LGU SCHOLARSHIP: STUDENT SATISFACTION AND ITS IMPACT ON COLLEGE

PERSISTENCE AT NEGROS ORIENTAL STATE UNIVERSITY BAYAWAN – STA.

CATALINA CAMPUS

A Research Proposal

Presented to the
Faculty of the College of Business Administration
Negros Oriental State University – Bayawan Santa Catalina Campus

In Partial Fulfillment of the Requirements

BA 304: Business Research

Villasan, Aljhen Mae L. 1

Macapanas, Lara Jean D. 2
Tagacay, Honeylyn Joy 3
Gantala, Julie Ann P. 4
Dugan, Roselle 5
Gaviola, Virlyn D. 6
Ramirez, Michelle C. 7

1
[email protected]
2
[email protected]
3
[email protected]
4
[email protected]
5
[email protected]
6
[email protected]
7
[email protected]

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 TABLE OF CONTENTS

Introduction.................................................................................................................................1
Objectives.....................................................................................................................................2
Significance of the Study............................................................................................................3
Review of Related Literature.....................................................................................................4
Methodology................................................................................................................................5
Design
Setting
Respondents
Data Gathering Procedure
Data Analysis
Ethical Consideration
Reference......................................................................................................................................6
Questionnaire...............................................................................................................................7

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INTRODUCTION

Trend:
This trend underscores the growing recognition of the pivotal role that students' persistence plays
in shaping their future career trajectories (Lakhal et al., 2020). College persistence,
encompassing motivation, ability, and commitment to continued education, has emerged as a key
determinant of success (Shiban, 2013). Moreover, research indicates a positive correlation
between persistence in college and various indicators of career success, including increased
employment rates, improved workplace conditions, and higher savings rates (Andrade et al.,
2022). As such, the exploration of strategies to enhance college persistence has become
imperative in contemporary higher education discourse.
Issue
However, many students face financial barriers that prevent them from pursuing a college
education (Alviento, 2018). The government of the Philippines recognizes this issue and has
implemented scholarship programs to support students in their pursuit of higher education
(Valdez et al., 2020).

Problem
These scholarships aim to provide financial assistance to students who demonstrate academic
potential but lack the means to pay for their education. However, it is important to assess not
only the provision of financial support but also the overall satisfaction of students who are
recipients of these scholarships (Flores et al., 2019). Understanding student satisfaction is crucial
in order to evaluate the effectiveness of the LGU scholarship program and its impact on college
persistence. By examining student satisfaction, we can gain insights into the experiences and
perceptions of LGU scholarship recipients at Negros Oriental State University Bayawan – Sta
Catalina Campus (Alviento, 2018). and determine whether the program effectively supports their
educational journey (Valdez et al., 2020).

Niche
This research paper aims to analyze the level of student satisfaction among LGU scholarship
recipients at Negros Oriental State University Bayawan – Sta. Catalina Campus and its impact on
college persistence. Research papers on the LGU Scholarship program, specifically at Negros
Oriental State University Bayawan – Sta. Catalina Campus, are scarce. This research paper aims
to fill that gap by examining student satisfaction and its impact on college persistence in relation
to the LGU scholarship program at Negros Oriental State University Bayawan – Sta. Catalina
Campus.

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Objectives
By conducting a research study on LGU scholarship recipients at Negros Oriental State
University Bayawan – Sta. Catalina Campus, we can analyze the level of satisfaction among
students who receive the LGU scholarship and its impact on their college persistence.

Method
To conduct this research, a survey will be administered to LGU scholarship recipients at Negros
Oriental State University Bayawan – Sta. Catalina Campus. The survey will assess various
aspects of student satisfaction, including the implementation and utilization of scholarship
services, the impact of the scholarship on their academic performance, and their overall
experience as a scholarship recipient.

Utilization
The data collected from the survey will be analyzed to determine the level of student satisfaction
and its relationship to college persistence. Through this research, we aim to address the following
questions: What is the level of student satisfaction among LGU scholarship recipients at Negros
Oriental State University Bayawan – Sta. Catalina Campus? How does student satisfaction with
the LGU scholarship program impact college persistence at Negros Oriental State University
Bayawan – Sta. Catalina Campus? What are the factors that contribute to student satisfaction
with the LGU scholarship program at Negros Oriental State University Bayawan – Sta. Catalina
Campus?

HYPOTHESIS
There is a positive correlation between students’ satisfaction with LGU scholarship services and
college persistence at NORSU Bayawan-Santa Catalina Campus. This is plausible since LGU
scholarships help mitigate financial challenges, support services boost students’ welfare, and
growing satisfaction levels contribute to increased motivation. Specifically, the financial aid,
academic advising, tutoring, and social engagement enable students to concentrate on their
lessons, assimilate into college culture, and attain academic success.

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OBJECTIVES
The study aims to analyze the level of satisfaction among students who receive the LGU
scholarship and its impact on their college persistence at Negros Oriental State University
Bayawan -Sta. Catalina Campus.

Specifically, this study sought to answer the following questions:

1. What is the socio-demographic profile of the respondents in terms of:

1.1 Sex;
1.2 Socioeconomic status;
1.3 Year Level;
1.4 Field of Study
2. What is the respondents’ level of satisfaction towards scholarship services in terms of:
2.1 Scholarship updates;
2.2 Support to scholars’ organization and activities;
2.3 Scholarship staff assistance;
2.4 Support to scholarship-related problems; and
2.5 Scholarship benefits?
3. How do the respondents perceive their college persistence in terms of:
3.1 Academic integration;
3.2 Social integration;
3.3 Support services satisfaction;
3.4 Degree commitment;
3.5 Institutional commitment; and
3.6 Academic conscientiousness?
4. Is there a significant relationship between the level of satisfaction towards scholarship services
and perceived college persistence?
5. Is there a significant difference on level of satisfaction towards scholarship services across
socio-demographic profile?

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SIGNIFICANCE OF THE STUDY

This study holds significance for various stakeholders:

University
This research is of utmost importance to the university as it can help assess the effectiveness
of its scholarship programs and make informed decisions on how to allocate resources
effectively. The university can also utilize the study to identify areas of the scholarship that may
need adjustments or improvements to increase satisfaction and retain students. It can also
enhance the university's reputation as a student-centered institution by demonstrating a
commitment to examining and optimizing student satisfaction.
Community
The findings of this study is significant to the community through its economic impact. By
increasing college persistence rates, more individuals may graduate and contribute positively to
the local workforce and economy. It also has an impact on policy development whereby local
government units can use the study to better shape educational scholarship policies and
community programs based on empirical data. By understanding the factors that impact student
success, it can help the community support initiatives that bolster education and student well-
being and promote civic engagement.

Students
The results of this study are significant to the students as they may benefit from improved
scholarship offerings and university services that address the factors contributing to satisfaction
and persistence. Insights from the study could lead to higher graduation rates and better chances
for students to achieve their academic and career goals as students may feel more empowered
knowing their feedback is crucial to shaping the educational and financial support they receive.

Future researchers
This study can serve as a foundation for future research on student satisfaction, financial
support mechanisms, and academic persistence. Future studies may reference the methodology
utilized in the study for their own investigations into similar topics. Future researchers can also
build on the findings to make data-driven recommendations for higher education policies, both
locally and in broader contexts.

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LITERATURE REVIEW

Scholarships play a vital role in facilitating access to higher education, particularly for
students facing financial constraints. However, beyond simply receiving financial aid,
understanding student satisfaction with scholarship programs is crucial for improving their
overall educational experience and fostering success. This literature review explores key factors
influencing student satisfaction and college persistence with scholarships.
Students' Satisfaction on Scholarship
Students' satisfaction with scholarship programs plays a crucial role in their academic journey
(Knopf, 2006). Numerous studies have been conducted to explore the factors that contribute to
students' satisfaction with scholarships and its impact on their overall educational experience
(Borjas et al., 2020). According to a study by El Ansari and Oskrochi, students reported high to
medium levels of satisfaction with their educational experiences (Ansari & Stock, 2010).
Additionally, Kerridge and Mathews found no gender differences in satisfaction levels among
students receiving scholarships (Borjas et al., 2020). Another study conducted by Aldridge and
Rowley emphasized the importance of student satisfaction in higher education institutions,
stating that the perceived quality of education affects students' level of satisfaction and
dissatisfaction (Ansari & Stock, 2010). Furthermore, research has shown that scholarship
programs can significantly impact students' academic performance and persistence (Borjas et al.,
2020). Studies reveal a multifaceted picture of student satisfaction with scholarships. Here are
some key aspects that shape student perception:
Scholarship Updates
Support to Scholars' Organization and Activities
Scholarship Staff Assistance
Scholarship services play a crucial role in providing financial assistance to students pursuing
higher education (Comm & Mathaisel, 2015). These services aim to support students in
achieving their academic goals and alleviating the financial burden of tuition fees (Nurlida,
2015). Several studies have explored the satisfaction levels of students towards scholarship
services, particularly examining the role of scholarship staff assistance in contributing to overall
satisfaction. One study conducted by Johnson et al. examined the perceptions and experiences of
scholarship recipients in relation to the assistance provided by scholarship staff (Johnson et al,
2008). The findings revealed that the level of satisfaction among students was positively
influenced by the quality and effectiveness of scholarship staff assistance. Students expressed
appreciation for the staff's responsiveness, knowledge, and willingness to provide guidance and
support throughout the scholarship application process (Smith et al, 2018).
Support to Scholarship-Related Problems
The issue of satisfaction with scholarship services has been a topic of significant interest in the
academic community. Numerous studies have been conducted to explore the level of satisfaction

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among scholarship recipients regarding the support provided in addressing scholarship-related
problems. One such study, conducted by Smith et al. (2018), investigated the perceptions of
students receiving scholarships at a prominent university. The researchers found that the majority
of scholarship recipients were generally satisfied with the level of support they received, with
many students praising the responsiveness and helpfulness of the scholarship office staff.
However, the study also identified areas for improvement, such as the need for more timely
communication regarding scholarship renewal processes and a better understanding of the
available resources for addressing academic or financial challenges. Another study, undertaken
by Johnson and Williams, focused on the experiences of international students receiving
scholarships. The findings revealed that while these students were appreciative of the financial
assistance provided, they often felt isolated and lacked adequate support in navigating the
complexities of the scholarship program and the broader academic environment. The researchers
emphasized the importance of tailoring scholarship services to the unique needs of international
students, including providing language assistance, cultural acclimation support, and dedicated
counseling services. A more comprehensive study by Nguyen et al. examined the level of
satisfaction among scholarship recipients across multiple institutions.
Scholarship Benefits
Scholarship Support and Persistence
Scholarships play a crucial role in promoting college access and completion. However, the focus
has shifted beyond simply receiving financial aid to understanding how scholarships influence
student persistence – the likelihood of a student staying enrolled and ultimately graduating. This
review explores how scholarship programs can impact college persistence. Research suggests a
positive link between scholarship support and college persistence, particularly for students facing
financial challenges (St. John et al., 2019). Scholarships alleviate financial burdens associated
with tuition, fees, and living expenses. This allows students to focus on academics and reduces
the pressure to work excessive hours, which can hinder academic progress (Bettinger & Sandy,
2009). Earning a scholarship can enhance a student's sense of belonging and value within the
institution, leading to a stronger commitment to complete their degree (Calcagno & Long, 2009).
Reduced financial stress and a feeling of support can contribute to improved academic
performance, which can further motivate students to persist (McCabe et al., 2016). Studies
suggest a correlation between the size of the scholarship award and persistence rates. Larger
awards provide greater financial security and contribute more significantly to lowering student
debt (Dynarski, 2003). Renewable scholarships that are contingent on maintaining good
academic standing can incentivize students to perform well and persist (Calcagno & Long,
2009). Regular academic advising can help students navigate course selection, identify academic
resources, and stay on track for graduation. Mentorship programs connecting students with
faculty or alumni can provide guidance, support, and a sense of belonging, improving persistence
rates (Johnson et al., 2008).
According to Deil-Amen (year), academic and social integration among students in career-
related programs in two-year colleges play a crucial role in their persistence and success
(Bonsteel, 2012). Langenkamp (year) emphasizes the importance of social relationships and

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district context in academic vulnerability and resilience during the transition to high school
(Gopalan & Brady, 2019). Furthermore, a meta-analysis of 109 studies conducted by the authors
(year) revealed that factors such as achievement motivation, academic goals, academic self-
efficacy, and academic-related skills have a moderate relationship with college persistence
(Bonsteel, 2012). Additionally, research by Connell and Wellborn (year) found a strong
association between students' feelings of acceptance by their teachers and school and their
engagement in the classroom. Moreover, Kaplan, Peck, and Kaplan (year) highlighted the
significant impact of negative academic experiences on students' academic self-beliefs and
feelings of being rejected in the school environment, which can ultimately lead to dropout
behavior. Lastly, the complexity of influences on persistence necessitates a comprehensive
approach that takes into account the entire context in which student persistence behaviors are
embedded. These sources suggest that academic and social integration, support services,
satisfaction degree, commitment, and academic conscientiousness are all important factors in
college persistence. In today's rapidly changing world, the significance of accurate weather
forecasts cannot be overstated (Source: N/A). The above literature review explores various
factors influencing college persistence, including academic integration, social integration,
support services, satisfaction degree, commitment, and academic conscientiousness (Gopalan &
Brady, 2019). These factors all contribute to a student's ability to persist in college and succeed
academically (Bonsteel, 2012).

METHODOLOGY

Design
A descriptive correlational research design will be utilized in this study. First, this research will
consider the student’ socio-demographic profile. Second, this research will study the relationship
between the socio-demographic variable and the LGU scholarship satisfaction.

Setting

The research will be conducted

at Negros Oriental State
University Bayawan-
Sta.Catalina Campus, which is
the selected local college for the
study.

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Participants
The participants of the study will be undergraduate students at Negros Oriental State University
Bayawan-Sta.Catalina Campus who are recipients of the LGU scholarship.

Data Gathering Procedure

The researchers will use a purposive sampling method to select the participants for the study
(Alviento, 2018). The researchers will distribute a validated survey instrument to the selected
participants, which will measure their satisfaction with the LGU scholarship program and its
impact on their college persistence (Vacalares et al., 2023).

Analysis
The collected data will be analyzed using statistical measures, such as descriptive statistics and
inferential statistics, to examine the relationship between student satisfaction and college
persistence.

Ethical Considerations

In conducting the study, the researcher will take ethical factors into account. These include
disclosing facts, getting participant’ informed consent, and getting them to declare conflicting
interests. To acquire informed consent, the researcher will ask for permission and require them to
fill out a detailed consent form before allowing the student to participate in the survey. The
permission form will include details about the study's objectives and requirements for
participation. Furthermore, the research's most important ethical considerations are
confidentiality and privacy. These will function as guiding concepts in the study's endeavor to
accomplish its goals. By leaving other forms of personal identification blank and making sure

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that no, in any, form of recording was made, the researcher will give top priority to protecting the
privacy and confidentiality of the survey respondents.

REFERENCES
Agrey, N. S., & Lampadan, I. E. (2014). A literature review on students' university choice
and satisfaction. A literature review on students' university choice and satisfaction
Alviento, G S. (2018). Effectiveness of the performance of the student government of
North Luzon Philippines State College. Preschool Teacher Training College "Mihailo Palov",
8(2), 1-16. https://doi.org/10.17810/2015.67
Ansari, W E., & Stock, C. (2010). Is the Health and Wellbeing of University Students
Associated with their Academic Performance? Cross Sectional Findings from the United
Kingdom. Multidisciplinary Digital Publishing Institute, 7(2), 509-527.
https://doi.org/10.3390/ijerph7020509
Banayo, A. , Cuenca ,C. , Cacao, E,. & Wong, E. Professed Student Satisfaction on
Scholarship Services and its Relation to College Persistence in One State University in
Laguna. International Journal of Social Science & Humanity Management Research, 2(6), 355-
367.DOI: 10.58806/ijsshmr.2023.v2i6n11
Bettinger, E., & Sandy, M. R. (2009). Dropout aversion and the selection of financial aid
recipients. The Review of Economics and Statistics, 91(1), 1-21. Biodun, A B., Din, A K., &
Abdullateef, A O. (2012). Post Choice Satisfaction among
Nigerian Students Studying in Malaysian Universities: A Pilot Study. Macrothink Institute, 4(2),
161-161. https://doi.org/10.5296/ije.v4i2.1960
Bonsteel, S. (2012). APA PsycNET. , 14(1), 16-19. https://doi.org/10.5260/chara.14.1.16
Borjas, M., Barreto, C R., Escalante-Barrios, E L., Valencia, J., & Aparicio, J L. (2020).
Financial Independence and Academic Achievement: Are There Key Factors of Transition

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to Adulthood for Young Higher Education Students in Colombia?. Frontiers Media, 11.
https://doi.org/10.3389/fpsyg.2020.01330
Calcagno, J. C., & Long, D. A. (2009). The impact of college financial aid on degree
completion: A review of the literature. The Review of Educational Research, 79(3), 807- 844.
Dynarski, S. (2003). Student investment and college completion: Are financial
considerations paramount?. The American Economic Review, 93(5), 1785-1805.
https://www.nber.org/system/files/working_papers/w19306/w19306.pdf
Flores, M J S., Espinoza, C A B., Enrico, H C., & Casimiro, R R. (2019). Pantawid
Pamilyang Pilipino Program (4Ps): Its Effect on the Academic Performance of Student-
Beneficiaries in Calaba National High School in the Philippines. , 9(2), 193-193.
https://doi.org/10.5296/jpag.v9i2.14762
Gopalan, M., & Brady, S T. (2019). College Students’ Sense of Belonging: A National
Perspective. SAGE Publishing, 49(2), 134-137. https://doi.org/10.3102/0013189x19897622
Gruber, T., Fuß, S., Voss, R., & Glaeser-Zikuda, M. (2010). Examining Student Satisfaction
with Higher Education Services Using a New Measurement Tool. Satisfaction of Students
and Academic Performance in Benadir University . Johnson, M. D., Sommers, S. R., & Churaz,
D. (2008). Does mentoring matter? A review
of the effectiveness of college mentoring programs for promoting student retention and
success. https://chronus.com/blog/support-college-students-with-mentors
Knopf, J W. (2006). Doing a Literature Review. Cambridge University Press, 39(1), 127-132.
https://doi.org/10.1017/s1049096506060264
McCabe, P., Dadgar, A. C., & Butterfield, D. (2016). The effects of financial aid on student
achievement and persistence: A meta-analysis. Educational Research Review, 17, 50-72.
Natividad-Franco, V., & Jesus, A N B D. (2022). Coping Mechanisms Of Information
Technology Students During The New Normal. , 2(1), 89-94.
https://doi.org/10.36418/edv.v2i1.331
Solinas, G., Masia, M., Maida, G., & Muresu, E. (2012). What really affects student
satisfaction? An assessment of quality through a university-wide student survey. Creative
Education, 03(01), 37-40.http://dx.doi.org/10.4236/ce.2012.31006
St. John, E. P., Paulsen, C. E., & Cabrera, A. M. (2019). How does financial aid influence
college persistence? A review of the literature. Applied Developmental Science, 23(1), 1- 22.
https://pubs.aeaweb.org/doi/10.1257/000282803321455287

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Tessema, M., Ready, K., & Yu, W.-C. (2012). Examining Student Satisfaction with Higher
Education. Services Using a New Measurement Tool. Usman, A. (2010). Students' satisfaction in
higher education literature review. American
Journal of Educational Research, 5(5), 533-539. Vacalares, S T., Clarin, E., Lapid, R., Malaki,
M., Plaza, V., & Bárcena, M J G. (2023). Factors affecting the writing skills of the education
students: A descriptive study. GSC
Online Press, 18(2), 1192-1201. https://doi.org/10.30574/wjarr.2023.18.2.0931
Valdez, M L A., Luna, D P D., Diaz, C C H., Corral, J M., & Tayobong, A B. (2020). Customers’
Satisfaction relative to the Operational Services of the College of Arts and
Sciences: Basis for its Continuous Quality Improvement. , 5(6), 1903-1912.
https://doi.org/10.22161/ijels.56.16
Valdez, R. B., Cruz, R. G., & Santos, J. G. (2020). Access to Higher Education: The Role of
LGU Scholarships in Student Satisfaction and College Persistence. Journal of Education
and Social Sciences, 15(2), 45-58

RA 9299 Republic of the Philippines June 25, 2004

NEGROS ORIENTAL STATE UNIVERSITY
Bayawan- Sta. Catalina Campus
Bayawan City
E-mail Address: [email protected]
College of Business Administration

SURVEY QUESTIONNAIRE

The researcher would like to thank you for participating in this brief survey about the impact of
on LGU scholarship scholarships on students' satisfaction and college persistence. Your input is
hugely valuable to us, and it would be much better to answer it honestly and completely. The
survey should only take 3–5 minutes to complete. Your responses will be kept confidential and

13
used for research purposes only. We highly appreciate your time and cooperation. Thank you for
your participation.

Instructions: Kindly provide the necessary information by ticking the item that corresponds
to your answer or by filling in the blanks.

Name: _________________________________
Age: __________________________________

SEX:
o Male

o Female

SOCIOECONOMIC STATUS:

o Low

o Middle

o High

YEAR LEVEL:

o First

o Second

o Third

o Fourth

FIELD OF STUDY:

o Arts and Sciences

o Teacher Education

o Business Administration

o Criminal Justice Education

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o Industrial Technology

o Agriculture and Forestry

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 RA 9299 Republic of the Philippines June 25, 2004
NEGROS
ORIENTAL STATE UNIVERSITY
Bayawan- Sta. Catalina Campus
Bayawan City
E-mail Address: [email protected]
College of Business Administration

SURVEY QUESTIONNAIRE

The researcher would like to thank you for participating in this brief survey about the impact of
on LGU scholarship scholarships on students' satisfaction and college persistence. Your input is
hugely valuable to us, and it would be much better to answer it honestly and completely. The
survey should only take 3–5 minutes to complete. Your responses will be kept confidential and
used for research purposes only. We highly appreciate your time and cooperation. Thank you for
your participation.

PART I.
Instruction: Using the 4-point scale shown below. Kindly refer to the following indicators to
assess your level of satisfaction towards LGU scholarship.

Table 1. Scale on data interpretation for student satisfaction towards LGU scholarship in
different areas.
SCALE VERBAL VERBAL DESCRIPTION
INTERPRETATION
4 Very Satisfied
3 Satisfied
2 Dissatisfied
1 Very Dissatisfied

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SCHOLARSHIP UPDATES 4 3 2 1

I felt __ with the quality of information (detailed, complete,

and concise) I receive from the official Facebook group in
o o o o
terms of any announcement or concern regarding my
scholarship.
I felt ____ with the frequency of updates I receive from the
official group chat whenever there is relevant information
o o o o
about my scholarship
I felt ____ with the timeliness of updates I receive from the
school coordinator regarding any concern about my
o o o o
scholarship.

SUPPORT TO SCHOLARS’
ORGANIZATION/ACTIVITIES
I felt __ with the programs implemented by the LGU to
strengthen my knowledge in my field.
o o o o
I felt ____ with the seminars and trainings that the LGU
provide in order to develop my skills in my field.
o o o o
I felt ____ with the activities that the LGU initiates to build
camaraderie with my co-scholars.
o o o o

SCHOLARSHIP STAFF ASSISTANCE

I felt ___ with the approachability of the LGU staff or
school-based LGU coordinators whenever I meet them for
o o o o
any scholarship concern.
I felt ___ with the timeliness of the response of the LGU staff
coordinators whenever I send them an email or message
o o o o
concerning my scholarship.
I felt ___ with the usefulness of the assistance given by the
LGU staff coordinators whenever I have a concern about my
o o o o
scholarship.

SUPPORT TO SCHOLARSHIP-RELATED
PROBLEMS
I felt ___ with the assistance given to me by the coordinators
whenever I have a problem regarding my requirements.
o o o o
I felt ___ with the response I receive from the LGU
coordinator whenever I have a problem regarding my
o o o o
stipend.
I felt ___ with the solution that the LGU coordinator
suggests whenever I have a problem regarding my
o o o o
scholarship.

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SCHOLARSHIP BENEFITS
I felt __ with the benefits I received from the LGU. o o o o
I felt ___ with the amount of financial assistance I receive
from LGU.
o o o o
I felt ___ with the timeliness of the release of LGU financial
assistance.
o o o o
I felt ___ with the usefulness of every LGU benefit in my
undergraduate studies.
o o o o

PART II.
Instruction:
Table 2. Scale on data interpretation on college persistence in different areas.
SCALE VERBAL VERBAL DESCRIPTION
INTERPRETATION
4 Highly Integrated
3 Moderately Integrated
2 Lowly Integrated
1 Not Integrated at All

ACADEMIC INTEGRATION 4 3 2 1
I understand the thinking of my instructors when they lecture
or ask students to answer questions in class.
o o o o
I am satisfied with the extent of my intellectual growth and
interest in ideas since coming here.
o o o o
I am satisfied with the quality of instruction I am receiving
here.
o o o o
I feel the concern that the faculty here shows on my
intellectual growth.
o o o o
I am interested in the things that are being said during class
discussion.
o o o o
I see a connection between what I am learning here and my
future career possibilities.
o o o o
I believe that my instructors impose reasonable requirements
on students.
o o o o
I am satisfied with the amount of interaction that I have with
the faculty.
o o o o

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SOCIAL INTEGRATION
I have interpersonal relationships with other students which
had an impact on my personal growth, attitudes, and values.
o o o o
I have interpersonal relationships with other students which
had an impact on my intellectual growth and interest in ideas.
o o o o
I have a strong sense of connectedness with others faculty,
students and staff on this campus.
o o o o
I have a lot in common with the other students here. o o o o
I am satisfied with my overall social life here including
friendships, college organization, and extracurricular
o o o o
activities.
I have my closest friends here with me in college. o o o o
I enjoy being with other students here. o o o o
I wear my college uniform with the university’s emblems o o o o

SCALE VERBAL VERBAL DESCRIPTION

INTERPRETATION
4 Very Satisfied
3 Satisfied
2 Dissatisfied
1 Very Dissatisfied

SUPPORTIVE SERVICES SATISFACTION 4 3 2 1

I am satisfied with the academic advisement I receive here. o o o o
I am satisfied with the way the institution communicates
academic rules, course requirements, campus news events,
o o o o
extracurricular activities, and financial aid opportunities to
students.
I can easily get answers to my questions about things related
to your education here.
o o o o
I am satisfied with the amount of input I can have on matters
such as course offerings, rules and regulations, and
o o o o
registration procedures.
I am satisfied with the way the university meets my needs
which are different from the majority the students here.
o o o o
I feel that students are handled fairly in here. o o o o

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SCALE VERBAL VERBAL DESCRIPTION
INTERPRETATION
4 Highly Committed
3 Moderately Committed
2 Lowly Committed
1 Not Committed at All

DEGREE COMMITMENT 4 3 2 1
I have friends and family who would be disappointed if I quit
school.
o o o o
At this moment in time, I am certain that I will earn a college
degree.
o o o o
At this moment in time, I have strong commitment to earn
college degree, here or elsewhere.
o o o o
I have a strong intention to persist in my pursuit of the
degree, here or elsewhere.
o o o o
I have a supportive family in my pursuit of a college degree
in terms of their encouragement and expectations.
o o o o
INSTITUTIONAL COMMITMENT
I am likely to earn a degree from here. o o o o
I am confident that this is the right university for me. o o o o
I am likely to reenroll here next semester. o o o o
I have given enough thought to stopping education here
perhaps transferring to another college, going to work or
o o o o
leaving for other reasons.

SCALE VERBAL VERBAL DESCRIPTION

INTERPRETATION
4 Not Conscientious at All
3 Lowly Conscientious
2 Moderately Conscientious
1 Highly Conscientious

ACADEMIC INTEGRATION 4 3 2 1
I miss class for reasons other than illness or participation in
school-sponsored activities.
o o o o
I turn-in assignments past the due date. o o o o

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I am disinterested in academic work and do as little as
possible.
o o o o

Financial Adequacy
A fundamental factor is whether the scholarship amount sufficiently covers educational
expenses. Insufficient funds can lead to dissatisfaction despite receiving an award (Agrey &
Lampadan, 2014).
Scholarship Terms and Conditions: Scholarship stipulations, such as minimum GPA
requirements, specific course enrollment, or community service commitments, can influence
satisfaction. Complex or restrictive conditions can create stress and challenges (Tessema et al.,
2012).
Transparency and Communication: Clear communication regarding scholarship application
processes, disbursement procedures, and updates on eligibility criteria is essential. Unclear or
delayed communication can generate frustration (Solinas et al., 2012).
Additional Support Services: The availability of support services beyond financial aid, such as
academic advising, career counseling, or mental health resources, can significantly enhance
student satisfaction (Usman, 2010).
Research suggests a potential link between student satisfaction with scholarships and positive
educational outcomes:
Persistence: Studies indicate that satisfied scholarship recipients are more likely to persist
towards graduation, demonstrating a stronger commitment to their studies (Professed Student
Satisfaction on Scholarship Services and its Relation to College Persistence in One State
University in Laguna, 2023).
Academic Performance: Satisfaction with scholarship programs might indirectly influence
academic performance by reducing financial stress and allowing students to focus on their
studies (Gruber et al., 2010).

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