Volume 8 • October 2016

Vol. 8 · October 2016 JPAIR Institutional Research is produced

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Satisfaction of Graduating Students

during Exit Interviews in University
of Cebu, Philippines
JONATHAN O. ETCUBAN
http://orcid.org/0000-0001-8930-6476
[email protected]
University of Cebu
Cebu City, Philippines

JOBIE RUTH JEREZA

http://orcid.org/0000-0002-2348-4058
[email protected]
University of Cebu
Cebu City, Philippines

MAE KAREN BULANON

http://orcid.org/0000-0001-8240-8437
[email protected]
University of Cebu
Cebu City, Philippines

LEAH MONTECILLO
http://orcid.org/0000-0001-7571-3978
[email protected]
University of Cebu
Cebu City, Philippines

IVY OLVIDO
http://orcid.org/0000-0002-5271-6751
[email protected]
University of Cebu
Cebu City, Philippines
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JPAIR Institutional Research

SHEENA SPICA MELICOR

http://orcid.org/0000-0002-6989-2049
[email protected]
University of Cebu
Cebu City, Philippines

ABSTRACT

The University Guidance Center conducts exit interviews of graduating

students as means of assessment for the University’s services, where the
graduating students have one final self-assessment before they leave the portals
of the university which is considered their home for almost four years. The study
aimed to determine the overall student feedback on their learning experiences,
importance, and relevance of the skills gained and student satisfaction rating
of Student Personnel Services for the school year 2013-2014 and to identify
the areas of strengths, and recommend measures for improvement. The study
employed descriptive survey method using researcher made questionnaires. The
respondents were the 713 graduating students from the different colleges of
the University of Cebu Main Campus, Philippines, first semester of the school
year 2013-2014. They were advised to answer the four-part questionnaire.
The gathered data were treated using frequency, simple percentage, and rank.
Findings revealed that majority of the respondents enroll in the course for their
parents or relatives encouraged them; the discussion questions contribute to the
professional development of the interviewees that affect an in-depth knowledge
in their chosen profession. The study concluded that the graduating students are
pleased with the services of the Student Personnel Department. However, some
suggestions and comments need to be addressed for the improvement of the
University in general.

Keywords — Guidance and Counseling, exit interview, descriptive method,

Philippines

INTRODUCTION

Exit interviews of university graduating students have been used to evaluate

academic programs. It is the assumption of the researchers that developing
and implementing an exit interview plan encourages feedback for department
program assessment (Stewart, Martin Jr, & Steedle, 2011).
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The program aims to give awareness to the graduating students as to

the different life adjustments which they need to consider after graduation.
Implementing this program helps the Guidance Center query information from
the graduating students concerning the efficacy of the school, university staff, and
facilities. Moreover, the University of Cebu and the student personnel services are
perceived through the useful mechanism provided by the program. This profiled
data may somehow be helpful in improving or enhancing programs and services
– its student body management, academic force personnel services, facilities and
academic curriculum.
The guidance counselors explain the results to the graduates during their exit
interviews and remind them that successful career is not a matter of chance, but
a matter of choice. They need to continue growing to overcome their weaknesses
(Exit Interview for Graduating Students, 2011). They too are exhorted to
remember the five core values of the University – Innovation, Camaraderie,
Alignment, Respect, and Excellence. The guidance counselor is responsible
for conducting the exit interview, ensuring clear communication procedures
(Student Exit Interview Process, 2010).
The Guidance Counselor generates informative reports and information
related to dropouts, including demographics, reason(s) for dropping out, relevant
student history (attendance, academics, discipline, and health), successful
interventions, unsuccessful interventions, and satisfactions of the services given
to students by the university. The University of Cebu, like any other higher
education institutions (HEIs), operates within their educational goals and
objectives that need to be regularly evaluated. In line with the mission, the
Guidance Center commits itself to be the focal center of the school’s holistic
development of its students. Also, to actively participate in promoting school
image through the implementation of innovative and practical career guidance,
testing programs, and effective student-friendly counseling services that are
aimed to increase students’ admission, students’ satisfaction, and retention rate.
The study assessed the graduating students on the academic services of the
University regarding the appropriateness of the curriculum, knowledge, skills
and values learned, utilization of the knowledge, expertise, and values, and their
satisfactions during their stay in the University. The researchers saw the potential
use of the exit interview results to improve the services of UC whose lifeblood is
its students and finds ways so that it may efficiently and more serve its students.
The study aimed to discuss the efficacy of the exit survey process in UC with an
end view of proposing curricular development for the University not only to pass
accreditation, but also to satisfy the graduates.
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Consequently, the theoretical foundations of exit interview provide feedback

that leads to organizational improvement directed to in place processes and
procedures.

FRAMEWORK

The study is anchored on Change Theory, where education can be very

powerful in reforming for better results (Fullan, 2006). By developing a theory
of change based on sound theory, University administrators assure that their
program offerings cater the right activities for the desired outcomes (Christensen
& Carlile, 2009; Moriarty & Smallman, 2009). By creating a theory of change
programs, it is easier to sustain, bring to scale, and evaluate, since each step
– from the ideas behind it to the outcomes. It hopes to provide the resources
needed which are clearly defined within the theory (Waldman, 2009).
Assessment needs are conducted for a variety of reasons. It includes student
satisfaction for departmental performance such as advising, course offerings,
career preparation, instruction, and class sizes (Corts, Lounsbury, Saurdargas &
Tatum, 2000). The student assessment for HEI’s services is inversely related to
student complaints regarding advising, and career development (Robinson &
Timperley, 2007; Corts et al., 2000).
Many professional accreditation associations require that academic
institutions use a variety of assessment instruments to measure student and
program achievements (Cameron, Wise & Lottridge, 2007; Darling-Hammond,
2000). Professional schools and colleges face increasing pressures from
accreditation agencies and other peer organizations for better academic programs
and to coordinate national curricular requirements (Diamond, 2005; Durand &
McGuire, 2005; Sears & Granello, 2002).
Even though much of the assessment data were collected to reconcile the
specifications, it is possible for the academic units to use the existing assessment
techniques for curricular improvements (Adao, 2014; Coates & Radloff, 2013;
Matthee, 2005).
The schools are required to use national outcomes evaluation methods to
assess students’ learning (Handelsman, Ebert-May, Beichner, & Bruns, 2004;
McCracken et al., 2001). Various HEIs assess the student’s achievement and
satisfaction as the outset of curriculum evaluation (Adao, 2014; Suskie, 2010;
Bresciani, Zelna & Anderson, 2004; Kimmell, Marquette & Olsen, 1998).

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The study of Etcuban (2013) concluded that teachers are the most valuable
human resource in any University, it is important to remember that they need
a wide variety of ongoing educational opportunities to improve their teaching
practice. These opportunities could only be realized if there is proper planning
made by the University administrators.
The study of Copland (2003) suggests that the benefit of an investigation is
relevant to HEI’s progress, and a vehicle for developing and distributing leadership.
Within the schools where reform processes are most mature, the principal’s role
shifts to focus more narrowly on the primary personnel issues, framing questions
and supporting inquiry processes. Findings provide evidence of the efficacy of
policy strategies rooted in new understandings of school leadership.
The growth of HEIs within, between and across schools, as part of the
implementation of whole system reform, is being studied (Harris & Jones,
2010). It describes the way in which professional learning communities are being
developed to support improvement and change across the education system
(Cherrington & Thornton, 2015). The study concludes by suggesting that
professional learning communities offer one way of generating improved skills
that can positively contribute to system-wide improvement (Harris & Jones,
2010; Harris, 2001).
An efficient enhancement process for HEIs requires building the space for
organizational change. It obliges pressure and support from both external and
internal sources (Harris, 2001). The need for change agentry is well established.
However, little has been written as an external agent of change. The study focuses
on a highly successful school improvement project and draws upon related
empirical evidence to explore. The study of Harris (2001) suggests that the
responsibilities placed are not helpful in working with HEIs that will build the
capacity for improvement.
Adult students often leave college because they lack sufficient time or money
to continue and succeed. The increase of financial aid and services correlate
the needs for better advising, and student counseling with faculty and peers
(Wlodkowski, Mauldin & Campbell, 2002). Employers are demanding that
university graduates not only have the knowledge but the appropriate skills to
be efficient and productive in the workplace. The HEIs are redesigning their
educational model to adapt to the emerging challenges (Bouslama, Lansari, Al-
Rawi, & Abonamah, 2003).
The study of graduating students with regard to the satisfaction of the
University services helps assess the administrators to improve the facilities and
the curriculum in general.
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OBJECTIVES OF THE STUDY

The study aimed to determine the overall student feedback on their learning
experiences, importance, and relevance of the skills gained and student satisfaction
rating of Student Personnel Services for the school year 2013-2014 and to identify
the areas of strengths, and recommend measures for improvement. Specifically,
the study sought to determine the: 1) primary reason(s) for the students for
taking the program; 2) contributing factors that added to their learning; 3)
skills or knowledge gained which they believe is important and relevant to their
field of practice; and 4) feedback from the students as to their experiences with
different Student Personnel Services offices in particular, and with the University
in general.

METHODOLOGY

The study employed the descriptive method. Most of the respondents are
from Colleges of Computer Studies, Engineering, Customs Administration, and
Hotel and Restaurant Management. The detailed questionnaire was employed
through the use of the Exit Interview Checklist for graduating students. The
University of Cebu, Philippines was the locale of the study. The respondents
were the graduating students from the different colleges of the University of
Cebu Main Campus for the first semester of the school year 2013-2014. The
instrument used in the study was a four-part detailed questionnaire made up
of students’ possible reasons for taking the course, their learning experiences,
importance and relevance of the skills gained during their stay in the university.
Also, a two-part student satisfaction questionnaire on the Student Personnel
Services was utilized. Each part had five indicators, which the respondent had to
rate from 5 as the highest to 1 as the lowest. To achieve the desired results, the
guidance counselors made a letter of request to the department deans to refer
their graduating students to the guidance office. Also, the guidance counselors
coordinated with the graduating class officers to disseminate information as to
the importance of filling up the Exit Interview Survey. The retrieved results were
then interpreted using frequencies, percentages, and weighted mean.

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Table 1. Profile of the respondents

Percentage
Program Population Sample Rank
Served
Information Technology 31 31 100.00 1
Civil Engineering 34 34 100.00 1
Mechanical Engineering 25 25 100.00 1
Electrical Engineering 15 15 100.00 1
Customs Administration 57 57 100.00 1
Computer Engineering 13 13 100.00 1
Arts 43 43 100.00 1
Hotel & Restaurant Management 128 128 100.00 1
Elementary Education 51 51 100.00 1
Accountancy 20 19 95.00 2
Criminal Justice 53 49 92.45 3
Business Administration 180 162 90.00 5
Secondary Education 48 43 89.58 6
Naval Architecture 2 1 50.00 7
Total 700 671

The table shows that most of the respondents are from the programs of
Information Technology, Allied Engineering, Customs Administration, Arts,
Hotel and Restaurant Management, and Elementary Education. They are selected
using purposive random sampling.
The researchers secured an informed consent from the respondents providing
them realization to the purposes of the study, their agreement to participate as
those surveyed, their freedom not to continue if they felt uncomfortable with the
questions, the welfare they will receive from the output of the study, and their
right to information confidentiality. The gathered data from the respondents were
tallied, tabulated, analyzed, and interpreted using frequency, simple percentage,
and rank.

RESULTS AND DISCUSSION

Reasons for taking the program

Results showed that most of the respondents enrolled in a program influenced
by their parents or relatives. The data imply that parents have a significant role

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in the career choice of their children that might affect the latter’s’ academic
achievement in school.
The study of Bandura, Barbaranelli, Caprara and Pastorelli (2001) on a
structural model of the network of socio-cognitive influences which shape
children’s career aspirations and trajectories. Familial socio-economic status is
linked to children’s career paths only indirectly through its effects on parents’
perceived efficacy and academic goals. Children’s perceived educational, social,
and self-regulatory efficacy influence the types of occupational activities.
Perceived occupational self-efficacy gives direction to the kinds of a career that
pursue student for work consideration. The perceived effectiveness is the actual
academic achievement, which is the primary motivation for a career preference.
The intentions of parents are associated with the career development of their
children.
These findings are supported by Schröder, Schmitt-Rodermund and Arnaud
(2011) that personality traits, adolescent identification, gender, family business,
and parental succession preference and preparation are associated with career
choice intentions of children.
Sax and Wartman (2010) said that parental involvement in higher education
has received significant attention to college campuses, this study had received
scarce consideration in the empirical literature on college student development.

Table 2. Learning experiences of the respondents

Indicators Mean Interpretation Rank
1. The discussion questions contribute to my 4.15 Agree 1
professional development.
2. The course assignments significantly contribute to 4.10 Agree 2
my professional development.
3. The mentorship experience helps to improve my 4.06 Agree 3
academic performance.
4. The objectives of the course are achieved. 4.04 Agree 4
5. The course assignments in the university are 4.00 Agree 5
challenging.
6. The faculty clearly states the course objectives. 3.97 Agree 6
7. The faculty clearly communicates the course 3.96 Agree 7
requirements.
8. I have enough contact with the faculty to facilitate 3.93 Agree 8
my learning.

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9. The faculty in the university has a strong 3.91 Agree 9

commitment to student learning.
10. The faculty uses reasonable methods in evaluating 3.88 Agree 10
my work and learning.
11. The textbooks used in the course at the university 3.87 Agree 11
significantly contribute to my learning.
12. My interaction with the faculty has been good. 3.85 Agree 12
13. The faculty in the school seems to be well prepared 3.68 Agree 13
and organized.
14. The mentorship experience contributes to my 3.66 Agree 14
professional growth.

The table revealed that the discussion method contributes to the professional
development of the respondents. The data imply that this type of approach
enhances the learning experiences of the students in and out of the classrooms.
The study of Penuel, Fishman, Yamaguchi and Gallagher (2007) points to the
significance of teachers’ perceptions about how their professional development
experiences were combined with teacher learning and program implementation.
Avalos (2011) concluded that complexities of teacher professional learning had
taken cognizance for optimism about their effects, which can sustain in time.

Table 3. Knowledge and skills gained by the respondents

Indicators Mean Interpretation Rank
1. In-depth knowledge in the chosen profession 4.40 Very Important 1
2. Oral communication skills 4.36 Very Important 2
3. Ability to work independently 4.32 Very Important 3
4. Problem-solving skills 4.32 Very Important 3
5. Ability to work in groups 4.30 Very Important 4
6. Information technology 4.26 Very Important 5
7. Writing skills 4.23 Very Important 6
8. Creativity 4.23 Very Important 6
9. Quantitative reasoning 4.22 Very Important 7
10. Global perspective 4.18 Important 8
11. Scientific reasoning 4.11 Important 9

The study affirms that the majority of the respondents gained in-depth
knowledge and skills in their chosen profession from the University. The data

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imply that the University is right to its functions that are to supply and generate
knowledge to its students through instructions, research, and extensions.
Improving professional learning for educators is a crucial step in transforming
schools and improving academic achievement (Brooks, 2014). The University
needs to bolster teacher skills and knowledge to ensure that every teacher can
teach different learners, knowledgeable about student learning, competent in
multiple core academic content, and skillful at the craft of instruction (Darling-
Hammond, Wei, Andree, Richardson & Orphanos, 2009). The schools with
the support of stakeholders need to make sure that learning processes are well-
planned and organized for the benefit of students. This can be achieved through
high quality, sustained professional learning throughout the school year, at every
year level and in every subject.

Table 5. Respondents’ satisfaction with university environment

Indicators Mean Interpretation Rank

1. Quality of career advising and information 4.16 Satisfied 1

2. Quality of teaching by faculty in your major 4.14 Satisfied 2
3. Communication between teachers and students 4.02 Satisfied 3
regarding student needs and concerns
4. Quality of instruction by faculty outside major 4.01 Satisfied 4
5. Opportunities to interact with students from 3.97 Satisfied 5
diverse backgrounds
6. Quality of laboratories and classrooms 3.97 Satisfied 5
7. Campus life 3.86 Satisfied 6
8. Campus climate for the broad diversity of 3.80 Satisfied 7
students at the University
9. Quality of school facilities (e.g. comfort rooms, 3.74 Satisfied 8
study halls, drinking fountains & canteens)
Aggregate Mean 3.96 Satisfied

The majority of the respondents were pleased with the University due to
giving a quality of career advising and information. The data imply that the
College Guidance Center excel in providing career advising and information to
students in the university. Career advising is one of the programs of the College
Guidance Center that is conducted to advise and monitor students regarding
their academic achievements in their chosen course. Monitoring of students is

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done on a semestral basis wherein they are invited to the Center for educational
and social follow-up.
The study of Heisserer and Parette (2002) recommends that college students
and guidance counselors require a detailed plan to addresses intrusive advising,
training, managing student databases, and intervention evaluation.

Respondents’ satisfaction with student personnel services

Results revealed that the respondents were highly satisfied with the staff and
the office of the College Guidance Center. It implies that the students find the
staff and its services of the College Guidance Center as experienced implementers
of the services of the University.
Schools are becoming increasingly concerned with ways to increase retention
rates, student success in college, and comfort level in the campus for college
students. Although there are many approaches for helping students’ transition
to a university, one important intervention strategy is to increase supportive
relationships in the campus through counseling and support services. Specifically,
by providing academic and social support services, through programs like
Educational Opportunity Program, Academic Support Program for Intellectual
Rewards and Enhancement, and Faculty Mentoring Program, students promote
significant correlation among other students and in turn feel more integrated into
campus life (Grant-Vallone, Reid, Umali, & Pohlert, 2003). Results indicated
that students who reported a higher level of self-esteem and more peer support
had better academic and social adjustment. Also, students who frequently utilized
student support services and counseling have greater social change. Students who
adjusted better to campus life were more likely to be committed to the goal of
their college degree and more committed to the University.
The faculty members are accountable for monitoring the effectiveness of the
career services offered by the College Guidance Center as part of their teaching
mission. Accordingly, appropriate metrics are needed to measure and track service
quality in career services setting (Engelland, Workman & Singh, 2000).

Plan to pursue an additional education within the next year

Some of the respondents (38.29%) agreed that they re-enroll in the University
the subjects that will help them enhance their technical skills. It implies that
some students love to re-enroll in the University to gain skills.
Singell (2001) investigated whether financial aid affects college retention. The
results showed that need- and merit-based aid significantly increases retention,

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but selection biases have various effects on the need and ability of each student.
Kerkvliet and Nowell (2005) found out that students’ future intentions
for re-enrollment are a major determinant for re-enrollment. It may reflect the
ancillary role that a university plays in many of its students’ career and academic
plans.
Some students did not indicate comments and suggestions in the checklist.
However, in the course of the interview, the counselor was able to draw out
observations and recommendations from them. The comments are general
feedback generated from the different departments. Each respective departmental
exit interview report has accurate observations.

CONCLUSIONS

The student satisfaction survey during the exit interviews gives a powerful
tool to improve the quality of student’s learning. It measures student satisfaction
level and priorities, showing how they are satisfied as well as the issues that are
deemed important to resolve. The study concluded that the graduating students
are satisfied with the services of the Student Personnel Department. However,
some suggestions and comments need to be addressed for the improvement of
the University in general, such as proper ventilation of classrooms, additional
CCTV camera along corridors and increase Internet bandwidth.

TRANSLATIONAL RESEARCH

The output of the study was used as inputs in the improvement of the
curricular offerings of the University such as facilities and equipment, faculty
development, research, and community extension. The improved curriculum
gives students the best avenue for learning during their stay in the University.

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