COLLEGE PROGRAM SATISFACTION OF PSYCHOLOGY STUDENTS AT

NATIONAL UNIVERSITY - MANILA

Gabriel Jherico L. Rabe, Aiyessa Thea P. Dula, Alexah Krystyn C. Gaboy, Cassey C.

Balmaceda, Emmanuel Jan Earl C. Tabuñag, Shara May C. Ursua, and Ms. Rachelle Ann

G. Castro, MA, RPm, RPsy

Psychology Department

College of Education, Arts, and Sciences

National University-Manila

Ms. Rachelle Ann G. Castro, MA, RPm, RPsy

February 2024
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Certificate of Originality

We hereby declare that this thesis is our work and that, to the best of my knowledge and

belief, it contains no material previously published or written by another person nor

material which to a substantial extent has been accepted for the award of any other degree

or diploma of a university or other institute of higher learning, except where due

acknowledgment is made in the text.

We also declare that the intellectual content of this thesis is the product of our work, even

though we may have received assistance from others on style, presentation, and language

expression.

Gabriel Jherico L. Rabe

Principal Investigator

Members:

Aiyessa Thea P. Dula

Alexah Krystyn C. Gaboy

Cassey C. Balmaceda

Emmanuel Jan Earl C. Tabuñag

Shara May C. Ursua

Rachelle Ann G. Castro, MA, RPm, RPsy

Research Adviser

Date Signed:

Date:

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Table of Contents

Abstract 6

1.0 Introduction 7

2.0 Background 10

2.1 Review of Related Literature 10

2.2 Research Questions and Hypothesis 16

2.3 Theoretical Framework 17

3.0 Research Methods 19

3.1 Research Design 19

3.2 Research Locale 19

3.3 Population and Sampling 20

3.4 Research Ethics 21

3.5 Research Instrument 21

3.6 Data Collection 23

3.7 Data Analysis 23

4.0 Results 25

5.0 Discussions 34

5.1 Conclusions 34

5.2 Recommendations 34

References 37

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List of Tables

Table 1. Demographic Profile of the Respondents 25

Table 2.1. Respondents’ Satisfaction Level with the Program (BS Psychology) 26

Table 2.2. The Satisfaction Level of the Respondents with the Quality of

Education Given by the University (National University - Manila) 27

Table 3.1. The Relationship Between the Respondents’ Year Level and

Program Satisfaction Level 29

Table 3.2. The Relationship Between the Respondents’ Year Level and

Their Satisfaction with the Quality of Education given by the University

(National University - Manila) 31

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List of Appendices

Appendix A. The Demographic Profile of the Respondents 39

Appendix B. The Program Satisfaction Level of the Psychology Students

in National University - Manila 39

Appendix C. The Students' Satisfaction Level with the Quality of

Education Given by the University (National University - Manila) 40

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Abstract

This study wanted to investigate the College Program Satisfaction of Psychology

Students at National University-Manila, as well to discuss whether the Psychology

students are satisfied with their college program decision. Specially, to identify a better

understanding of the college program satisfaction of Psychology students. This study

utilized a quantitative research design through survey. The researcher used modified

questionnaires as the researcher’s survey questionnaires. The survey questionnaire was

made using Google Forms and it was distributed thru online and face-to-face with the use

of QR code. The respondents of the study were 90 Psychology students from National

University-Manila. Findings indicated that as students advance academically, increased

pressures and demands may lead to a decline in satisfaction with the quality of education

provided by the University.

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1.0 Introduction

Program satisfaction refers to how satisfied students are with the program in

which they are enrolled. It plays a role in contributing to a sense of personal

accomplishment, feeling successful academically, and realizing their potential

professionally. The importance of satisfaction in college when choosing a program is that

it can improve teaching and learning processes as well as knowledge transfer among

students. This can also help students feel more accomplished, succeed academically, and

achieve their professional goals. Thus, this study focuses on the program satisfaction

level of a specific program, Psychology from each year level at National University -

Manila, specifically, 1st year, 2nd year, and 3rd year.

When it comes to education, understanding how satisfied students are with their

college program is paramount. It's not just about attending classes; it's about feeling

fulfilled and engaged in the learning process. In this study, we're delving into college

program satisfaction among Psychology students at National University-Manila. Despite

the increasing emphasis on satisfaction in education, there's a noticeable gap in research

specifically focusing on the satisfaction levels of Psychology students at this institution.

This gap inhibits our ability to truly evaluate the effectiveness of the educational program

and pinpoint areas for improvement. Furthermore, exploring whether students genuinely

want to pursue Psychology as their major adds another layer to our exploration, shedding

light on the alignment between students' interests and their chosen program of study.

Through these investigations, we aim to not only enhance educational quality but also

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ensure that students feel truly fulfilled in their academic pursuits at National

University-Manila.

This study was conducted by the researchers to discuss and know if current

Psychology students of the National University Manila are satisfied with their chosen

college program which is BS Psychology. Knowing the satisfaction level of Psychology

students from National University-Manila will also give the researchers an idea of the

quality of education in the Psychology program that the said university gives is good.

This study also aims to know if there is a relationship between the program satisfaction

level of Psychology students from the National University-Manila and their year level.

The field of Psychology has been gaining recognition for the past years and has

continuously grown over the years. Proper education about this field matters for most

people in all communities because of its way of understanding the well-being of others.

Through the years, as Psychology continues to grow, various sectors such as the clinical

and business sectors hired Psychology majors in their field. But regardless of the growing

demand for Psychology majors, some students struggle to find employment not because

of a lack of work history, but because they lack industry-relevant skills (Balah, 2023). As

this study focuses on the program satisfaction of Psychology students, some areas in this

research provide proper context on how this can contribute to the success of the field of

Psychology and even to some industries.

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The researchers aim to identify a better understanding of the college program

satisfaction of Psychology students. With the success of this research, future researchers,

school administrators, and/or the program head can provide better ways to improve and

foster learning in a way that makes the students satisfied with the program that they

chose. In this way, the success in the field of Psychology can grow more in the next

generations and become a more valuable tool in some industries such as the clinical and

business sectors.

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2.0 Background

2.1 Review of Related Literature

There are multiple research studies done in the past that are related to this study.

A group of researchers in Qatar had a research study related to this study. A research

study entitled “Investigating Determinants of Student Satisfaction in the First Year of

College in a Public University in the State of Qatar” was conducted back in 2018 and it

was conducted by 3 people named Bothaina Al-Sheeb, Abdel Magid Hamouda, & Galal

M. Abdella. The study examined the impact of academic, social, and environmental

factors on overall student satisfaction with the college experience. The research study

conducted by Al-Sheeb, Hamouda, & Abdella can relate to this study as it both focuses

on the program satisfaction of college students. Also, it is highly relevant as it focuses on

the different factors affecting a student’s college satisfaction.

The data collection instrument used by Al-Sheeb, Hamouda, and Abdella was a

survey questionnaire, specifically a satisfaction survey, which was the same instrument

used in this study as this is the study where the questionnaire used in this study came

from and was modified. With the help of a sample of 105 males and 177 females, the

study was able to come up with the conclusion that overall student college satisfaction

could be improved by enhancing those elements that could change students’ attitudes and

perceptions (Bothaina Al-Sheeb, Abdel Magid Hamouda, & Galal M. Abdella, 2018).

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Numerous previous research studies have been conducted on the subject of

student satisfaction. The researcher measured college student satisfaction. This study was

conducted in 2014 by Wanying Shi, Julie Drzymalski, and Jian Guo. The primary goal of

this study was to measure the one-way interaction between student attributes and their

level of satisfaction, as well as to use gap analysis to demonstrate the difference between

student satisfaction and level of importance. This is relevant to the current study as the

researchers were also looking into the program satisfaction of Psychology students.

Furthermore, the data was collected by Wanying Shi, Julie Drzymalski, and Jian

Guo using survey questionnaires. The survey was distributed to 200 undergraduate

students from various engineering programs at a private university in the United States.

According to the findings, the researcher was able to measure all of the attributes (gender,

class level, and residence condition) because their combination has an impact on the level

of overall student satisfaction. (Wanying Shi, Julie Drzymalsk & Jian Guo, 2014)

Another related study was conducted back in 2016 by Sears et al. to identify the

factors that contribute to students’ satisfaction with their Psychology degree. Multiple

regression analyses indicated that key predictors of students’ satisfaction with their

degree program included the quality of teaching in lectures, level of academic challenge,

and opportunities for research experience.

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The growing popularity of Psychology as an undergraduate program has been

evident over the years, and institutions have been taking steps toward increasing their

effectiveness in terms of the academic learning environment that students can engage

with. According to Sears et al,. (2016), Psychology is the most popular undergraduate

program in North America, that includes some of the growing countries in the world, and

is also ranked as the third most popular major after liberal arts and sciences, and general

business/commerce in Canada. But despite this strong interest, the Psychology program

has been struggling to meet the demands of many departments and industries in terms of

workforce-related strength. As per Sears et al., (2016) the increasing number of

Psychology programs has made it challenging for established departments to attract and

retain the best students, as many students have more than one option to consider when

planning their undergraduate education, also affecting the students’ satisfaction of the

program they chose.

The study by Sears et al. described student satisfaction as a “short-term attitude

resulting from an evaluation of the student’s educational experience.” Student satisfaction

measures the program quality of the department or school institutions, in this way, they

can manage to improve their quality of education providing the students with the best

education possible. With this, the satisfaction of students with their chosen program can

increase overall. (Christopher R. Sears, Melissa A. Boyce, Susan D. Boon, Vina M.

Goghari, Kara Irwin, and Michael Boyes, 2016)

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Last year, 2023, authors Danışman, F. B., Kılıç, İ., Sarul, G., Aktaş, S., Amini, N.,

& Ada, O. O. (2023) conducted a study that sought to convey the factors influencing

college satisfaction among METU students. Through a comprehensive study, the authors

aim to provide insights into what contributes to students' overall well-being during their

college experience. The general aim of the study is to identify and understand the factors

that impact college satisfaction among METU students. Specific aims include examining

the relationship between major satisfaction, social self-efficacy, academic performance,

and campus life satisfaction on overall college satisfaction.

The study is highly relevant as it addresses an important aspect of student life and

well-being. Understanding what influences college satisfaction can help institutions and

policymakers create strategies to enhance students' overall experience. The methodology

employed in the study involves a mixed-methods approach, combining a literature review

with a survey analysis. The sample consists of METU students, and data collection

methods include questionnaires and statistical analyses to examine the relationships

between independent variables and college satisfaction.

Important results of the study indicate that major satisfaction emerges as the most

significant factor influencing college satisfaction among METU students. This

underscores the importance of students' contentment with their chosen majors in

determining their overall well-being during college. Other findings highlight the

contributions of social self-efficacy, academic performance, and campus life satisfaction

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to overall college satisfaction. The implications of these results are significant for both

students and educational institutions. Students are encouraged to prioritize their

satisfaction with their chosen majors when making college decisions to optimize their

overall satisfaction with the college experience. Institutions can use these findings to

develop interventions and programs that support students in aligning their academic

pursuits with their interests and goals, thereby fostering greater satisfaction with the

college experience (Danışman et al., 2023).

There has also been research done to determine the relationship between student

satisfaction and academic success. Dhaqane and Afrah (2016) investigated the

association between student satisfaction and academic performance. The data was

collected using a questionnaire, and 200 students from 10 different faculties at Benadir

University participated. Dhaqane and Afrah (2016) discovered that there is a strong

association between student satisfaction and academic achievement. According to the

findings, satisfaction boosts academic progress as well as student retention.

The study's findings were validated by Hassani and Aghdasi (2014), who

investigated the association between academic achievement, satisfaction, and stress

among female students. Their research discovered that obtaining an academic degree is

only part of the equation for success; achieving happiness is the true definition of

success. Many people earned the highest levels of academic degrees but did not like their

time spent learning. One of the primary responsibilities of educational researchers and

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planners is to provide education and training that is based on student happiness. This

reinforces and adds to the sense of how crucial student happiness with their program is. It

enables pupils to improve their academic performance and satisfaction. (Dhaqane, &

Afrah, 2016)

Aside from those related research studies, Bebermeier, et al (2022) reported that

adequate self-efficacy beliefs and sufficient information are required for a successful

study and thus lead to higher persistence and ultimately to higher satisfaction. This

quantitative study is relevant to the present study as the researchers were also

investigating the program satisfaction of Psychology students. However, the researchers’

main objective was to identify the Psychology student’s study satisfaction based on

objective and subjective criteria. Hence, The researcher's primary goal was to investigate

the influence of study-relevant factors on subjective criteria of success and mathematical

skills.

Using the longitudinal survey study, the researchers surveyed 1st-year Psychology

students at Germany University where they surveyed 845 respondents out of five

subgroups; Bebermeier, et al (2022) stated that the data from 854 respondents (out of the

five cohorts) exist: in a total, of 759 students that answered the first, 474 the second, and

342 for the third survey. Among these, 307 participants responded only to the first survey,

34 only to the second, and 46 only to the third one. Furthermore, 171 participants

responded to the first and second surveys, but not to the third. In addition, 27 participants

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responded to the first and third surveys, but not to the second. Another 15 participants

responded to the second and third surveys, but not to the first. Thus, 254 complete and

600 incomplete data sets exist. Therefore, in their study, the researchers found that

self-efficacy beliefs and self-assessed level of information are major predictors of

Psychology students' persistence and satisfaction with their study program as factors

influencing academic achievement. (Bebermeier, S., Austerschmidt, K., & Nussbeck, F.,

2022)

2.2 Research Questions and Hypothesis

Research Questions:

1. What is the demographic profile of the respondents in terms of their year level?

2. What is the mean and standard deviation of the program satisfaction level of

Psychology students from National University - Manila?

3. Is there any significant relationship between the year level of the students and

their program satisfaction?

Hypothesis:

There is no significant relationship between the year level and program

satisfaction of the Psychology students at National University-Manila.

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2.3 Theoretical Framework

This study used the Self Determination Theory (SDT) conducted by Ryan and

Deci. According to the SDT, self-determination refers to a person’s ability to make

choices and manage their own life. Stated by Ryan and Deci that being self-determined

means that you feel greater control, as opposed to being non-self-determined, which can

leave you feeling that your life is controlled by others.

The theory managed to explain how the satisfaction of college students can be

affected by how they are self-determined as how the SDT emphasized that people are

self-determined when their needs for competence, connections, and autonomy are

fulfilled. In this way, satisfaction plays a huge role in how the students become

determined to pursue their career in Psychology or even continue pursuing the college

program. It is already human nature to have doubts about what they do and with

self-determination theory, it is discussed that people need to feel in control of their

behavior and goals, and the sense of being able to take direct action to change some, and

it becomes a big part of being self-determined. Being able to feel in control of your

behavior and goals can affect the actions that people do despite being doubtful or

unsatisfied with the path that people choose.

Using this theory in the study that the current researchers are conducting, the

study College Program Satisfaction of Psychology Students can have a clear path forward

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to achieving the desired outcome. The SDT is used as a supporting theory for the study

that the researcher aims to fulfill.

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3.0 Research Methods

3.1 Research Design

This study used a survey to understand how satisfied Psychology students are

with their chosen program at National University-Manila. By collecting data from

students at one time, we got a snapshot of their satisfaction levels. This design helped the

researchers explore satisfaction across different academic years and identify any patterns

or trends. Conducting the study at National University-Manila allows the researchers to

focus on one institution, making it easier to gather data and assess the effectiveness of the

BS Psychology program. The researchers used quota sampling to ensure representation

from each academic year, enhancing the reliability of the findings.

3.2 Research Locale

National University is a non-sectarian institution composed of eight branches,

including the main campus in Sampaloc, Manila, a highly urbanized area in the

Philippines. The university was established in 1900, and founded by Mariano Fortunato

Jhocson as Colegio Filipino before it was named National University. There are various

programs offered in the university including Bachelor of Science in Psychology which is

under the College of Education, Arts, and Science department. The students at the

National University are composed of diverse socioeconomic backgrounds, with a mix of

international and local students.

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The research is conducted at the University as it is one of the universities that

have a growing population of Psychology students. The Psychology program at National

University has diverse focuses in every branch. The university is known for its

established Psychology program and its diverse student body. The urban setting is also

considered as to why National University-Manila is the chosen locale of the research.

3.3 Population and Sampling

Psychology students from the National University-Manila were the respondents in

this study. Composed of 30 respondents from first-year students, 30 from second-year

students, and 30 from third-year students, a total of 90 psychology students were

sampled.

Simkus (2023) described quota sampling as a non-probability sampling method

where the researcher selects participants based on specific characteristics, ensuring they

represent certain attributes in proportion to their prevalence in the population. It’s like

stratified sampling but without random selection within each stratum. Thus, quota

sampling was used in the study since the researchers first divided the respondents into

subgroups according to their year level before recruiting sample units until the quota was

met.

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3.4 Research Ethics

The researchers prioritized the security of the data acquired from responders. The

ethical consideration principle proposed by Bhandari (2021) is utilized. Voluntary

participation, informed consent, anonymity, confidentiality, the risk of damage, and

communication outcomes are some examples of such principles. The volunteered

responders are given full consent and information about the study without force or

pressure. There was no harm done to the respondents who participated in the research,

and they could withdraw or refuse to answer the questionnaire for any reason without

consequence. The participants' identities were preserved, and no sensitive personal

information was gathered. Furthermore, the study adheres to Republic Act 10173, the

Data Privacy Act of 2012, regarding the data collected and used. Furthermore, the

questionnaire was administered through Google Forms, and the collected data were

recorded in Excel, with only the researchers and the adviser having access. Ultimately,

plagiarism and ethical misconduct were not tolerated or practiced in this research.

3.5 Research Instrument

The researchers used a survey questionnaire through Google Forms as the

instrument for data collection.

The survey questionnaire was divided into three(3) parts:

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The first part of the questionnaire contains a question that determines the

demographics of the respondents. However, it will only contain one(1) question that asks

the year level of the respondent.

The second part of the questionnaire contains the main questions that answer the

research problems and questions of the researchers in this study which is the program

satisfaction level of the Psychology students in National University - Manila. The

researchers used a Likert scale for the questionnaire. The questionnaire consists of 10

questions that are all about being satisfied with their chosen program which is BS

Psychology. The questions are modified questions from a related study which was the

study conducted by researchers in Qatar (Bothaina Al-Sheeb, Abdel Magid Hamouda, &

Galal M. Abdella, 2018). Each question consists of a 5-point Likert Scale as the choices

(5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1= strongly disagree).

The last part of the questionnaire consists of additional questions which assess

and evaluate whether the quality of education given by the university is satisfactory. The

last part of the questionnaire contains 5 questions and the questions are also modified

questions from the same research study used for the second part of the survey. Each

question for the last part of the questionnaire also utilizes the same 5-point Likert scale.

(5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1= strongly disagree)

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3.6 Data Collection

The researchers used a modified questionnaire as survey questionnaires to collect

data. The researcher used quota sampling to select respondents and to reach the quota of

the respondents. The data collection process for this study took place on the National

University - Manila campus, with Psychology students as respondents. The researcher

narrowed it down to find the Psychology students who meet the objective of the study

and be counted in the sample as respondents.

The researcher conducted a face-to-face survey where the QR codes were

distributed to let the respondents answer the survey. After that, the responses were scored

and interpreted properly. The data results were analyzed using statistical methods. From

these, the researchers successfully gathered 90 respondents.

3.7 Data Analysis

Data must be statistically treated to be used properly. Raw data gathering is

simply one part of any experiment; data organizing is just as crucial for drawing proper

findings (Kalla, n.d.)

The following statistical procedures were performed:

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The frequency distribution was used to represent the proportion of data grouped

according to year level in a table.

The mean was used to obtain the average program satisfaction value of the

respondents. The mean for each question was computed and it has its corresponding

interpretation.

The range was employed to represent the difference between the highest and

lowest values of the program satisfaction level. The variance was utilized to demonstrate

the mathematical expectation of average squared deviations from the mea. The standard

deviation was utilized to determine the dispersion of program satisfaction relative to the

mean. A low standard deviation implies that the data is tightly packed around the mean,

whereas a high standard deviation suggests that the data is more spread out.

The test that was used to evaluate and analyze the data results is Spearman Rho’s

test. It tested the correlation between the program satisfaction level and the year level of

the respondents. It also tested the correlation between the satisfaction of the students with

the quality of education that the university gives and their year level.

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4.0 Results

After the data collection process, the researchers were able to reach the target

number of respondents for the study sample which is 90 respondents. The results of the

answers of the respondents were tallied, evaluated, and analyzed. The interpretation and

discussion of the results are as follows:

Table 1

Demographic Profile of the Respondents

Demographic Profile n %

Year Level

1st Year 30 33.3 %

2nd Year 30 33.3 %

3rd Year 30 33.3 %

Note: N = 90. Respondents are Psychology Students at National University - Manila

(1st year to 3rd year)

Table 1 shows the respondents’ demographic profile, specifically their year level,

which is 1st year, 2nd year, and 3rd year. As seen from Table 1, the researchers were able

to attain their target number of respondents for each year level. Also, as observed in Table

1, the number of respondents are divided equally across all three year levels. Each year

level has 30 respondents, 33.3% of the total sample which is 90 respondents.

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Table 2.1

Respondents’ Satisfaction Level with the Program (BS Psychology)

Questions Mean Interpretation

Overall, currently, I have a good experience 3.91 Satisfied

with this program (BS Psychology).

Overall, I am satisfied and content with the 3.94 Satisfied

program I have chosen (BS Psychology).

Psychology has helped me to adapt to college 3.89 Satisfied

life easily after high school.

Psychology encouraged me to interact both 4.03 Satisfied

academically and socially with my classmates.

Psychology increases my motivation to excel in 3.91 Satisfied

my higher education degree.

Psychology helped me develop my presentation 4.08 Satisfied

skills.

Psychology helps me in improving my time 3.80 Satisfied

management skills.

Studying Psychology increases my motivation 4.01 Satisfied

to excel in my academics.

Studying Psychology has given me the 4.02 Satisfied

confidence to continue my academic studies.

Psychology has helped me recognize my 4.12 Satisfied

professional interests.

Grand Mean 3.97 Satisfied

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(SD = 0.0978)

Note: 1.00-1.80 = Very Dissatisfied, 1.81-2.60 = Dissatisfied, 2.61-3.40 = Neutral,

3.41-4.20 = Satisfied, 4.21-5.00 = Very Satisfied

In Table 2.1, the mean score of respondents’ satisfaction with the program was

3.97 (SD = 0.0978). And it demonstrates that most of the respondents were ‘Satisfied’

with the survey items. It can also be seen that all of the items have an average result of

‘Satisfied’, which means that every respondent is satisfied with their current program

which is BS Psychology.

Table 2.2

The Satisfaction Level of the Respondents with the Quality of Education Given by the

University (National University - Manila)

Questions Mean Interpretation

In my opinion, the National University is 3.51 Satisfied

giving high-quality education when it comes to
the program BS Psychology

I would choose to study at National University 3.13 Neutral

with the same program (Psychology) if I had
the choice to start over again.

I plan to continue studying at the National 4.22 Very Satisfied

University with the program I have chosen
which is BS Psychology

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I would like to recommend National University 3.48 Satisfied

to graduating high school students who are
planning to study Psychology

Overall, I am satisfied with studying at the 3.67 Satisfied

National University with the program BS in
Psychology

Grand Mean 3.60 Satisfied

(SD = 0.39)

Note: 1.00-1.80 = Very Dissatisfied, 1.81-2.60 = Dissatisfied, 2.61-3.40 = Neutral,

3.41-4.20 = Satisfied, 4.21-5.00 = Very Satisfied

In Table 2.2, the mean score of the satisfaction level of the respondents with the

quality of education given by the university was 3.60 (SD = 0.39), demonstrating that

most respondents were ‘Satisfied’ with the survey items. Looking at Table 2.2, it can also

be observed that for item number 2, the respondents have neutral opinions, some are

satisfied or agree while some are dissatisfied or disagrees with it. It is a question that asks

the respondents if they would choose National University - Manila as their university and

Psychology as their program if they would have the chance to start over again. Which

means that some might want to choose the same university and program while some

might want to try different universities or different programs. Also, looking at item

number 3, the average result is 'Very Satisfied' which means that most of the respondents

want to continue studying at National University - Manila with their current program

which is BS Psychology.

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Table 3.1

The Relationship Between the Respondents’ Year Level and Program Satisfaction Level

Year level Satisfaction level

Year level Spearman's rho —

df —

p-value —

Satisfaction level Spearman's rho 0.009 —

df 88 —

p-value 0.933 —

Note. * p < .05, ** p < .01, *** p < .001

The findings in Table 3.1 show that the relationship between the respondents’

year level and program satisfaction level have no relationship. This means that regardless

of the academic year they are in, students' satisfaction with their program remains

consistent. At first glance, this finding might seem unexpected, as one might assume that

students' satisfaction levels would evolve as they progress through their academic

journey. However, the lack of a significant relationship suggests that year level alone

does not play a crucial role in determining program satisfaction among the respondents.

As we can see in table 2.2, most of the respondents are satisfied with their chosen

program which is BS Psychology.

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The results of this study are consistent with other studies as well. Research by

Danışman et al. (2023) found that what matters more for overall college satisfaction is

whether students are happy with their chosen major. Similarly, Sears et al. (2016)

highlighted that factors like teaching quality and opportunities for research influence

satisfaction more than just the year of study. Additionally, Dhaqane and Afrah (2016)

found that academic achievement has a bigger impact on satisfaction than year level.

In light of the theoretical framework of Self Determination Theory (SDT)

proposed by Ryan and Deci, the findings from Table 3.1 can be interpreted within the

context of students' perceived autonomy and control over their academic experiences.

According to SDT, self-determination encompasses a person's ability to make

choices and manage their own life. When individuals feel self-determined, they perceive

greater control over their actions and experiences. Conversely, when individuals feel

non-self-determined, they may perceive that their lives are controlled by external factors

or others. In the context of the study's results, the lack of a significant relationship

between the respondents' year level and their program satisfaction level suggests that

external factors such as academic progression do not strongly influence students'

perceptions of satisfaction with their program. This finding aligns with the principles of

SDT, as it implies that students' satisfaction levels are not solely determined by external

factors like academic year or progression.

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Instead, the results suggest that students may perceive a sense of autonomy and

control over their program satisfaction, independent of their academic year. This

interpretation supports the idea that students' satisfaction levels are influenced by internal

factors such as their perceptions of teaching quality, relevance of course content, and

personal goals, rather than external factors like academic progression.

Table 3.2
The Relationship Between the Respondents’ Year Level and Their Satisfaction with
the Quality of Education given by the University (National University - Manila)

Year level School Satisfaction

Year level Spearman's rho —

df —

p-value —

School Satisfaction Spearman's rho -0.297 —

df 88 —

p-value 0.004 —

Note. * p < .05, ** p < .01, *** p < .001

The findings in Table 3.2 show that the relationship between the respondents’

year level and their satisfaction with the quality of education given by the university

(National University - Manila) have a slight negative correlation between the

respondents' year level and their satisfaction with the quality of education provided by the

University (National University - Manila). The Spearman's rho correlation coefficient of

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-0.297 suggests a slight negative correlation between these variables. This means that as

students progress through their academic years, their satisfaction with the quality of

education tends to slightly decrease.

The result of this study is consistent with other studies as well. Research by

Dhaqane and Afrah(2016) indicates that academic achievement has a greater impact on

satisfaction levels than year level. As students advance in their academic journey, they

may face increased academic challenges, which could impact their satisfaction with the

quality of education provided by the university. Another study is from Sears et al.(2023)

that suggests as students progress through their academic journey, they may become

increasingly critical of the quality of education provided by the institution. This aligns

with the negative correlation observed in Table 3.2, where satisfaction with education

quality decreases as year level increases.

In line with the Self Determination Theory, the correlations observed in Table 3.2

can be understood through the lens of Self-Determination Theory (SDT), which posits

that individuals' intrinsic psychological needs significantly influence their motivation and

satisfaction.

In the context of Sears et al.'s study (2016), which underscores factors such as

teaching quality and research opportunities, the findings align with SDT's emphasis on

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fulfilling students' needs for competence and relatedness. When students perceive their

learning environment as conducive to their competence and interpersonal connections,

they tend to experience higher levels of satisfaction. Conversely, an inadequacy in

addressing these needs may result in diminished satisfaction levels, potentially

contributing to a negative correlation between year level and satisfaction.

While Dhaqane and Afrah's study (2016) does not directly engage with SDT, its

implications can be interpreted within this theoretical framework. As students progress

through their academic journey, they encounter escalating challenges and expectations.

According to SDT, when individuals perceive a lack of autonomy or control over their

experiences, their motivation and satisfaction may diminish. Consequently, as students

advance academically, increased pressures and demands may lead to a decline in

satisfaction with the quality of education provided by the University.

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5.0 Discussions

The present study hypothesized the college program satisfaction of Psychology

students at National University - Manila. This is anchored with the theory which is Self

Determination Theory (SDT) of Ryan and Deci. To further investigate the research

objectives, the researchers utilized quota sampling with a total of 90 Psychology students

at National University - Manila. The data were analyzed using Spearman’s Rho

Correlation.

5.1 Conclusions

In conclusion, this study highlights the satisfaction of National University -

Manila students in their college program, which is Psychology. Researchers used the

Spearman’s Rho test to analyze the data conducted after the data collection process. This

study focuses on the correlation of college year level and the program satisfaction level of

students, which the researchers concluded has no relationship at all because regardless of

a student's college year level, their satisfaction with their program which is BS

Psychology, remains the same.

5.2 Recommendations

Based on the findings and the data presented, the following recommendations are the

following:

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Recommendations for the Future Researcher

The researchers recommend widen the scope of the study instead of focusing on a

specific area to conduct the research in order to have a wide range of respondents of the

chosen target of the study. This helps the future researchers to gather data easily. The

researchers also suggest conducting the research survey through a full face to face setting

instead of online data collection to ensure the reliability of their responses. It is also

recommended by the researchers to widen the scope of the programs included in the

future studies and not just focus on a specific program.

Recommendations for the Students

For the students, the researchers recommend choosing the program you really

want, not the program you are forced to take. Your preference when it comes to your

college program is a factor that affects your satisfaction. But if you choose the program

that you are forced to take, regardless of the other factors that can affect or improve your

satisfaction, your satisfaction with that program will be low and might remain low.

Recommendation for the Institution/University

The researchers suggest enhancing the quality of their curriculum in order to

make sure that students are satisfied with the learning they can acquire. Another

recommendation is to do a monthly or per semester satisfaction survey throughout all

programs. With this, it will give the university an idea if the current students are satisfied

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with the quality of education given by the university. And if it turns out that most

students are not satisfied, then the university would have the idea to improve the quality

of education in order to satisfy the students. Another thing that can be included in the

satisfaction survey is to ask the students what the university can do in order to increase

the satisfaction of the students.

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References

Al-Sheeb, B. A., Hamouda, A., & Abdella, G. M. (2018). Investigating determinants of

student satisfaction in the first year of college in a public university in the state of

Qatar. Education Research International, 2018, 1–14.

https://doi.org/10.1155/2018/7194106

Bebermeier, S., Austerschmidt, K., Nussbeck, F. (2022). Determinants of Psychology

Students’ Study Satisfaction

https://eric.ed.gov/?q=psychology+course+satisfaction+of+college+students&id=E

J1327013

Christopher R. Sears, Melissa A. Boyce, Susan D. Boon, Vina M. Goghari, Kara Irwin,

and Michael Boyes (2016) Predictors of Student Satisfaction in a Large Psychology

Undergraduate Program

https://www.researchgate.net/publication/311636846_Predictors_of_student_satisfa

ction_in_a_large_psychology_undergraduate_program

Danisman, F., Kilic, S. I., Amini, N., Orcun Ada, O., Aktas, S. G., & Sarul, G. (2023).

Metu Students’ College Life Satisfaction. International Journal of Social Science

Research and Review, 6(7), 12-37. https://doi.org/10.47814/ijssrr.v6i7.1261

Dhaqane, & Afrah. (2016). Satisfaction of Students and Academic Performance in

Benadir University. https://www.iiste.org.

https://files.eric.ed.gov/fulltext/EJ1112855.pdf

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Hayes, A. (2023, March 21). Descriptive Statistics: Definition, Overview, Types,

Example. Investopedia.

https://www.investopedia.com/terms/d/descriptive_statistics.asp

Kalla, S. (n.d.). Statistical Treatment of Data.

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%20of%20data%20is,of%20data%20is%20all%20about.

Manikandan, S. (2011, March 1). Frequency distribution. Journal of Pharmacology and

Pharmacotherapeutics. https://doi.org/10.4103/0976-500x.77120

Shi, W. Drzymalsk, A. Guo, J. (2014). Measuring College Student Satisfaction:

Analyzing Interactions among Student Attributes

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easuring_College_Student_Satisfaction_Analyzing_Interactions_among_Student_

Attributes

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Appendices

Appendix A. The Demographic Profile of the Respondents

Appendix B. The Program Satisfaction Level of the Psychology Students in National

University - Manila

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Appendix C. The Students' Satisfaction Level with the Quality of Education Given by the

University (National University - Manila)

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