especially those used in classroom instruction,

like chalks, dusters and charts except physical facilities are lacking and there’s gross

inadequacy of human resources which resulted to overstretched resources with annual

increase in enrolment rates thus compromising the quality of education. It was suggested

that the government should allocate more funds for teaching and learning resources to
improve the status and condition of physical facilities and employment of more teachers

(Akungu, 2014).

Appropriateness and Adequateness of Curriculum

As the social work curriculum is based on both theory and practice, the provision

of sound theory is critical as is fieldwork experience. It is critically important for social

work students to acquire, in a classroom environment, practice principles, values and

ethics and the scientific basis for practice. Equally important is the need to apply the

theoretical content covered in the classroom, to real life situations as part of a student’s

preparation to become a professional social worker. It takes more than academic fitness,

but also evidence-based knowledge, field- tested skills and a wealth of hands-on-

experience to become a fully backed social worker. While school supervision visits

provide opportunities for students and agency supervisors to get guidance in pursuing the

objectives of the placement and also to assess their performance students such visits were

reported to be erratic at one of the institutions. This obviously diminishes the importance

of fieldwork and it also undermines the learning process. A follow-up of this matter with

the fieldwork coordinator concerned revealed that fieldwork does not always get a

budgetary allocation and that if allocated it is always far from adequate. “Sometimes

school supervisors use their own resources for supervision and obviously there is limit to

which they can subsidies fieldwork” commented the fieldwork coordinator (Dhemba,

2012).

A study was conducted in Nigeria to examine the adequacy of security component

of the Nigerian Government the seven- point agenda in the basic school social studies

curriculum using multicultural perspective. The study found out that basic school social
studies curriculum did not adequately take care of the security component of the seven-

point agenda. It also found out that there is a need to include practical and entrepreneurial

skill acquisition, economic empowerment programs for sustainability and full

employment and community policy in the present basic school social studies curriculum

in Nigeria. Thus, it was suggested that the social studies curriculum should be regularly

reviewed and also interactive programme in form of seminars and workshops should be

organized (Yusuf and Agbonna, N.D).

Another study was conducted to find out the adequacy of upper basic Social

Studies curriculum content for sustainable development in Nigeria as assessed by Social

Studies teachers. From the result of the study they found out that the content of upper

basic Social Studies was not adequate, as assessed by teachers. It also revealed that

teachers’ assessment was significantly influenced by teaching experience, qualification

and school type. Based on the findings, the author suggested that upper basic Social

Studies curriculum should be reviewed and taught so as to ensure sustainable

development in Nigeria (Yusuf, Daramola, Bello, and Obafemi, 2015).

Administrative Services

Service quality is positively related to student satisfaction and that some of the

most important aspects of an institution that students liked most were the reputation of

the university and the nature of the programs offered. This means that universities have to

improve on their service quality while at the same time improving on their reputation,

variety and flexibility of programs offered in order to attract more students (Ntabathia,

2013).
 In an Australian University a study was conducted to measure the service quality

from the point of view of the customers using the SERVQUAL model. In this study the

“customers” were the business students of the said university. The findings of the study

states that satisfaction with the academic service was closely related to dependability

whereas satisfaction with administrative service was associated with good

communication (Soutar and Mcneil, 1996).

LeBlanc and Nguyen (1997) examined the concept of service quality in business

educations with 388 students as the participants of the study. In this study they were able

to identify seven factors which influence students evaluation of service quality namely;

reputation, administrative personnel, faculty, curriculum, responsiveness, physical

evidence and access to facilities.

A study was conducted to examine the relative impact of different types of

leadership on students' academic and nonacademic outcomes. It indicated that the average

effect of instructional leadership on student outcomes was three to four times that of

transformational leadership. The study used to measure school leadership revealed five

sets of leadership practices or dimensions: establishing goals and expectations; resourcing

strategically; planning, coordinating, and evaluating teaching and the curriculum;

promoting and participating in teacher learning and development, and ensuring an orderly

and supportive environment. The study revealed strong average effects for the leadership

dimension involving promoting and participating in teacher learning and development

and moderate effects for the dimensions concerned with goal setting and planning,

coordinating, and evaluating teaching and the curriculum. Thus, the article concludes the

need for leadership research and practice to be more closely linked to the evidence on
effective teaching and effective teacher learning. Such alignment could increase the

impact of school leadership on student outcomes even further (Robinson, Lloyd, and

Rowe, 2008).

Effective education leadership makes a difference in improving learning. This

report by researchers from the Universities of Minnesota and Toronto examines the

available evidence and offers educators, policymakers and all citizens interested in

promoting successful schools, some answers to these vitally important questions.

According to authors the impact of leadership tends to be greatest in schools to meet the

needs of the students. But the question is how do high-quality leaders achieve this impact.

Authors stated that this could be done by setting directions (charting a clear course that

everyone understands, establishing high expectations and using data to track progress and

performance) by developing people (providing teachers and others in the system with the

necessary support and training to succeed) by making the organization work (ensuring

that the entire range of conditions and incentives in districts and schools fully supports

rather than inhibits teaching and learning). There is still much more to learn about the

essentials of quality leadership, how to harness its benefits, and how to ensure that we

don’t continue to throw good leaders into bad systems that will grind down even the best

of them (Leithwood, Seashore Louis, Anderson and Wahlstrom, 2004).

Policies and Procedures

Over the past three years overrepresentation of ethnical minority students

particularly African American males in the exclusionary discipline consequences of

suspension and expulsion has been consistenly documented. As documented, it had

found out the direct link between exclusionary discipline consequences and the entrance

to prison and terned as “the school-to-prison pipeline for these most vulnerable students.

The authors argue that ethnographic and interview data would support teachers’

perception of loss of classroom control as contributing to who is labeled and removed for

discipline reasons. A school discipline policies such as exclusionary discipline

consequences are the primary medium used once the students are sent from the classroom

(Fenning and Rose, 2007).

Increasing evidence shows that when adolescents feel cared for by people at their

school and feel like a part of their school, they are less likely to use substances, engage in

violence, or initiate sexual activity at an early age. A study by McNeely, Nonnemaker

and Blum (2002) examined the association between school connectedness and the school

environment to identify ways to increase students' connectedness to school. The result

stated that positive classroom management climates, participation in extracurricular

activities, tolerant disciplinary policies, and small school size were associated positively

with higher school connectedness.

Theoretical Framework

There are a lot of researches involving satisfaction in relation to the perspective of

the customer. According to the BNET business library, customer satisfaction is the

degree to which customer expectations of a product or service are met or exceeded.

Satisfaction is a function of relative level of expectations and perceived performance.

Quinco (2011) cited Carey, Cambiano and De Vore (2002) statement that satisfaction

actually covers issues of students' perception and experiences during the college years.

Quinco (2011) also cited William’s belief that students is considered customer

since in the current atmosphere of higher education marketplace, students have become

“customers” as fee payers can demand that their views be heard and acted upon. Thus the

researcher will utilize Theories of Customer’s Satisfaction namely: Theory of

Consistency, Theory of Assimilation, Theory of Contrast, and Theory of Assimilation-

Contrast to analyze the findings of the study.

Theory of consistency suggests that when expectations and the actual

performance of the product do not fit, the consumer will present a certain amount of

tension. To solve this tension, the consumer will try to adjust both expectations and

perception on the actual performance of the product.

Theory of assimilation is anchored on Festinger’s theory of dissonance (1957). It

states that the consumer makes a sort of cognitive comparison between the expectations

regarding the product and the product’s perceived performance. The dissonance will

appear it there is a discrepancy between expectation and the product’s perceived

performance (Andreson, 1973).

 Hovland, Harvey and Sherif (1957) introduced the theory of contrast. It is an

alternative approach to the evaluation post-usage process that was presented in

assimilation theory. As defined by Dawes et al (1972) contrast theory is that tendency to

magnify the discrepancy between one’s own attitude and the attitude represented by

opinion statement. It states that whatever the customer experiment disconfirming, they try

to minimize the discrepancy between their previous expectations and actual

product/service performances, by shifting their evaluations away from expectations.

To explain the relationship between variables within the disconfirmation model

Hovland, Harvey and Sherif (1957) introduce another theory which is the theory of

assimilation-contrast. It explains that satisfaction is a function of the magnitude of the

discrepancy between expected and perceived performance. Isac and Rusu (2014) cited

Peyton (2003) which further explains that according to theory of assimilation, customers

have a tendency of assimilating or adjusting the differences in product performance, with

a view of getting them to the level of their previous expectation, but only if the

discrepancy is relatively small. This theory tries to illustrate the fact that both the

assimilation and the contrast theory paradigms have applicability in the study of

customer’s satisfaction.
Conceptual Framework

The concepts that are involved in this study are the following; teaching strategies,

teaching-learning strategies, teaching-learning materials, appropriateness and

adequateness of curriculum, administrative services, policies and procedures.

Teaching Strategies

According to Ayeni (2011), Adunola (2011) and (Chang, 2010) as cited by

Ganyaupfu (2013) teaching is a continuous process that involves bringing about desirable

changes in learners through use of appropriate methods. Indicated that in order to bring

desirable changes in students, teaching methods used by educators should be best for the

subject matter. Furthermore, teaching methods work effectively mainly if they suit

learners’ needs since every learner interprets and responds to questions in a unique way.

Teaching-Learning Strategies

According to the Center for Evaluation and Education Policy Analysis, College of

Education (2015) school facilities can have a profound impact on both teachers and

students outcomes. To the teachers, school facilities can affect teacher recruitment,

retention, commitment, and effort. To the students, it can affect their health, behavior,

engagement, learning, and growth in achievement.

Teaching-Learning Materials

Teaching materials is described as the resources teachers use to deliver instruction

which support student learning and increase student success. This could refer to concrete

examples, such as worksheets or manipulative including learning tools or games that

students can handle to help them gain and practice facility with new knowledge

(educaton.org, 2016).

Appropriateness and Adequateness of Curriculum

Curriculum refers to vocational learning outcomes, course learning outcomes,

essential employability skills outcomes, general education, content and subject The

curriculum includes specific knowledge and skills relevant to students’ current

environment as well as the more general knowledge and skills that students will need to

deal with new challenges created by economic and social change (USAID, 2005).

Administrative Services

The Administrative Service provides oversight in the areas of enrollment (open

enrollment and others), human resources (recruitment, selection, retention and school

staffing), labor relations (contract negotiation), equal opportunity (complaint resolution,

equity and inclusion programming) and school administration (policy compliance and

implementation, grievance and complaint processing and principal supervision)

(hopkinsschool.org, 2016).

Policies and Procedures

Policies and procedures assist schools to make good decisions that optimize

wellbeing. Policy intentions are transformed into action by school staff, students and the

wider community. This could be done through involving students in school decision-

making about government and policy. Involve students and parents in the regular review

of school policies and procedures. Encourage students to actions in tacking bullying,

prejudice and other behavior that have a negative effect on students (The State of

Queensland-Department of Education and Training, 2016).

 Input Output

Student Satisfaction on Service

Delivery of Social Work Program:

 Teaching Strategies

 Teaching and Learning

Facilities

Policy
 Teaching and Learning
Enhancement
Materials

 Appropriateness and
Adequateness of Curriculum

 Administrative Service

 Policies and Procedure

Figure 1. The Conceptual Framework Showing the Variables of the Study

Significance of the Study

The students are knowledgeable of what they expect and require from a university

that delivers quality education. Thus, in the study of Quinco (2011) would like to

establish whether the university is delivering the quality of service that is expected from

it by the students. If quality programs were market driven and students oriented, then

quality improvements should lead to students’ satisfaction. The result of the study can

give information on the elements and dimensions of quality service as given priority by

the students to assess the quality of education delivered by the university. The study also

hopes to provide conclusions and some recommendations which the university may

consider in its drive to introduce quality improvements (Quinco, 2011).

Definition of Terms

Student’s satisfaction on the service delivery – it refers to satisfaction of BSSW

students to service delivery of MMG College of General Santos City.

Social work program – it refers to program of social work department in MMG College

of General Santos City Inc. to social work students.

Policy enhancement – it refers to proposed policy for MMG College of General Santos

City Inc. based on the findings of the study.

 Chapter II

METHOD

This chapter presents the research design, role of the researcher, research

participants, data sources, data collection procedure, data analysis, trustworthiness of the

study, ethical consideration, implication and concluding remarks.

Research Design

The study will utilize a quantitative research using a survey method. A survey is a

method of collecting information about a human population. In a survey, direct or

indirect contact is made with the unit of study by using systematic method of

measurement such as questionnaires and interview. The essence of survey method can be

explained as questioning individuals on a topic or topics and the describing their

responses (Jackson, 2011). This method is applied to determine student’s satisfaction on

the service delivery of social work program in MMG College of General Santos City.

Research Locale

The study will be conducted in General Santos City, Region XII, Philippines.

Philippines is an archipelago compose of 7,107 island which is divided to 3 major islands

namely; Luzon, Visayas and Mindanao. It is composing of 17 regions and one of it is

Regions XII. This region is commonly known as "Soccsksargen" which is an acronym

that stands for the region's four provinces and 2 cities (South Cotabato, Cotabato,

Cotabato, Sultan Kudarat, Sarangani and General Santos).

South Cotabato is located in the southern part of the island of Mindanao. It is

bounded by the province of Sultan Kudarat in the north and west, in the east and south by
the city of General Santos and province of Sarangani. It lies at latitude of about 6°15′

north and about 125° longitude. Its main access to the sea is through the Sarangani Bay

where the modern port of General Santos City is located. Majority of the population in

the province are speaking “Hiligaynon” consisting of about 52% of the total population

and catholic religion dominates the area with 65% to total population. The population of

province (excluding General Santos City) was 915, 289 in the 2015 census, making it as

one of the country's most populous province. The population density is 230 inhabitants

per square kilometer or 600 inhabitants per square mile.

General Santos City is one of the cities of Region XII. It is an independent and

chartered city within but not under the jurisdiction of the South Cotabato province.

General Santos is the 15th-most populous city in the country with 594, 446 inhabitants as

per 2015 census from the 26 barangay of the city. General Santos City is the regional

center for commerce and industry of the Soccsksargen region. Thus, it is classified as one

of the highly urbanized cities in the Philippines. It is also known as the Tuna Capital in

the whole archipelago.

 The figure bellow is the map of the Philippines highlighting South Cotabato

Province and General Santos City.

MMG COLLEGE OF GENERAL

SANTOS CITY INC.

Map of General Santos City

Research Population and Sample

The participants of the study are social work students from who are incoming

second year to fourth year respectively. There are 29 incoming second year students,

while there are 43 incoming third year students and 72 incoming fourth year social work

students. They are enrolled in MMG College of General Santos City under Social Work

Department. The participants of the study will be determined using probability sampling

specifically random sampling to attain the desired number of participants.

Research Instrument

The researcher will use questionnaire in collecting the data of the study. First part

will be the profile of BSSW students of MMG College of General Santos City Inc.. The

second part will be services and program of the school for social work department.

In determining the level of satisfaction of social work students on the service

delivery of social work program of MMG College of General Santos City Inc., the

researcher will use the five point scale. The scale has the corresponding verbal

description and definition.

Scale Verbal Description Definition

5 Very Satisfied Means that student are very satisfied at

about 81%-100%

4 Satisfied Means that student are satisfied

at about 61%-80%

3 Neither Satisfied nor Dissatisfied Means that students are neither satisfied

nor dissatisfied at about 41%-60%

2 Dissatisfied Means that students are dissatisfied at

about 21%-40%

1 Very Dissatisfied Means that students are very dissatisfied

at about 1%-20%

Data Collection

The researcher will ask permission through a formal communication letter from

the school administrator of MMG College General Santos City Inc. to allow the

researcher to conduct the study in the said school. After the school administrator will

allow the researcher to conduct his study in the school, the researcher will administer the

survey questionnaire in the respective classrooms of the identified respondents of the

study. The researcher will explain the content of the study and read the direction in the

questionnaire. After which, he will administer the questionnaire to the respondents. Right

after the respondents finished answering the questionnaire the researcher will gather the

instrument and will make sure that all of the questions were.
Statistical Tool

In describing student’s satisfaction on the service delivery of social work program

of MMG College of General Santos City Inc., the researcher will reflect and analyze the

answer of the participant from the survey questionnaire. The statistical tool that will be

utilized is the frequency, percentage, mean and over all grand mean.

In determining the level of satisfaction on the service delivery of social work

program of MMG College of General Santos City Inc., the following scale will be used

with verbal description, as shown in the next page.

Numerical Value Verbal Description Definition

4.20 – 5.00 Very Satisfied The students are very satisfied on the

service delivery of social work program

3.40 – 4.19 Satisfied The students are satisfied on the service

delivery of social work program

2.60 – 3.39 Neither Satisfied nor Dissatisfied The students are fairly satisfied on the

service delivery of social work program

1.80 – 2.59 Dissatisfied The students are dissatisfied on the

service delivery of social work program

1.00 – 1.79 Very Dissatisfied The students are very dissatisfied on the

service delivery of social work program

Ethical Consideration

Ethical standards prevent against the fabrication or falsifying of data and promote

the pursuit of knowledge and truth which is the primary goal of research. Researchers

must follow the appropriate guidelines for issues such as human rights, compliance with

the law, conflicts of interest, safety, and health standards. To address these

considerations, most institutions and organizations have developed an Institutional

Review Board (IRB). It is a panel of people who help to ensure the safety of human

subjects in research and who assist in making sure that human rights are not violated. It

helps to protect the institution and the researchers against potential legal implications

from any behavior that may be deemed unethical. Participants’ of the study must be

voluntary and given consent in the conduct of the study. These principles are followed to

guarantee that all human subjects are choosing to participate of their own free will and

that they have been fully informed regarding the procedures of the research project and

any potential risks. Ethical standards also protect the confidentiality and anonymity of

the subjects.

In line with this, the researcher will submit a copy of his study to the UM Ethical

Review Committee (UMERC) to insure that the guidelines, policies and procedures of

the university will be met by the researcher. The researcher will secure a copy of

Compliance certificate from (UMERC) right after outline defense before the conduct of

the study.
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