Cost of Tuition, Curricular Courses and Programs as Correlates to Enrollment Trends of Private Higher Educational in Zamboanga City: Basis for Effective School Delivery System

Chapter I

Introduction

Background of the Study

Higher education is considered throughout the world to

be the key to both individual and societal aspirations. For

individuals, education beyond the secondary level is assumed

to be the way to social esteem, better paying jobs, expanded

life options, intellectual stimulation-and frequently a good

time in the pursuit of any or all of the above.

For societies, higher education is assumed to be the

key to technology, productivity, and the other ingredients

of international competitiveness and economic growth.

Higher education also shapes and preserves those values that

define a culture. It is believed to be a major engine of

social justice, equal opportunity and democracy. (Johnston,

B. 1991).

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The quest for quality education at all levels of the

educational system has always been the dream not only of our

educational leaders but also of many committed and dedicated

educators. But achieving quality education implies an

upgrading of educational standards. Educational standards

include the outcomes expected of the learners and the

resources and opportunities provided to facilitate their

attainment. Quality education suggests higher standards of

performance of the instructional system and consequently,

the individual learner. It requires improvement in the

input, process and output of education, as well as relevance

of the content of what is taught. (Depositario, 2003)

In the private sector, state policies and programs have

less influence, and the market becomes the principal arbiter

of prices charged but the private sector is far from

monolithic in its financial circumstances. The majority of

private colleges and universities struggle to make ends

meet, and in some case, to survive. Many of them discount

their stated tuition deeply, 40 percent or more, so that the

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net price a student pays is much less than the posted price.

In recent years, a few private colleges have cut tuition,

and others have frozen it, but in most cases, a three to

five percent increase in tuition will be eaten up to a

significant degree by increased student aid discounts.

(Bowen’s, 1990)

Private colleges and universities just like business

exhibit economic might in the community they serve. By the

number of students they attract and extent of employment

they provide, private colleges and universities perform

greater role, skills, values, culture and most everything

that is desirable in society. (Arcelo, 2003).

The financial operation of colleges and universities

have significant multiplier effects, most especially in

being able to attract students to their campus where they

create demand for dormitory facilities, food, school and

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office supplies, books, clothing, transportation and

entertainment. (Arcelo, 2003)

Public debate about increased tuition fees and

corresponding concern over student indebtedness raises

questions about the growing costs of private higher

education institutions. Factors influencing the choice to

attend higher education include availability of financing,

family socioeconomic status, labor market conditions and

perceived benefits of such an education. (Butlin, G. 1999)

Plager, (1999), stresses that, almost every country

has experienced in recent years some manifestations of

“financial crisis” in its institutions of higher education:

loss of faculty and staff. Erosion of salaries,

deterioration of equipment and plant, tuition rising beyond

the reach of traditional customers, and the like. Underlying

all of these difficulties is the phenomenon of costs that

press upward beyond ready ability of revenues to support

them.

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Enrolment patterns have gone through a lot of changes

in recent history. Several factors have combined with

declining enrollment to further aggravate the problems of

education finance. The next important issue is inflation.

The costs of education service delivery have risen rapidly

due, in large measure, to inflationary pressures on fixed

education costs. (Craig, 1979).

The major aggravation of declining enrollment appears

to be a general perception that as enrollments decline, so

should expenditures, though, are notoriously inelastic and

cannot for a variety of reasons, be reduced in proportion to

enrollment.

In the Philippines, the private sector plays a

significant role in education. While the public sector

serves the bulk of students at both the elementary and

secondary levels.(92 and 72 percent respectively), tertiary

education remains dominated by the private sector (76

5

percent places in 1997). Total (public plus private)

spending education rose consistently from 4-9 percent in

1985 to 5.6 percent in 1994 and 6.9 percent in 1997 (Maglen

& Manasan, 1998).

Garcia, (1996), further emphasizes that education must

be a focus of the family, business, industry, and the

government. It is a social right and one has to pay the

price to exercise it. Hence, parents must shoulder the

responsibility of their children’s education and business

industry should pitch in to aid where they can. The

government should provide for the truly financially

handicapped but bright and deserving students. With all of

these sectors cooperating, then the demands of access to and

equity in higher education will be fulfilled.

In the study done by Musa (2000), on the “Comparative

Study of Cost in Private Higher Education Institution in

Region IX, (2000), the study revealed that tuition fees and

other school fees increased at the average of 12.83% and

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12.72%, respectively. The average cost of education per

semester in Zamboanga City was P6, 365.47 for SY 1998-99 and

P7,053.86 for SY 1999-2000 that was higher than the regional

average.

Financial grants and assistance is important to assist

the needy students, to expand college options, to reward

past service to society, to address the specific labor

market shortages, and to provide financial aid programs.

Through financial grants and assistance to students, it will

lead to students’ attraction and maintain an adequate

enrollment and financial base. This will somehow in turn,

enhance the effective school delivery system.

Given this reality, and the other recent findings, this

study intends to make a comparative study on the Private

Higher Education Institutions’ profile, enrolment trends,

tuition, curricular programs and offering as correlates to

the quality of education delivery systems in terms of school

facilities, financial grants and assistance, and quality

instruction.

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Theoretical Framework:

The different theories presented in this study are

arranged according to the variables and problems being

investigated in the study. This study is specifically

anchored on System theory, which is one of the most useful

concepts in understanding School Operation. This theory

adheres the idea that a school organization is a system, a

set of interrelated elements that function as a unit for a

specific purpose, taking into considerations the

relationship among its parts and its relationship with the

external environment. The basic systems theory in

organization where Lunenberge and Ornstein (1992) encourage

school managers to observe, has five parts; inputs, a

transformation process, outputs, feedbacks, and environment.

Inputs are the human material, financial or information

resources used to produce a product or service. In school,

the interaction between students and teachers is part of the

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transformation or learning process. Its environment provides

it with personnel, financing and theory knowledge. The state

local and national government enact law that regulates

school operations other groups make demands on the school;

example students want relevant school curriculum, fair and

just ruler practices, and community expects the school to

provide quality education services.

Moreover, this study is supported by other relevant

sub-theories which were advocated by various writers and

researchers about enrollment management. These are

categorically arranged according to the different variables

used in this study.

Theoretical Thinking About Enrollment Management

1. Resource Dependency theory. This theory examines how

administrators responding to political, economic and

societal changes around them. Peffer and Salancik (1978)

developed resource dependency theory as a means for

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analyzing the relationships between organizations and the

external environment in which they operate. They note that

most organizations are heavily dependent upon the external

environment for resources. Tolbert (1985) suggests that

structure of organizations, both profit and non-profit, are

associated with the resources upon which they are dependent

the external environment. Resource dependency theory

provides framework for anticipating emerging priorities for

enrollment management units. It also provides a framework

for conducting environmental scans, searching for trends

that might affect the priorities, health, or vitality of

enrollment management units.

2. Systems theory. In order to function effectively in a

collegiate setting, enrollment managers need to have an

understanding of systems theory and how this can help guide

their organizational strategies. Systems theory examines the

structure and behavior of complex organizations.

Organizational systems are composed of parts and

relationships among the parts and how these are managed to

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create a coherent whole (Nicholson, 1997). Senge (1998),

observes that successful modern organizations require open

systems and high levels of communication among units

throughout the organization. In order to effectively

influence students enrollment managers and the units that

comprise an enrollment management have to share information,

goals, and strategies frequently. Successful enrollment

management efforts require open systems. The factors that

influence college enrollments are very complex. The mission

of an institution, the types of majors, the degree of

emphasis on teaching and research, location, tuition and

financial aid policies, the student-faculty ratio, the

demographic profile of enrolled students, the degree of

admissions selectivity, the quality of student life, student

recruitment and retention programs, and the economy all

exert an influence on student enrollments. By necessity,

enrollment management activities have to encompass a wide

range of activities crossing academic and non-academic units

throughout a college or university campus.

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3. Revenue theory. Howard Bowen (1980) put forth a theory that

continues to be practical today. Bowen discusses his Revenue

Theory of Costs contending that basically, an institution

will spend as much money as is available from various

sources. Thus, cost follow-revenues-an idea counter to some

budgeting practices. In this theory, Bowen (1980),

emphasized that the dominant goals of institutions are

educational excellence, prestige, and influence. In quest of

excellence, prestige, and influence, there is virtually no

limit to the amount of money an institution could spend for

seemingly fruitful educational ends.

4. Revenue Theory and Revenue Maximization. Maximizing revenue

profits, minimizing costs, substituting inputs while

monitoring the quality of the output, and opportunity costs,

substituting all aspects play into our practice. (Fare &

Grosskopf, 1994). Minimizing costs must be a consistent

activity much like one would regularly prune shrubs and

trees. Opportunity cost of making an investment, that is,

the tradeoff costs between the return on one investment and

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the return on the alternative (Baum, 1996). Developing

foresight to be able to see the opportunity costs before

making decisions can be learned through experience or by

other means. Regularly, reviewing inputs and outputs of

similar institutions, using the Peer analysis through

conducting ratio calculations, participating in conferences,

reading journal articles in an out of the field will also

help one decide when to cut, when to settle and when to

barter.

5. Students as Institutional Image. Many college administrators

and faculty fail to realize the extent to which the students

who enroll define the institutions in which they are

enrolled. Phrases such as small, large, selective, non-

selective, divers, prestigious, national, or regional

describe how many students who are enrolled, the high school

rank or test scores of students. Currently, research

suggests that rankings do not have a strong influence on

middle class and less affluent students who are considering

attending public or in-state institutions. However, rankings

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have an impact upon more affluent students who are

considering attending more costly and/or institutions

located in other states. (Hossler, Marc hung, 1997).

Enrollment Managers and other campus administrators can ill-

afford to ignore rankings publications. The students’

campuses attraction and enrollment play a major role in

defining colleges and universities. Enrollment managers need

to constantly monitor their image and how it is affecting

recruitment and retention efforts. In addition, shifts in

the images of competitor institutions also need to be

monitored because these shifts can also have positive and

negative effects on enrollment management efforts.

Theories of College Cost

William Baumol and William Bowen (1990), argue that

higher education belongs to a class of activities that is

not capable of experiencing productivity increase, but still

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has to pay competitive salaries that rise over time. The

combination of rising salaries and no productivity gain

yields a steady increase in the unit cost of education; a

problem shared with other handicraft activities such as the

performing arts, medical care, and high quality restaurant

meals. Adherents to this view argue that we should quit

worrying about the inexorable rise in college costs,

accepting that as a technical fact of economic life.

Instead, we should celebrate the fact that many sectors of

the economy do experience productivity growth, thereby

releasing resources over time to those sectors, such as

education, which do not. A candid observer of political

behavior would have to admit that this conclusion has not

proved convincing to most policy-makers, although the

argument may indeed be accurate.

A second theory, put forth in the late 1970s by

economist Howard Bowen, is known as the revenue theory of cost.

After a lifetime in higher education, as faculty member and

president of both private and public colleges and

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universities, Bowen (1998) concluded that institutions of

higher education raise all the money that they can, and

spend it on worthwhile activities.

Beyond these two theories, the balance of the work done

on college costs is non-theoretical and directly empirical,

often resulted in a laundry list of contributing factors.

The national Commission on the Cost of Higher education

(1998), concluded that one could identify six categories of

“cost drivers” (10 financial aid, (2) people, (3)

facilities, (4) technology, (5) regulations, and (60

expectations.

Stager’s monograph on “Focus on Fees”, writes “ because

students’ university enrolment decisions are influenced by

expected return to their educational investment, policy

decisions should be informed by calculations of such

returns”. Based on his calculated rates return for

abolishing tuition fees on one hand and greatly increasing

them on the other, he concludes that such adjustments “would

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change rates of return by only about two percentage points

in either direction.” And that his results “suggest strongly

that a major change in the level of fees would likely have

very little impact on enrolment”

Theories on Students’ Choice to College Education

1. Student choice –A multi-stage approach

Stager (1996), acknowledges that the decisions to

attend post secondary institution may not be explicitly

rational, but insists students “respond to changes and

differences in implicit estimates of these returns”.

Hossler, Braxton and Coppersmith (1989) proposed a

bridge between economic explanations and sociological

explanations by defining choice as “a complex, multi-stage

process during which an individual develops aspirations to

continue formal education beyond high school, followed later

by a decision to attend a specific college, university or

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institution of advanced vocational training ”.Hossler and

Gallagher’s (1987) used three-stage process:

predisposition, search, and choice-to categorize the studies

reviewed, and to explain why certain factors are more or

less influential at different times. At the predisposition

stage, students decide whether to continue their studies

beyond high school. Important factor include: socio-economic

status, academic ability, race and ethnicity, level of

parental education, parental encouragement, peer

encouragement, encouragement from teachers and counselors,

educational aspirations, labor market, and rate of return.

During the search stage, students are searching for the

characteristics of post secondary institutions (e.g. acdemic

reputation, location, extra-curricular activities). And

determining which characteristics are most important to

them. In the choice stage, students make formal decisions

about which institutions to apply to, and which institutions

to attend to. Cost and available financial aids are

important in deciding between institutions.

2. Student choice-A life path approach

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Andres & Bellamy (1993), emphasized that, movement is

the result of a dynamic relationship where individuals are

subjected to the forces that structure the social space in

question, and where individuals use their own unique

properties to resist the forces. The structure of these

social spaces, and the individual’s interaction with them

can be characterized as the accumulation and transformation

of economic capital, cultural capital, and social capital

(Bourdiue, 1986.

3. Student choice-the non-traditional student

Bean and Metzner (1985) state that “ it is very

difficult to develop the profile of a typical non-

traditional student”. They do isolate, however, three

characteristics of a non-traditional students: they are

commuter students, which is to say they do not live in on-

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campus housing, they are older than the typical 18-24 age

cohort; and they tend to be engaged in part-time students.

Integration-based Student Development Models

Vincent Tinto’s Student development model focuses a

powerful lens on the first year of college, arguing that it

is a unique time for students. They are called upon to

break with childhood, often to live away from home for the

first time and to adapt to a new and unfamiliar environment.

Some will make the transition relatively easily while others

will experience great difficulty and will not adjust. Those

who fail to adjust successfully will be far more likely to

leave. Successful adjustment, Tinto argues, is a part of

function whether students feel they belong to the college-

socially and academically-and their ability to establish

connections between themselves and others at the school.

Academic adjustment is powerfully influenced by academic

performance, but it is also influenced by

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interactions with faculty and staff, as well as use of

support services. The figure below provides a graphic

representation of Tinto’s Model of Student development.

Figure 1. Tinto’s Model of Student Development (2002)

Theories on School Effectiveness

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Pre-Entry Attributes

Institutional Experiences

Outcomes

Family Background

Skills and Abilities

PriorSchooling

Academic Performance

Faculty StaffInteractions

Co-Curricular Activities

Peer Group Interactions

Academic Integration

Social Integration

RetentionAnd

Graduation

In recent school-effectiveness studies various

approaches to educational effectiveness have been

integrated, namely in their conceptual modeling and choice

of variables. At the technical level, multi-level analysis

has contributed significantly to this development. In

contributions to the conceptual modeling of school

effectiveness, schools have been depicted as a set of

‘nested layers’ (Purkey and Smith, 1983), where the central

assumption is that higher organizational levels facilitate

effectiveness-enhancing conditions at lower levels

(Scheerens and Creemers, 1989). In this way, a synthesis

between production functions, instructional effectiveness

and school effectiveness has become possible.

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ContextAchievement stimulants from higher administrative levelsDevelopment of educational consumerism‘covariables’, such as school size, student-body composition, school category, urban/rural.

PROCESS

Inputs

-TeacherExperiences

-Per-student expenditure-parent support

Outputs

Student achievement, adjusted for:-previous achievement-intelligence-SES

School LevelDegree of achievement-oriented policyEducational leadershipConsensus, co-operative planning of teachersQuality of school curricula in terms of content covered, and formal structureOrderly atmosphereEvaluative potentialClassroom level

Time on task (including assignment) Structured teaching Opportunity to learn High expectations of students’ progress Degree of evaluation and monitoring of

students’ progress

Typology of Effectiveness Models

Quinn and Rohrbaugh (1983) depict four alternative

models of school-effectiveness: human relations model, with

human resource development as a central criterion; open

system model, with growth and resource acquisition as

effectiveness criteria, and the internal process model, in

which stability and control are the main issues. Two

dimensions determine these four models: one that represents

flexibility versus control and one that represents internal

versus and external orientation.

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Figure 2. An integrated model of school effectiveness (Scheerens, 1990

FlexibilityHuman relations model

Means: cohesion, morale

Ends: human resource development

Open system model

Means: flexibility, readiness

Ends: growth, resource, acquisition

Figure 3. Typology of effectiveness models

Conceptual Framework

Figure 4 presents the conceptual framework of the

study. This study determined the influence of the unit cost

of tuition and curricular programs ans courses to the

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Effective SchoolDelivery System

Student Services ProgramFinancial Grants and AssistancePhysical facilitiesGuidance program Academic InstructionCurriculum and instructionFaculty

Faculty

Outputquality

ExternalInternal

Means: information management,Communication

Ends: stability, control

Means: planning, goal setting

Ends: productivity, efficiencyControl

Internal process model Rational goal model

enrollment trends, of selected Private Higher Education

Institutions of Zamboanga City as basis to effective school

delivery system in terms of school facilities, students’

financial grants and assistance curriculum and instructions

and faculty.

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Cost of Tuition

CurricularPrograms &Offerings

BSE BEED LIBERAL

Effective SchoolDelivery System

Student Services ProgramFinancial Grants and AssistancePhysical facilitiesGuidance program Academic InstructionCurriculum and instructionFaculty

Faculty

Figure 4 The Conceptual Framework ofthe Study

PRIVATE HIGHER EDUCATIONAL

ENROLLMENT

TRENDS

AssessmentPerception

Figure 4 shows that there are three independent

variables: the costs of tuition, PHEIs, and curricular

programs and offerings. The dependent variables of the study

are the enrollment trends of the common curricular

programs and offering of the Private Higher Educational

Institutions. Evaluation and assessment are the process that

determine the effectiveness of the school delivery systems

in terms of students’ services programs such as; financial

assistance, specialized assistance, school facilities,

guidance programs, academic instruction, curriculum and

instruction and faculty.

Statement of the Problem:

This study compared and made a documentary analysis

of the enrollment trends, cost of tuitions of the common

curricular programs and offerings of selected Private Higher

Educational Institutions in Zamboanga City. This study also

sought to determine the influence of cost of tuitions,

enrollment trends to the effective school delivery systems

26

in terms of student services programs such as financial

grants and assistance, specialized assistance program,

physical facilities, guidance program, academic instruction,

curriculum instruction and faculty.

This study specifically sought to answer the following:

1. What is the trend of enrollment in the Private

Higher Education Institutions in Zamboanga City from

school year 2003-2006 in the following courses:

1.1 BS-Education?

1.2 BS-Nursing?

1.3 Liberal Arts Courses?

2. What are the per unit costs of tuition of the

following courses namely BS-Education, Liberal Arts

and BS-Nursing since 2003 to 2006?

3. Is there a significant relation among cost of

tuition and curricular programs to the enrollment

trends of the selected PHEIs from school year 2003-

2006?

4. Is there a significant difference of the selected

PHEIs in terms of:

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4.1 Financial assistance program?

4.2 Specialized assistance program?

4.3 Physical facilities?

4.4 Guidance program?

4.5 Academic instruction?

4.6 Curriculum and Instruction and

4.7 Faculty?

5. What are the effects of the increase in the unit

cost of tuition to the enrollment trends of selected

PHEIs by courses and programs?

6. What are the effects of the courses and programs on

the enrollment trends of the selected PHEIs from

school year 2003-2006?

7. What is the significant influence of these two

factors namely: tuition fee and courses and programs

on the enrollment trends of the selected PHEIs?

8. Is there a significant difference between students

and school administrators of the selected PHEIs in

their perceptions of effective school delivery

system in terms of:

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8.1 Financial assistance program?

8.2 Specialized assistance program?

8.3 Physical facilities?

8.4 Guidance program?

8.5 Academic instruction?

8.6 Curriculum and Instruction and

8.7 Faculty?

Null Hypotheses:

The study was premised on the following:

1. There is no significant relationship between cost of

tuition and

actual enrollment of selected PHEIs from school

year 2003-2006?

2. There is no significant among selected PHEIs in

terms of:

Financial assistance program

Specialized assistance program

Physical facilities

Guidance program

Academic instruction

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Curriculum and Instruction and

Faculty

3. There is no significant difference between students

and school administrators among PHEIs in their

perceptions of effective school delivery system in

terms of:

3.1 Financial assistance program

3.2 Specialized assistance program

3.3 Physical facilities

3.4 Guidance program

3.5 Academic instruction

3.6 Curriculum and Instruction and

3.7 Faculty

Significance of the Study:

To understand how cost of tuitions charged by private

schools influence the effective school delivery system in

terms of student services programs such as financial

assistance, specialized assistance program, physical

facilities, guidance program, academic instruction,

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curriculum and instruction and faculty, this study explored

the potential impact of enrollment trends and achievement of

expanding delivery of private school services to post-

secondary students.

Therefore, the results of this study can be significant

to the various educational organizations in helping students

achieve access effective school delivery services to college

education

School Administrators. The result of the study could

provide private school administrators with the trend of

enrollment of common courses and programs from the period of

2000-2005. It also enables the school administrators to

identify causes and implications of enrollment fluctuations

and student movement (dropout/transfer) of the common

courses and programs and find out corrective measures. It

also provides feedback in identifying strengths and

weaknesses of the institutions. This determined in advance

what areas in the academe need maintenance and improvement.

On the overall, it provides Private Higher Education

Institutions with the general concept on how to bring about

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improvement in the total system of the institutions,

particularly in development planning and financial

management.

Admission Officer/Enrollment Managers. The result of this

study could provide a baseline data and feedback to

admission officers and enrollment managers on important

strategic planning that plays vital role towards enrollment

sustainability.

School Registrar. This study would also help the college

registrar to monitor and guide the implementation of student

enrollment policies and procedures.

Policy Makers. This result of this study is of importance to

policy makers to foresee the needed infrastructures,

physical facilities, training and curriculum requirements

and other specialized students services for better quality

delivery system.

Students. The result of the study could provide information

to students on their choice of colleges and universities to

enroll that provide a good quality of education delivery

systems.

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Scope and Delimitation of the Study

The study made a comparison between the enrollment

trends, unit cost of tuition and profile of PHEIs in

Zamboanga City of common courses and programs from 2003-2006

as correlates to effective school delivery system. The

enrollment trends and unit costs included in this study are

those school fees charged to students from 2003-2006.

This study has several limitations. First, the analysis

seeks to understand whether cost of tuitions is a

determinant of the enrollment trends of selected Private

Higher Education Institutions. (PHEIs). Second, the

intention of this study was to seek analysis on the causes

of enrollment fluctuations of the common courses and

programs offering of the selected PHEIs in Zamboanga City.

Third, this study also sought to draw conclusions about the

impact of enrollment trends towards quality of education

delivery system in terms of financial assistance, school

facilities, financial grants guidance program, curriculum

33

and instruction and faculty. This study is limited to

private colleges and universities with common courses and

programs offering such as BSE, Liberal Arts and BS-Nursing.

The PHEIs that served as the respondents of the study were

the Universidad De Zamboanga, Ateneo De Zamboanga

University, Pilar College and STI Sungold Technology

Institute). This study also employed a documentary and

review analyses for gathering needed data pertains cost of

tuition and enrollment trends.

Definition of Terms:

To have a clearer understanding of the terminologies

used in the study, the following are operationally defined:

Costs of Tuition fee. In this study, it refers to the

payment for the instruction for each semester.

Common courses and programs. In this study, it means an

organized subject matter in which instructions are offered

within a period of time, and for which credit toward

graduation or certification is usually given. As it is used

34

in the study, these are common courses and programs offered

in selected PHEIs such as BS-Education , LIBERAL ARTS, BS-

Nursing.

Financial Grants and Assistance. In this study, this refers

to student services and assistance related to monetary aid

such as scholarship and assistance given to student sent to

workshop, seminars and trainings.

Financial Services. A type of services provided by an

educational institution which specifically extend financial

assistance to students performing school-related activity.

Guidance Services. A type of service provided by an

educational institution which specifically extend counseling

activities to its clientele for appropriate personal and

education endeavor.

PHEIs. Private Higher Education Institutions. In this

study, this means privately owned and managed institutions

35

for teaching and learning established and authorized by the

Department to operate certain educational programs in

accordance with low and the prescribed policies and rules of

the Department.

Physical facilities. This refers to the site, campus,

buildings, equipment and services provided by the school to

the students. In this study, this is being measured through

its provision if it is extensively functioning or not in

institutions.

Students. These are individuals who are engaged in a course

of study, or a thorough study of a particular subject to be

able to obtain a degree from an institution. In this study,

these are the students enrolled in the following courses:

BS-Education, Bs-Nursing and Liberal Arts.

Specialized Assistance Service. Refers to financial aid

provided by educational institutions for a specific purpose

or special program.

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Total Unit Cost of Education. This is synonymous to per

student cost in education, which may be broken down into

school operating costs, which include tuition fees and

miscellaneous fees.

Trends of enrollment. This refers to the rise and fall of

enrollees per year the common courses and programs in the

PHEIs as used in this study.

Type of schools. In this study, this refers to the type of

affiliation of the school whether, sectarian or non-

sectarian.

Quality of Education delivery. In this study, this means

the appropriateness, relevance and excellence of the

education given to meet the needs and aspirations of an

individual and society. As used in this study, it is

reflected on how costs of tuitions and enrollment

fluctuations correlate to the general services such as

37

school facilities, financial grants and assistance and

quality of instruction among PHEIs.

Chapter II

REVIEW OF THE RELATED LITERATURE

38

This chapter presents the related literature and

studies which were used in the formulation of the research

theoretical framework, in directing the hypothesis, in

selecting the variables of the study and providing support

to some of the findings of the study.

CONCEPTUAL LITERATURE

Understanding Enrollment Management.

Hossler and Bean (1990) define enrollment management as

an organizational concept and a systematic set of activities

designed to enable educational institutions to exert more

influence over their student enrollments. Organized by

strategic planning supported by institutional research,

enrollment management activities concern student college

choice, transition to college, student attrition and

retention, and student outcomes. These processes were

studied to guide institutional practices in the areas of new

39

students recruitment and financial aid, student support

services, curriculum development, and other academic areas

that affect enrollments, student persistence, and student

outcomes from college.

Kemerer (1985) views enrollment management from a

holistic approach is comprised of a variety of

interdependent activities such as clarification of the

institution's mission, long-range planning, academic program

development, marketing, recruitment, retention and career

planning. This holistic approach requires the cooperation of

all levels of campus personnel from the president to the

faculty, staff and the maintenance department.

Kreutner and Godfrey (1981) emphasize that the

enrollment management function must be viewed as a

'concept," a "process," and an "outcome." With buy in from

all levels within the organization, sufficient enrollment

levels can be maintained in order to preserve the

institution's financial stability. According to Smith

40

(2000), colleges and universities have adopted enrollment

management strategies that call for increased coordination

between campus constituencies. Such strategies attempt to

coordinate and monitor the recruitment and retention

programs and thus successfully influence student enrollment.

Smith suggests that the intentional coordination of programs

and services allow an institution to be more responsive to

students and their educational needs. Again it requires the

interdependence and cooperation of those who work most

closely with student needs to maintain the policies and

procedures to insure sufficient enrollment for

organizational success.

. Penn (1999) stresses that an enrollment manager must

posses the ability to influence, communicate, persuade,

lobby, bargain with others, as well as secure funding for

marketing strategies and departmental needs. Thus the

enrollment manager is responsible for interaction with

external constituencies such as the general public and state

and national legislators. This person must also develop a

41

cooperative relationship with many of the offices outside

his department on a college campus. The offices of

admission, financial aid, registration, academic advising

and student accounts play a cooperative role in the success

of maintaining an enrollment that will allow the institution

the fiscal level necessary to meet its goals.

It is a major objective of the department of enrollment

management to fend off criticism of the college or

university by students, parents and government agencies who

make decisions about financial appropriations according to

Alfred and Weissman (1988).

Enrollment is a complex issue with multiple dimensions,

each one dependent on all others. The task force began its

analysis by attempting to quantify the relationship between

the magnitude of various resources and the enrollment

capacity of the university to provide high-quality programs.

Some resources, such as faculty and staff positions and

operating budgets, are funded primarily through the

42

enrollment-based funding formula. Consequently, any increase

or decrease in enrollment would carry with it a proportional

increase or decrease in these resources. (Hosler, D. 1986)

There are two key requirements for enrollment growth:

space and student financial aid, are largely excluded from

the funding formula. Instead, they are funded through other

sources, and the university must develop additional capacity

in these areas separately. To avoid compromising quality,

the university must plan, solicit, and obtain these

resources in parallel with enrollment growth. The task force

developed estimates of those requirements per unit increment

in enrollment. (Jantzen, 1995)

Alternative Enrollment Strategies

Enrollment planning is complex because many influences—

such as demand and resources—cannot be predicted.

Furthermore, every element appears to vary with changes in

every other element. To simplify the discussion, the task

force identified two key dimensions: total size and student

43

mix (proportions of undergraduate and graduate, of in-state

and out-of-state, of ethnic groups, of new freshmen and

transfers, and so forth). In addition, due to pending

changes in funding, the task force considered on-campus

enrollment separately from off-campus enrollment. (Townsley,

M. 1993)

Townsley, (1993) stressed that each alternative

strategy must consider first against a single criterion: if

it improve the quality of the educational experience for our

students. The task force believes that ensuring an

appropriate balance between enrollment and resources is

critical to ensuring quality. Consequently, each alternative

is assessed in terms of both quality and cost.

Each total size alternative could accommodate a

different mix (or mixes) of students and programs, as

discussed in a later section. Moreover, each college and

school within NC State might adopt a different set of

strategies for size and mix. Before turning to that

discussion, however, consider the quality and cost

44

implications of each size alternative for the university as

a whole.

Purposes of Financial Aid

Herndon (1982) in a historical review of the purposes

of financial aid notes that financial aid has been used to

assist needy students, to expand college options, to rewards

past service to society, to address the specific labors

market shortages, to remedy past racial injustices, and to

provide financial aid programs: to achieve labor market

goals, to make nations and states more competitive, to

equalize educational opportunity and rectify past

inequities, to make the costs and benefits of higher

education, and to improve the quality of individual colleges

and universities by enhancing their stability. David

Breneman (1994) has thoroughly examined the linkages between

the goals of campus-based financial aid and campus

budgeting.

Financial Aid and Enrollment Decisions.

45

Tuition cost is clearly a signaling device for students

and parents. The problem is that effects of tuition costs

and financial aid do not uniformly effect the decisions of

prospective or currently enrolled college students. Some

students and families automatically equate higher cost with

higher quality. Other potential college matriculates

automatically exclude higher cost institutions because they

believe they cannot afford them.

Financial Aid and Student Retention

Financial aid can also have an impact upon the

retention of currently enrolled students. Enrollment

management practitioners should keep in mind that the ways

in which financial and influences student retention are more

complex than the effects it has upon student enrollment

decisions.

Using Financial Aid to Achieve Institutional Goals

The use of econometric techniques to determine the

effects of financial and upon student enrollments and

46

increased use of tuition leveraging approaches have changed

the ways in which financial aid and tuition policies are

determined. Organizational linkages of offices of

admissions, financial aid, and academic units through

enrollment management structures have resulted in a more

strategic use of financial aid throughout the recruitment

process and to enhance student persistence.

Importance of Facilities As an Essential Component of Student

Learning

. In a 2000 report on school facilities, the

Department of Education summarized that research by

concluding that environmental conditions in schools,

including poor lighting, inadequate ventilation, and

inoperative heating, can affect the learning, health and

morale of students and staff.

Obstacles to Adequate School Facilities

Despite evidence demonstrating the importance of

quality facilities, a number of obstacles impair efforts to

build and maintain schools that are conducive to learning,

47

including: state funding systems that limit financial

support and provide incentives to build schools cheaply and

defer maintenance; a growing number of facilities

requirements; and significant enrollment growth. Urban and

rural districts face additional challenges due to dense and

sparse populations, respectively, and state policies that

limit funding specifically for their school facilities.. As

a result of these barriers, countless students across the

country, and particularly those in urban and rural areas,

attend school in substandard facilities that negatively

impact their education.

Building Cheaply and Deferring Maintenance

Many communities around the country employ a cost

saving measures in school construction and maintenance,

particularly in tough economic times. Unfortunately, many of

these measures, can impact negatively in learning, such as

installing inexpensive walls that allow noise to permeate

between adjacent classrooms. Since most states do not

provide funding for maintenance, schools sometimes defer

prudent repairs to save money, but spend more in the long-

48

run.

The Challenge of Equitable Access and Quality

Demand for education is generally strong, although

problems of quality, accessibility, relevance, and cost can

frustrate demand especially among disadvantages groups.

There is a reason to believe that an effective supply

strategy will trigger a strong demand response.

Strengthening Capacity to Manage and Deliver the Education

Service

Strengthening the capacity to deliver the education

service efficiently and effectively is therefore a sine qua

non for bringing about improvements in education quality and

equity. Specific mechanisms need to be developed for the

small island countries with dispersed populations and where

service delivery is difficult. Increasing the efficiency of

teacher deployment will be an inescapable part of quality

improvement strategies in several countries.

Promoting Innovations in Quality Service Delivery in Education

49

Achieving equity in access to schooling, opportunities

to learn, and results-especially to students from low-income

families-are challenges that many education systems continue

to struggle with. Effective education service delivery

requires more than the provision of resources to the

education sector. Demand for education is generally strong,

although problems of quality, accessibility, relevance, and

cost can frustrate demand especially among disadvantaged

group.

School-based management is expected to improve the

quality of teaching and learning by locating decisions

closer to the school, providing for sensitivity to local

conditions, and allowing teachers to design education

programs to meet local needs and to support improvement in

learning (Abu-Duhou 1999).

Student Personnel Services

The school has the responsibility to cooperate

with the family and other social institutions to develop the

50

total personality of the student. Thus, a program of student

personnel services, directed and coordinated by a

professionally trained staff, is an integral part of the

institutional planning and organization of the school, and

is designed to assist the individual student to attain

maximum self-realization and to become effective in his

social environment. These services complement and the

academic program. (PACUCOA, Core Survey Instrument, 2002).

The degree to which students are satisfied with the

various programs and services offered by the school provides

a rich source of information for educators who are serious

about providing the best possible educational experiences

for students. Asin (1991) says that student satisfaction is

“perhaps the single most important affective…psychological

area for outcomes assessment”.

Curriculum and Instruction

Curriculum and instruction are the school’s core

processes that affect teaching and student learning. In

51

high performing schools, the staff comes together to

discuss, challenge and ultimately make critical decisions

about; what is taught, to whom, how students are grouped for

instruction, how time and content are allocated, how

teachers and education support professional work with each

other and relate to students, and how student learning will

be assessed (Orkwis & McLane, 1998).

Instruction should be conducted with system and order

that reflect sufficient preparation of the faculty members

for their classes. The faculty members should make extensive

use of print and non-print reference materials. The methods

use in instruction should guide the students towards self-

realization, develop their analytical and critical judgment,

encourage independent study and strengthens social

awareness. There should be a variety of teaching methods

suitable for the graduate doctoral level, such as seminars,

lectures, discussion groups, workshops and symposia.

(PACUCOA, Core Survey Instrument, 2002)

52

Facult y

A competent faculty is one of the indispensable

elements towards an effective school delivery system. Such

staff should not merely be a group of individually competent

persons but a cooperative group with common purposes and

motivated by common ideals. Faculty members perform their

professional duties satisfactorily and are responsive to

modern educational problems. They plan their work, tech

effectively, engage in research and publication, respond to

students’ needs and participate in professional

organizations. There is evidence of adequate experience in

professional practice related to their respective fields of

specialization. There are evidences of sound relations among

the faculty members and the students. The administration,

other schools and agencies and the community. PACUCOA, Core

Survey Instrument, 2002)

RELATED STUDIES

A. Foreign Studies

Enrollment Trends

53

In a study conducted by Imenda, S.N. et al. (2000),

they investigated factors which could explain the decline of

student numbers at the University of Transkei. The findings

indicated that the choice of the institution was made

principally by the respondents themselves based on their

career directions. However, affordability, in terms of the

fee structure, prospects for financial assistance and

proximity to their homes also came out as major determinants

in the respondents’ ultimate choice of the institution. The

institution’s public image and stability, the quality of

staff, institutional facilities and availability of other

resources for teaching and learning, administrative

efficiency, friendliness of staff, admissions and course

registration procedures, the language of instruction,

fairness in the allocation of facilities and other

resources, as well as the treatment of students on an equal

and fair basis, all played a major role in attracting

students. Catering and hostel facilities were not major

factors in the students’ choice of the institution.

54

Asian Development Bank Report (1999) indicated that

public elementary and secondary do not compare favorably

with their counterparts in terms of internal efficiency

indicators: (repetition, drop-out and completion rates) and

education quality of education delivery (achievement

scores). In 1997, the private/public unit cost ratio at

secondary level approximated the ration of the Mean

Percentage Score (MPS) in the National Secondary Assessment

Test (NSAT)-which means that the difference in unit costs

between private and public schools is more or less the same

as the difference in achievement.

Cost of Tuition, College Entry And Academic Achievement

The study of Henderson (1983), shows that the recent

trends in college cost and reasons why college costs have

been increasing are considered. Comparative data are

presented on recent rates of growth among average college

charges, faculty salaries, the Higher Education Price Index

(HEPI) and the Consumer Price Index (CPI). It is shown that

from 1977 through 1982, average tuition, fees , room, board,

55

and other personal college expenses did not rise as steeply

as the annual CPI. The rate of increase in college charges

at public institutions stayed below the CPI level, and the

rate at independent institutions generally followed the CPI.

The HEPI appears to have lagged behind the CPI increase from

fall 1977through fall 1982. Projections regarding the CPI,

college costs, and inflation is also included. Four

conditions under which college charges are likely to rise

more slowly than expected are identified, along with five

conditions under which college costs could be driven higher

than expected. It is suggested that largely national and

state economic conditions, public policy decisions, and

consumer reactions will determine the rate of change in

charges.

In the study conducted by Jordan,. (1992), on “Costs

for Tuition Rises”, in Washington, according to the

congressional committee, private colleges are raising their

tuition due to the following reasons: (1) In the 1980s,

tuition soared at the same time that the amount of

56

government aid, endowments and gifts for colleges and

university was rising far faster than the inflation rate,

(2) In 1987-88 academic year, the most recent available, 45

cents of every instructional dollar went toward

administration costs. That compares with 27 cents in 1950

and 19 cents in 1930, (3) because so much emphasis has been

put on research, a professor’s salary is inversely related

to the number of hours he or she teaches. The fewer the

hours, the higher the pay, and the more likely the more

money must be spent on teaching assistants, (4) college

tuition costs have increased far more than the cost of

medical care, housing, food and automobiles.

ACAATO, (Association of Colleges of Applied Arts and

Technology of Ontorio), emphasized tuition fee policy

namely: (1) tuition fees are an essential source of revenue

for colleges if access, quality and a reasonable program

range are to be maintained for students. (2) the volatility

fee levels has been a major problem for students and parents

in planning and financing a post secondary education.

57

Students, parents and institutions would benefit from

tuition fee level changes that more closely reflect cost of

living changes.

Millennium Scholarship Foundation, (2003), research

studies have concluded that fees are not the major barrier

to post secondary education, although financial reasons are

the single largest factor (25%) identified by students who

chose not to attend college or university.

Findings of the recent National Study of Student

Support Services (2004), provided a further indications of

both the importance of institutional adjustments and the

role of freshman intervention. First, the study underscores

the importance of formal institutional attachments in

retention. Students who were not enrolled in the third year

college entrance were more likely to have on a part-tie

basis. They had less confidence in their academic abilities

at entrance and were more likely to have experienced

academic difficulties in their first year. Nonetheless, they

58

were likely to seek assistance from faculty or advisors,

participate in study groups, or use academic support

services.

In a study conducted by Kane, Thomas J. (1995), on “

Rising Public college Tuition and College Entry: How Well Do Public

subsidies Promote Access to College”, it revealed the following

findings: (1) States with high public tuition fee levels

have lower college entry rates, (2) The gap in enrollment

between high and low-income youth is wider in high tuition

fee states, (3) within-state tuition fee hikes lead to lower

enrolment rates and wider gaps between high and low-income

youth.

American research comes to similar conclusions about

fees not being a barrier although there is a work that

indicates that low income families may be adversely affected

by high fees (Heller, 2004). Middle and upper income

families continue to believe that if you want to go, a way

can be found to do it but rising debt levels are a growing

concern. According to the study, college student were more

59

negatively affected by fee increases than were university

status.

A survey conducted by British banking company Natwest

found that half of British Six Form students (equivalent of

Canadian high school graduates) not going onto university

blame tuition fees and the prospect og high debt as their

main reasons for not attending. 50% of eligible students in

2002 have at least considered not going to university

because of tuition fees.

\Financial Grants and Assistance

According to Commission Chairman Angel C. Alcala

(1996), scholarships and awards are awarded not only as a

measure---albeit a limited resource--- for democratization

of access to education but also to encourage enrollment in

accredited, that is to say, quality schools, and enrollments

in the fields of science and technology, engineering,

agriculture and other priority areas for economic

competitiveness.

60

The government funds is limited and it could hardly

share to the Private Higher Education Institutions thus, the

state, applies Section 42 of Batas Pambansa 232 otherwise

known as the Education Act of 1982, which states that each

private schools shall determine its rate of total unit costs

in the tertiary level provided it follows the guidelines as

mandated by CHED Order No. 12, s 1996 and of its revision.

Baldridge & Green (1982), stressed that the effects of

new students enrollments and campus-based aid programs on

net tuition revenue have a pronounced effect on the economic

health and vitality of colleges and universities. Thus,

enrollment management is not only part of an enrollment

strategy; it has also become a budgeting strategy.

Herndon (1982) in a historical review of the purposes

of financial aid notes that financial aid has been used to

assist needy students, to expand college options, to reward

past service society, to address the specific labor market

61

shortages, to remedy past racial injustices, and to provide

financial relief to middle income students.

Heller (1997), reviewed several meta-analyses of the

effects of financial aid upon enrollment decisions are

available. One key finding was that of receiving a financial

aid award has a significant positive effect upon the

likelihood that a student will enter the institution that

has made the financial aid offer. Indeed, these reviews

conclude that the effect of just receiving an award,

regardless of the amount, equals or exceeds the effects of

the amount of the award.

The study conducted by Hossler & Freeman (1984), on “

The Role of Financial Aid and Enrollment Management”, revealed two

significant findings. First, the amount of financial aid

students are offered has an effect upon the decisions they

make as to which college or university to attend. Second,

financial aid offers also have psychological benefits for

prospective students.

62

In a recent book, “Going to College: How Social, Financial,

Educational Experiences Influence Decisions Students Make’ (Hossler,

Schmit & Vesper, 1998), it stressed that the effects of how

perceived costs, financial aid, and other factors influence

the college enrollment decisions of high school students as

they move from ninth grade through to high school graduation

were carefully researched. The authors found that one of the

primary factors which parents, and the later students,

consider when dropping and adding colleges to the list of

schools they are considering is the perceived costs and

probabilities of receiving financial aid.

Enrollment Trends and Quality Delivery Indicators

Bradica, (2001), in his study on “Enrollment

Management: An Interdependence Model”, emphasized that,

“The major players in the enrollment management model

enhance the internal interdependence through cross training,

communication and cooperation. The necessary implementation

63

of the enrollment management model has changed the way some

colleges and universities approach the delivery of student

services. Many colleges and universities have been able to

prosper and to feel competent in their ability to meet the

challenges of the 2lst century through appropriate planning

and evaluation, institution wide interdependence, well-

prepared professionals and adequate fiscal resources due in

many cases to the implementation of the enrollment

management model”

According to Penn, (1999). Offices and individuals

across the higher education system realize that

interdependence, as it relates to enrollment goals, is

essential to the overall health, continued vitality and

success of their institution. David Borus (1995) sums up the

huge responsibility of the enrollment management department.

He indicates that stability and predictability of enrollment

figures is critically dependent upon the agreement of goals;

the identification of major players in achieving these

goals; the partnerships necessary to eliminate wasteful

64

activities; and the coherence of programs and cohesion of

operations.

Filmer (2001), emphasized that quality is inextricably

linked with equity. Recent analysis from a large number of

developing countries confirm that poverty, rural residence,

and gender persist as the strongest negative correlates of

school attendance and performance. The impact of poverty on

enrollment, retention, and completion is particularly

striking.

Abu-Duhoo (1999), stressed that community involvement

and parental participation in the delivery of schooling has

been found to be a key element of sustainable school

improvement and enhanced student performance in many

countries.

Interplay of Quality Facilities , Student Achievement and

Enrollment Trends

McGuffey (1982) identified a number of studies that

examined the possibility of a relationship between building

65

condition, enrollment trends and student performance on

standardized tests. The findings synthesized across a number

of studies, linked achievement with building quality, newer

buildings, improved lightning thermal comfort and indoor air

quality as well as specific building features such as

science laboratories and libraries.

In a study of the Washington, D.C. public and private

schools, a committee of experts including engineers,

architects, and maintenance staff rated buildings poor,

fair, or excellent according to their overall physical

condition. The findings indicated that the physical state

of a school was a predictor of increased in enrollment and

student achievement.

In another study of school building design and student

learning, Cash (1993) found that comfort factors appeared to

have more of an effect on student achievement than did

structural factors. Increased in enrollment and high

achievement was associated with schools that were air

conditioned, enjoyed less noisy external environments, ad

66

less graffiti, and where classroom furniture and student

lockers were in good repair.

Overcrowding has been found to have a deleterious

effect on student learning. (Earthman, 2004). The quality

of school buildings has also been related to student

behavior, including vandalism, absenteeism, suspensions,

disciplinary incidents, violence and smoking. (Schneider,

2002).

Students are not the only ones affected by poor quality

buildings. Teacher attitudes and behaviors have also been

found to be related to the quality of school facilities.

Teacher retention/attrition decisions were significantly

related to the quality of school facilities, even when

controlling for a host of factors.(Buckley, Schneider, &

Shang, 2004)

Teacher Quality

67

Teacher quality is emerging as “the most important

ingredient in students’ achievement,” according to recent

studies. (Protheroe, et. al. 2002).

Linda Darling-Hammon found that “ the strongest

predictor of how well a state’s students performed on

national assessments was the percentage of how well-

qualified teachers: educators who were fully certified and

had majored in the subjects they taught” (Olson, 2000).

A study conducted by Harvard economist Ronald Ferguson

similarly concluded that differences in achievement levels

between the students he studied could be “explained almost

entirely” by differences in teachers’ qualifications. Paik,

et.al, 2002).

There is also evidence that ineffective teaching can

have a lasting impact on student achievement levels. A study

led by William Sanders found that “elementary school

students taught by ineffective teachers three years in a row

score significantly lower than students taught by highly

effective teachers”. Researchers found that “three years in

68

a row with poor teachers almost wiped out a student’s

chances of keeping up in school” (Lewis and Paik, 2002).

Researches suggest that, at a minimum, teachers should

have a solid general education and know their subjects.

Students whose teachers know their subjects performs better

than students whose teachers lack subject-matter

preparation” (Olson, 2000).

Another factor that enhances teacher quality is

experience. “Studies suggest that students learn more from

experienced teachers than they do from less experience

teachers”.(US Department of Education 2000). Research also

suggest that teachers who teach in the field in which they

receive their training and those who participate in high-

quality induction and professional development programs are

more effective than those who do not. ”.(US Department of

Education 2000).

Protheroe, Lewis and Paik (2002) suggested that to

ensure quality teaching, administrators should: (1) make

sure that each school has an equitable distribution of

69

competent teachers, (2) select and support principals who

know how to establish a collaborative, instructionally

focused school environment, (3) provides schools with high-

quality expertise as part of consistent, intensive

professional development, (4) hold teachers responsible for

student achievement school wide.

Porete and Brophy (1988), emphasizes the importance of

the teacher in providing effective school delivery system.

The effective teacher is one whose classroom and curriculum

is “managed” and all activities are purposeful and carried

out in an orderly and “business-like” environment. There is

an evidence of short and long-term planning.

Teacher presentation skills show good structuring

behaviors. Moreover, the curriculum and materials are

appropriate to the students’ ability levels, and emphasis is

on mastery learning (Edmonds, 1979; Rutter et al.,)

Effective teachers tend to utilize more interactive

teaching or direct instruction. Emphasis is placed on high

70

academic engaged time (both teachers and students)

(Mackenzie, 1983).

B. Local Studies

International comparative studies further revealed that

the tail-end performance of our graduates in the fundamental

skills in math, languages, and the sciences, compared to

that of other countries in this region and other parts of

the world. Above all, this was the perennial problem of

lack of access by most Filipinos to higher education, in

which 15% of the college-age population could attend college

due primarily to economic constraint. (Alcala, 1996).

According to Valisno, (1996), there are over 1,200

higher education institutions and 85% of these scholars are

privately-owned and operated while the remaining 15% are

composed of state universities and colleges, CHED-supervised

schools and colleges and universities. Of the colleges and

universities, only 39 have levels three accreditation status

for 102 programs. Those with level II accreditation are 98

71

(270 programs) while HEIs with level I accreditation (49

programs) are 25. The highest possible level of

accreditation is level IV.

Most of those who graduated from tertiary education

courses with board examinations fail to pass the tests given

by the Professional Regulation Commission or the Civil

Service Commission. Notable exceptions are the fields of

nursing and medicine where the passing rates are quite high.

(Valisno, 1996).

In the study conducted by Tablan, W. et. al.(2004), on

“The Enrolment Prediction Model of the Zamboanga A.E.

Colleges”, the findings revealed using an RBFN algorithm,

which is used to model the enrolment trend of the Zamboanga

A.E. Colleges and her seven colleges and predicted her

enrolment for the next five years. The highest percentage

of population increase is in 1978-1979 with an increase of

11.23%. The highest decrease in population is in 2004-2005

with a decrease of 32.23%. Given the last six years trend

72

from 2000-2005 at ZAEC enrollees, the average increase of

enrolment is –7.8%. Thus, it is expected that the enrolment

of ZAEC will decrease in the coming years.

Ho, M. (1993), conducted a study entitled “Nursing

Education in Region IX: Status, Problems and Prospects”

which included students among its respondents, and student

services as one of its dependent variables. The other

respondents included deans and faculty. The study covered

nursing schools located in Region IX, which included two

private sectarians, one private non-sectarians and one

government-owned.

The responses elicited from the deans faculty and

students showed that student services of the different

schools included the following: a) Admission b)orientation

c) counseling/inventory d) educational information e0

housing facilities f) co-curricular activity program g)

alumni association h) job placement of job assistance

program I) campus ministry j)athletic or sports services to

73

be important because this “caters to their academic,

recreational and social needs and other necessities”. These

programs according to the respondents help facilitate the

following: (1) admission programs of a college provide for

the selection and direction of prospective students ( 2) the

orientation helps new as well as old students to acquaint

and orient hem to the general philosophy and valued

characteristics of the particular institution, (3)

counseling inventory service give personal assistance on

vocational, personal and educational problem areas my be

extended; (4) educational information provides an up-to-date

file of educational and occupational information for

students to have a way of coping with certain situations;

(5) financial assistance allows deserving students the

opportunity to attend and finish college by way of

scholarships, fellowships, loans, cooperatives housing and

student employment, (6) health services aid the students

maintain healthful living by providing not only medical and

dental services but also health education related to health

needs and problems; (7) housing facilities provides students

74

with adequate and comfortable living quarters within the

campus or by supervising off-campus residences; (8)

curricular services consider organized student activities as

an integral part of the total educational program to

contribute significantly to the student’s social and

educational process. It assists the students to achieve

curricular excellence, development awareness of his social

responsibilities and a motivation towards social action; (9)

alumni association maintains a continuing interest in the

graduates of the school and to generate the students’

respect for the graduates; (10)job placement/job assistance

program facilitates placement services which include an

adequate on employment needs a job requirements; provides

for contact between prospective employers and students, etc.

In summary, all the ten components were considered

“very important” by the deans, faculty and students.

Another study conducted by Bernardo (1982) attempted to

assess/determine how extensive were the services rendered to

students by the guidance staff and worker. Using a

75

questionnaire –checklist to gather data from 50 respondents,

three of whom were guidance counselors, data were

interpreted using frequencies and percentages. Findings

revealed that the guidance services were very minimal and

the guidance office was inadequately equipped. There was

however harmonious relationship between the counselor and

the students.

Potot (1979) conducted a study to determine the

perceptions of 476 senior students of selected Vocational

Schools in Cebu City and problems about the different phases

of the Health Education Program of their respective schools.

Data were gathered through questionnaires and were treated

using frequencies and percentages. Findings revealed that

the four phases of the program were well-implemented and the

health facilities were adequate although the students’ needs

were sometimes neglected.

Brengas (1980) cited Encyclopedia of Educatonal

Research similarly made a study to look into the prevailing

76

status and practices of the school guidance program.

Respondents were district elementary school leaders in

Pidigan District in the Division of Abra. Data revealed

through a questionnaire, interview, observations and

documentary analysis show that there was no formally

organized guidance program in the schools under study.

Chapter III

RESEARCH METHODOLOGY

This chapter presents and discusses the methods and

procedures employed in the preparation, collection,

classification and description of data for the study. The

research subjects and the statistical tools that used were

77

likewise included as means of realizing the objectives of

this research.

Research Design

A descriptive research design with the quantitative

approach was employed in this study. Best (1981) avers that

this design utilizes the description, recording, analyzing

and interpreting of conditions that exist. It also involves

some types of comparison or contrast and attempts to

discover relationship.

Subjects of the Study

A total of four (4) Private Higher Education

Institutions of Zamboanga City were considered as the

participating institutions’ key informants in the study.

Students from 1st to 3rd year of the common courses and

programs such as BS-Education, Liberal Arts and BS-Nursing

which were offered in the PHEIs in Zamboanga City was

considered as respondents. They were first stratified by

78

PHEIS and courses and Slovin’s formula was used in the

determination of sample size. On the other hand, School

Administrators from subject coordinators, program chairs and

the Deans were also considered as the secondary respondents.

Table 1

POPULATION AND SAMPLE DISTRIBUTION OF RESPONDENTSACCORDING TO SCHOOLS, TYPE OF RESPONDENTS,AND

COURSES AND PROGRAMS

PHEIS SCHOOLADMINISTRATORS/COORDINATORS

STUDENTS TOTAL

COURSESAND

PROGRAMS

POPULA-TION

SAMPLE POPULA-TION

SAM-PLE

ADZU BSN 2 2 1186 91 93EDUC 2 2 217 16 18LA 8 8 221 17 25

TOTAL 12 12 1624 124 135

UZBSN 2 2 1425 100 111EDUC 3 3 352 27 30LA 8 8 337 26 34

TOTAL 13 13 2114 153 166

PILARBSN 2 2 768 59 61EDUC 2 2 30 3 5LA - - - - -

TOTAL 4 4 798 62 66

STIBSN 2 2 275 30 32EDUC 2 2 30 3 7LA - - - - -

TOTAL 4 4 305 33 39

79

GRANDTOTAL 33 33 4841 372 405

Simple random sampling using Table of random numbers

was employed in the selection of the sample size for the

students. Total Enumeration system was employed to get the

sample size for school administrators and coordinators. This

was based on the official number of students and list of

school administrators and coordinators of the selected

PHEIs. See Table 1 for the population and sample

distribution of respondents.

As shown in table 2, from a total population of

twenty (20), both for school administrators and

coordinators, all are considered as sample size.

For the student sample on the other hand, based on the

three courses indicated, ADZU had a total population of one

thousand six hundred twenty four (1624). From this number, a

total of one thousand one hundred eighty six (1186) total

population of the BSN, a total of ninety one (91) sample

was taken. For Liberal Arts, from the total population of

80

two hundred twenty one (221), sixteen (16) were taken as the

sample size. For BS-Education, from the total population of

two hundred seventeen (217), (17) seventeen were taken as

the sample size.

For Universidad De Zamboanga, two thousand one hundred

fourteen (2’ 114) the total number of population based on

the three courses, (153 one hundred fifty three was taken as

total sample size for the students. For the school

administrators all population was taken as the respondents

with a total of (13). For the students sample size, a total

sample size of (100) was taken for BSN, (27) for BS-

Education and (26) for Liberal Arts. On the whole, three

hundred seventy two (385) sample size was taken for the

students and school administrators.

For PILAR College, from a total of seven hundred ninety

eight (798) students, (62) total sample size was taken.

This was based from the two courses; (59) for BSN and (3)

for BS-Education. Overall, the total population for both

school administrators and coordinators were (66) sixty-six.

81

For STI, from a total population of (305) three hundred

five students, (30) was the total sample size of BSN and

(3) three was taken from BS-Education. On the overall, a

total of (39) thirty nine was the total sample size.

Research Locale

Private Higher Education Institutions in Zamboanga City

served as the venue for the institutions. These institutions

were the following:

1. Ateneo de Zamboanga University. The only Jesuit-run

institution in Western Mindanao that offers medicine and

other multi-level courses. It is situated a La Purisima

Street within the city proper. Ateneo de Zamboanga

developed a program in the tertiary level meant to

assist in upgrading the competencies of students’

internal renewal (personhood), enrichment in the basic

competencies of teachers, such as; classroom management,

interpersonal relations, evaluation of student

82

performance and implementing a plan of action for the

participant’s own school.

2. Pilar College, a non-sectarian school run by the RVM

sisters, located at the Coastal West, which is at R.T.

Lim Boulevard, Zamboanga City.

3. Sungold Technology Institute. A technical school that

offers varied courses including Nursing and BS-Education

major in Computer Education.

4. Universidad De Zamboanga, a non-sectarian school that

also offers multi-level courses. UZ is situated at the

heart of the city along J.S. Alano St., Zamboanga City .

Universidad de Zamboanga is composed of seven colleges

namely: SEAS (School of Education, Arts and Sciences,

College of Engineering and Information Technology,

College of Business Management, School of Criminal

Justice, School of Allied Medicine and Institute of

Technical Education. UZ is one of the pivot points of the

83

province in terms of education. Through the years, UZ

continuously addresses the challenge to maintain its

standard and despite of the various constraints and

limitations has successfully prepared graduates for

greater responsibilities both in the government and

private sectors.

Data Gathering Procedure

This research study did a variety of procedures based

on the research problems presented. The following were the

research procedures of the study:

First, permission was sought from the CHED-Region IX

Director to get data for review of documents pertaining

tuition fee hikes and enrolment fluctuations.

Second, permission was also sought from the school

administrators of the selected PHEIs for the conduct of the

study.

Third, after permission was granted, the school

administrators and student sample were identified from a

84

list secured from the CHED Office. The questionnaires were

personally distributed to the respondents.

Research Instrument

This study utilized a questionnaire checklist prepared

by the researcher modified and adapted from the PACUCOA

accreditation instrument on “Students Services Program” .

It has three parts namely: Part I which covers the schools’

profile, with the following items: status, type of school,

program offering, and school population. Part II covers the

Students Services Program provided by the school, which are

composed of three areas namely: financial assistance and

programs, specialized assistance program, and school

facilities. Part III covers on “Effectiveness School

Delivery System ” modified and adapted from PACUCOA survey

instruments, which are composed of constructs on curriculum

and instruction and faculty. This study also employed the

documentation review and analyses for gathering data needed

85

pertains cost of tuition and enrollment trends taken from

the CHED Office Region IX.

Validity and Reliability

The research instrument was adopted and modified from

the PACUCOA accreditation survey instrument. The research

instrument was referred to the adviser for comments,

suggestions and improvement. After which, it was submitted

to a panel of experts who hold doctorate degrees in

education to independently assess the relevance, suitability

and appropriateness of the items to the research constructs.

A validation form was provided where their comments and

suggestions were explicitly expressed. The suggestions and

comments were considered and integrated in the final draft

of the research questionnaire.

To test the reliability of the research instrument,

this was pilot tested to the non-respondent groups who have

similar characteristics with those of the real respondents

86

of the study, to identify some defects that can be

corrected. Then the final draft was printed. On the basis

of the pilot- testing, it was found out that the pilot group

responded favorably to the questionnaire which lead to the

conclusion that the different items in the questionnaire

checklist were deemed clear, concise and specific. Finally,

a high reliability coefficient of .7364 was obtained.

Treatment of Data

The data collected were analyzed using the usual

descriptive statistics such as frequency counts and

percentage. These statistics was used to determine the

programs and cost of tuition of PHEIs provided by the CHED

Office. Graphical presentation was also shown to determine

the flow of the profile of the unit cost of tuition and

enrollment trends of the selected PHEIs for the documentary

analysis.

87

To determine the significant relationship between per

cost of tuition and actual enrollment of selected PHEIs

Pearson r was used

To test the significant difference of selected PHEIs in

terms of the effective school delivery system Analysis of

Variance ( ANOVA) was utilized.

To determine if there is a significant difference

between students perceptions and school administrators of

selected PHEIs in their perception of effective school

delivery system, t-test of uncorrelated means was utilized.

In tabulating the data gathered, these were coded

according to the type of PHEIs, courses and respondent

group. Codes enabled the researcher to determine the context

in which particular data were obtained. Letter codes were

assigned to the type of PHEIs. Acronym was assigned to

respondent group. . For the four selected PHEIs, School A

represents Universidad de Zamboanga, School B Ateneo de

Zamboanga University, School C Pilar College, and School D

88

Sungold Technology Institute. This example illustrates how

the coding was done.

A,B,C,D 1,2,3,etc. RG (Respondent

Group)

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation

of data gathered based on the research problems and

hypotheses posited in this study. The presentation of data

is in the order arranged according to the statements of

problems in an attempt to answer them congruently.

89

PHEIs

Courses and Prog.

Respondent Group

Problem 1: What is the trend of enrolment in the Selected Private Higher

Educational Institutions in Zamboanga City from school year 2003-2006 in

the following courses:

2.1 BS Education

2.2 BS Nursing

2.3 Liberal Arts Courses

Table 2 presents the enrollment trends of the four

selected Private Higher Educational Institutions of the four

common courses and programs from school year 2003-2006.

Table 2Enrollment Trend of Selected PHEIs by Program Offerings

from School Year 2003-2006

School

Year

ADZU UZ STI PILARBSN LA Edu

cBSN LA Edu

cBSN Educ

.BSN Educ

.

90

2003-2004

868 512 254 72 524 684 - 28 758 48

2004-2005

804 313 228 1381

433 524 - 34 534 35

2005-2006

1186 221 217 1425

337 352 275 30 768 30

Total 2558 1046

699 2878

1294

1560

275 92 2060 113

Source: CHED-Region IX

The table shows the trend of enrollment of the selected

PHEIs by program offerings from school year 2003-2006.

Based on the table, there were variations in terms of the

trends of enrollment by program offering. ADZU and UZ had a

difference of 11.11% for BS-Nursing enrollees from school

year 2003-2006. UZ and Pilar had a difference of 28.42%.

From the four indicated common courses and programs, UZ got

the highest population from among the selected PHEIs from

school year 2003-2006. Further, BSN had the highest total

number of enrollees from school year 2003-2006 from among

the selected Private Higher Educational Institutions

91

Graph 1

As shown in graph 1., ADZU got the highest enrollment

for BS-Nursing for school year 2005-2006 with an approximate

67.79% increase. However, there was a minimal decrease of

enrollment from 2003-2005 equivalent to 8%. For BS-

Education, there was a decrease of enrollment for school-

year 2005-2006 with 5.069% decrease. For Liberal Arts, the

92

enrollment trends were also decreasing from school-year

2003-2005 which is equivalent to 63.58%. Similarly, for

school year 2004-2006 an average of 41.63% decrease of

enrollment was evident. Such decrease in enrollment could

be attributed to varied factors ranging from economic

crisis, change of school and course and academic

performance. This could also be attributed to the findings

revealed in the study conducted by Schmit & Vesper (1998),

that one of the primary factors, which parents and students

consider when dropping and adding courses to the list of

schools they are considering is the perceived costs and

probabilities of receiving financial aid. In addition, this

findings also run counter to the study of Filmer (2000),

revealed that quality is inextricably linked with equity.

Recent analysis from a large number of developing countries

confirm that poverty, rural residence, and gender persist as

the strongest negative correlates of school attendance and

performance. Hence, impact of poverty on enrollment,

retention, and completion is particularly striking.

93

Graph 6

94

Graph 2

95

As gleaned in the graph 2, Universidad de Zamboanga

indicated a quantum leap of increase of enrollment for BSN

equivalent to 94.79% and 3.09% for school year 2005-2006

respectively. BS-Education, had an equivalent of 62.66%

increase of enrollment from school year 2003-2005. However,

there was a decrease of enrollment for BS-Education

equivalent to 48.86% for school year 2005-2006. For Liberal

Arts, the graph shows that a decrease is simultaneous from

school-year 2003-2006 equivalent to 21.01% and 28.49%

respectively. Such decrease in enrollment could be due to

financial hard-ups. It is normal for private schools to

experience such decrease in population. These findings could

also be attributed to the fact that other LA students

shift to BS-Education especially when they meet minimum

requirements for such course. In addition, this findings

run counter to the study conducted by Tablan on “

Enrollment Prediction Model of Zamboanga A.E. Colleges”

(2003), revealed that the highest decrease in population of

the ZAEC was in 2004-2005 with a decrease of 32.23%. Thus,

given the last six years trend from 2000-2005 of ZAEC

96

enrollees, the average increase of enrollment is –7.8%.

Hence, it is expected that the enrollment of UZ will

decrease in the coming year.

Graph 3

For STI, the graph indicates only a singular datum for

BSN. This is so because the latter was only offered during

the school year 2005-2006. However, for BS-Education, there

was a minimal increase of enrollment from school year 2003-

2006 equivalent to 17.6% and 13.33% . While there is the

screening and retention policy for Education in schools,

97

students took the chance to enroll in the Education course

of STI where the beginning admission policy is lax.

Graph 4

For Pilar College, the graph indicates, that BSN had a

decrease of enrollment of 41-95% for school-year 2004-2005;

however, for school year 2005-2006, there was an increase

of 30.46%. The increase could be attributed to the fact

that BSN is an in-demand course especially for second

courses who intend to go abroad. For BS-Education, the

horizontal lines indicate a minimal y decrease of

98

enrollment from school year 2003-2006 equivalent to 37.14%

and 16.67% respectively.

Problem 3: What are the per unit cost of tuition of the following courses namely

BS Education, Liberal Arts and BS Nursing since 2003-2006?

Table 6 presents the unit cost of tuition of the

selected PHEIs by program offerings for school year 2003-

2006. The data for the unit cost was taken from the CHED

Office of Zamboanga City.

Table 3

Unit Cost of Tuition of Selected PHEIs by Program Offeringsfrom

School Year 2003-2006

School

Year

ADZU UZ STI PILARBSN LA Educ BSN LA Educ BSN Educ

.BSN Educ

.2003-2004

392.33

350.29

350.29

242 242 242 - 447 305 231

2004-2005

435.92

389.21

389.21

242 242 242 - 447 318 231

2005-2006

435.92

389.21

389.21

278.30

278.30

278.30

625 460 331 231

99

As indicated in the table, for school year 2003-2004,

the PHEIs deferred in terms of total unit cost of tuition.

From among the three courses and programs, BSN had the

highest unit cost of tuition followed by BS-Education and

Liberal Arts. From among the selected PHEIs, Universidad De

Zamboanga charged a low unit cost of tuition from the four

common courses and programs from school year 2003-

2005.Graphs 9,10 and 11 show the flow of per unit cost of

tuition of the selected PHEIs from school year 2003-2006.

Graph 9

100

Graph 5

As indicated in the bar graph, for school year 2003-

2004, ADZU had a high unit cost of tuition for BS-Nursing

followed by Pilar and Universidad de Zamboanga had a lowest

unit cost of tuition charged for BS-Nursing. Such attracts

residents who belong to the marginalized family income

level.

For BS-Education, STI charged the highest unit cost

followed by Ateneo de Zamboanga University and Pilar

College..

For Liberal Arts, ADZU charged the highest cost while

University and Universidad De Zamboanga had the lowest unit

cost of tuition.

On the overall, among the selected PHEIs as categorized

by the three common courses and programs, Universidad de

101

Zamboanga charged the lowest unit of tuition for school year

2003-2004.

ADZU’s high cost of unit for tuition may imply that it

is a school for the well-to-do families. Thus, rich families

prefer this school for children. UZ’s per unit cost

indicates that it is a school for the masses, which is

reflected in the mission and vision of the institution on

democratized “Education for Everyone”. Thus, the per unit

cost is not high as ADZU, Pilar and STI.

102

Graph 6

As shown in the graph, for 2004-2005, the data is

consistent from 2003-2004. STI had the highest unit cost of

tuition for BS-Education, followed by Ateneo de Zamboanga

University and Pilar College. Universidad de Zamboanga

charged the lowest unit cost. For BS-Nursing, Ateneo De

Zamboanga charged the highest followed by Pilar College.

Among the three PHEIs, Universidad de Zamboanga did not

charged an increase of tuition for the three programs and

courses. This is so because UZ students cannot afford high

cost of tuition increase. Thus, to retain students who

belong to the masses, there should be no increase in the

103

tuition. UZ lives and survives through their student that

is why the “study -now pay later plan” and other financial

assistance in a form of various students’ scholarships,

equipped physical facilities were offered as one of the

attractive package for the students.

Graph 7

For 2005-2006, among the two courses; STI had the highest

unit cost of

tuition for BSN and BS-Education, followed by ADZU, STI,

Pilar College and Universidad de Zamboanga had the lowest.

104

Problem 4: Is there a significant relation between cost of tuition and actual

enrolment of selected PHEIs from school year 2003-2006?

Table 7 presents the data to determine if there is a

significant relationship between the per unit cost of

tuition and actual enrollment of selected PHEIs.

Table 4

Pearson r showing the Significant Relationship Between the Per Unit Cost of Tuition and

Actual Enrolment of Selected PHEIs

rvalue

DescriptiveMeaning

df t-testof r

Tabular tvalue

Interpretation

Decision

.559ModeratelyPositiveCorrelation

26 3.44 2.056 Significant

RejectHo

As shown in table 4, the r-value of .559 is interpreted

as moderately positive correlation (Vizcarra 2003). The

Pearson r-value however, is not enough to know if

105

significant relationship exists between two variables. It

would only describe the magnitude of association but not the

relationship. To determine the significant relationship, the

t-test of r shall be employed when the N sample is small

(Downie and Heath, 1984). Therefore, the critical value of t

at .05 level of significance with 26 degree of freedoms is

2.056 which is lower than the computed value of 3.44. This

means that there is a significant relationship between the

per unit cost of tuition among selected PHEIs and the actual

enrolment. This implies that when tuition fee increases,

the actual enrollment decreases but only in a moderate

correlation. This finding was supported by Arcelo’s report

(2000). Tuition fee and other school fees served as a factor

in being able to attract students to their campus where they

create demand for dormitory facilities, food, school and

office supplies, books, clothing, transportation and

entertainment. Further, Jordan, (1992) emphasized that

private colleges are raising their tuition due to the

following reasons: tuition soared at the same time the

amount of government aid, endowments and gifts for colleges

106

and university was rising far faster than the inflation

rate, emphasis has been put on research, a professor’s

salary in inversely related to the number of hours they

teaches, college tuition costs have increased far more than

the cost of medical care, housing, food and automobiles.

Moreover; Hoosler Schmit & Vesper, 1998, stressed that one

of the primary factors which parents, and the students

consider when dropping and adding colleges to the lists of

schools they are considering is the perceived costs and

probabilities of receiving financial aid. Thus, an increase

in tuition fee may always decrease in enrollment as not

every one can afford to spend much beyond the capacity of

the family income.

Problem 5: Is there a significant difference in the perceptions between school

administrators and students of selected PHEIs in terms of:

5.1 financial assistance program,

5.2 specialized assistance program,

5.3 physical facilities,

5.4 guidance program,

107

5.5 academic instructions,

5.6 curriculum and instruction,

5.7 faculty?

Table 8 presents the data to determine if there is a

significant difference in the perceptions between school

administrators and students of selected PHEIs in terms of

financial assistance program, specialized assistance

program, physical facilities, guidance program, academic

instructions, curriculum and instruction and faculty.

Table 5Result of Analysis of Variance on the Effective Delivery

System of Selected PHEis

Variables

Overall MeanF-

ratioSig.Level

Interpretation

Decision

School A

School B

School C

School D

Financial

Assistance

Program

3.96 4.30 3.91 3.81 11.275 .000at

₤=.05

S RejectHo

Specialized

Assistance

Program

3.39 4.18 3.51 3.34 28.578 .000at

₤=.05

S RejectHo

PhysicalFaciliti

es

3.75 4.20 3.68 4.20 13.170 .000at

₤=.05

S RejectHo

108

GuidanceProgram

4.27 4.20 4.40 4.29 1.485 .218at

₤=.05

NS Do notreject

HoAcademicInstruct

ion

3.98 4.26 4.11 4.27 4.708 .003at

₤=.05

S RejectHo

Curriculum andInstruct

ion

3.97 4.25 3.89 4.277.402 .000

at₤=.05

SReject

Ho

Faculty 4.08 4.25 3.90 4.25 3.914.

009at

₤=.05

SReject

Ho

As reflected in Table 5, the areas of financial

assistance program yielded the F value of 11.275 and

probability value of .000, specialized assistance program

with the F value of 28.578 and probability value of .000,

physical facilities with the F value of 13.170 and

probability value of .000, academic instruction with the F

value of 4.708 and probability value of .003, curriculum and

instruction with the F value of 7.402 and probability value

of .000, and faculty with the F value of 3.914 and

probability value of .009, significant difference in the

ratings among the respondents of selected PHEIs do exist.

The same results are revealed in the guidance program

109

with the F value of 1.485 and probability value of .218,

however, established a no significant differences. This

means that selected PHEIs shared a common view on the

relevance of the guidance program of their institution, but

reflected different views on the financial assistance

program, specialized assistance, physical facilities,

academic instruction, curriculum and instruction and

faculty.. This could be attributed to fact that some PHEIs

do not have adequate provision of some student services and

programs. This depends so much on the financial strength of

the PHEIs This is so because different Private Higher

Educational Institutions vary in terms of effective school

delivery system. It lies entirely on the institutions’

financial capabilities, adequate financial assistance to

students, physical facilities, academic instruction,

curriculum and quality of the faculty. This finding supports

the idea of Herndon (1982), that financial aid can also have

impact upon the retention of currently enrolled students.

Further, Imenda, S.N. et. al (2000) emphasized that

affordability in terms of fee structure, prospects for

110

financial assistance and proximity to their homes came out

to be the major determinants in the students’ ultimate

choice of the institution. Similarly, the institution’s

public image and stability, the quality of staff,

institutional facilities and availability of other resources

for teaching and learning, administrative efficiency,

friendliness of staff, admissions and course registration

procedures, the language of instruction, fairness in the

allocation of facilities and other resources, as well as the

treatment of students on an equal fair basis, all played a

major role in attracting students. Further, MCGuffey

(1982), identified a number of studies that examined the

possibility of a relationship between building condition,

enrollment trends and student performance. The findings

synthesized that the physical state of a school was a

predictor of increased in enrollment and student

achievement. This is so because students would like to go to

a school where they are secure, and where they will enjoy

their schooling.

111

Problem 6: Is there a significant difference between students and school

administrators of selected PHEIs in their perception of effective school

delivery system in terms of:

6.1 financial assistance program,

6.2 specialized assistance program,

6.3 physical facilities,

6.4 guidance program,

6.5 academic instruction,

6.6 curriculum and instruction,

6.7faculty?

Table 9 presents the data that determine if there is a

significant difference between students and school

administrators of selected PHEIs in their perception of

effective school delivery system in terms of: financial

assistance program, specialized assistance program, physical

facilities, guidance program, academic instruction,

curriculum and instruction, and faculty?

112

Table 6Result of T-test Uncorrelated on the Effective Delivery

System ofAs Rated by School Administrators and Students

Variables

Overall Meant-testvalue

Sig.Level

Interpretation

Decision

SchoolAdministrators

Students

FinancialAssistanceProgram

4.30 4.03 -2.344

.020at

₤=.05

S RejectHo

SpecializedAssistanceProgram

3.66 3.67 .066 .948at

₤=.05

NS Do notreject

HO

PhysicalFacilities

4.20 3.91 -2.133

.034at

₤=.05

S RejectHo

GuidanceProgram

4.45 4.25 -1.725

.085at

₤=.05

NS AcceptHo

AcademicInstruction

4.51 4.09 -3.364

.001at

₤=.05

S RejectHo

Curriculum andInstruction

4.66 4.02 -5.366

.000at

₤=.05S

RejectHo

Faculty 4.67 4.07 -4.591

.000at

₤=.05S

RejectHo

Table 6 reveals the result of the t-test on the

significant differences between the school administrators

113

and students of selected PHEIs in the various areas of

effective delivery system. The areas of financial assistance

with the t value of –2.344 and probability value of .020,

physical facilities with the t value of –2.133 and

probability value of .034, academic instruction with the t

value of –3.364 and probability value of .001, curriculum

and instruction with the t value of –5.366 and probability

value of .000, and faculty with the t value of –4.591 and

probability value of .000, registered a significant

difference among the ratings of the school administrators

while on the areas of specialized assistance program with

the t value of .066 and probability value of .948 and

guidance program with the t value of –1.725 and probability

value of .085 have no significant difference on the ratings

of both the school administrators and students. This means

that school administrators and students viewed differently

the areas of financial assistance, specialized assistance,

physical facilities, academic instruction, curriculum and

instruction and faculty. This is so because based on

observation, PHEIs that are accredited by any accrediting

114

organizations such as PACUCOA, PAASCU and ISO are regularly

monitored and strictly follow the standard guidelines and

policies. On the other hand, in the guidance program, school

administrators and students have similar perspective because

of its nature of services. Most likely the direct recipients

of the guidance services of any institutions are the

students and seldom do the school administrators avail

services in the guidance program.

In analysis therefore, the school administrators and

students, more or less the same perspective in their views

and insights on financial assistance for students, physical

facilities of the school, academic instruction, curriculum

instruction and faculty. They regard these aspects very

essential for an institution to exist meaningfully. On the

other hand, the respondents differ in their ideas and

opinions about specialized assistance program of the school

and the guidance program, which are considered very

fundamental needs of a higher education.

115

A growing body of research in recent years has been

tested the widely held belief that there is a relationship

between the quality of school delivery system and student

retention and increase enrollment. One of these services are

financial grants and assistance, which assists needy students,

expand college options, provide financial aid programs and

to equalize educational opportunity. Physical Facilities has been

also considered as one of the services, which have a bearing

effect on students’ achievement. In a recent report on

school facilities, the Department of education summarized

that research concluded that environmental conditions in

schools, including poor lightning, inadequate ventilation,

an inoperative heating, can affect the learning, health and

morale of the students and staff. In other words, physical

facilities interplay a significant role in the effective

school delivery system. Guidance Program services provided by

an educational institution, which specifically extend

116

counseling activities to its clientele for appropriate

personal and educational endeavor. Academic instruction

Chapter IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the summary of the findings,

conclusions and recommendations. This evaluative study

looked into the comparison of unit cost of tuition fees and

enrollment trends of selected PHEIs in Zamboanga City from

school year 2003-2006 and its relation to their effective

school delivery system as gauged by the student services

programs such as financial assistance, specialized

117

assistance, physical facilities, guidance services, academic

instruction, curriculum and instruction and faculty.

This study was quantitative-qualitative classified as a

documentary analyses involving four (4) selected Private

Higher Educational Institutions. Sampling was made in

reference to the educational institution that offers common

courses and programs such as BS-Education, Bs-Nursing, and

Liberal Arts.

Specifically, this study aimed to draw answers to the

following questions:.

1.What is the trend of enrollment in the Private Higher

Education Institutions in Zamboanga City from school

year 2003-2006 in the following courses:

BS-Education

BS-Nursing

Liberal Arts Courses

2. What are the per unit costs of tuition of the

following courses namely BS-Education, Liberal Arts

and BS-Nursing since 2003 to 2006?

118

3. Is there a significant relation between cost of

tuition and actual enrollment of the selected PHEIs

from school year 2003-2006?

4. What are the effects of the increase in the unit

cost of tuition to the enrollment trends of selected

PHEIs by courses and programs?

5. What are the effects of the courses on the

enrollment trends of the selected PHEIs from school

year 2003-2006?

6. What are the significant influence of these two

factors namely

7. Is there a significant difference of the selected

PHEIs in terms of:

Financial assistance program

Specialized assistance program

Physical facilities

Guidance program

Academic instruction

Curriculum and Instruction and

Faculty?

119

8. Is there a significant difference between students

and school administrators of the selected PHEIs in

their perceptions of effective school delivery

system in terms of:

Financial assistance program

Specialized assistance program

Physical facilities

Guidance program

Academic instruction

Curriculum and Instruction and

Faculty?

Answers to these questions were derived from the

responses of 372 students and 33 school administrators and

coordinators from the four selected Private Higher

Educational Institutions in Zamboanga City. A documentary

analysis and questionnaire –checklist was used in gathering

data for this study.

Summary of the findings:

Data analysis were revealed these findings:

120

Analysis on Problem 1

A. Profile of the Respondents by Status, Type of School

and Program Offerings of PHEIs

1. There were a total of 23 or 69.69% school

administrators and 286 or 76.88% students who

served as respondents under university status. A

total of 10 or 69.69% school administrators and 86

or 23.12% students under college status.

2. Of the four PHEIs, there were a total of 186 or

50% students and 15 or 44.12% school

administrators under sectarian schools. For the

non-sectarian schools, there were 186 or 50%

students and 19 or 55.88 school administrators. On

the whole, a total of 372 total students and 33

total of school administrators.

3. Based on the program offering, for BS-Education

there were a total of 9 or 31.03% school

administrators and 49 or 13.21% were students.

BS-Nursing had a total of 4 school administrators

or 13.79% and 280 or 75.47% students. Liberal

121

Arts, had a total of 16 or 55.17% school

administrators and 42 or 11.32% students.

Analysis on Problem 2

B. Enrollment Trends of Selected PHEIs by Program

Offerings from school year 2003-2006.

1. For school year 2003-2004, Ateneo de Zamboanga

University (ADZU) had a total number of 868 enrollees for

BSN, 512Liberal Arts and 254 BS-Education. For Universidad

De Zamboanga (UZ),had a total of 72 for BS-Nursing, 524

Liberal Arts and 684 BS-Education. Sungold Technology

Institute (STI), had a total of 28 total number of enrollees

for BS-Computer Education. No data was taken for BSN, since

there was no offering of the latter for the school year

2003-2004. Pilar College, had a total of 758 enrollees

for BSN, and 28 for BS-Education.

2. For school year 2004-2005, ADZU had a total number

of 804 enrollees for BS-Nursing, 313 for Liberal Arts and

228 for BS-Education. For UZ, had a total of 1381 for BSN,

433 for Liberal Arts and 524 for BS-Education. For STI,

there were a total of 34 BS-Education, and 534 for BS-

122

Nursing. For Pilar College, had a total of 534 BSN and 35

BS-Education total number of enrollees.

3. For school year 2005-2006, ADZU had a total number

of 1186 BSN enrollees, 221 for Liberal Arts and 217 for BS-

Education. For UZ, there were a total of 1425 BSN enrollees,

337 for Liberal Arts and 352 for BS-Education. For STI,

there were a total of 275 enrollees for BSN on its first

school year of opening the program, and 30 for BS-Education.

Pilar College, had a total of 768 BSN and 30 BS-Education.

For STI and Pilar College, there were no courses and

programs offered for Liberal Arts.

Analysis of Problem 3

C. Per Unit Cost of Tuition of Selected PHEIs by Program

Offerings from School year 2003-2006

1. Ateneo de Zamboanga University (ADZU) had a unit

cost of tuition of 392.33 for BSN, Php350.29 for Liberal

Arts and Php 350.29 for BS-Education during the school year

2003-2004. For school year 2004-2005, the unit cost for BSN

is Php 435.92, BS-Education and Liberal Arts has Php 389.21

123

respectively. For 2005-2006, a total unit cost of Php 435.92

for BSN, and 389.21 for BS-Education and Liberal Arts

respectively.

2. Universidad de Zamboanga, (UZ) for the school year

2003-2004, BSN had a Php 242.00 unit cost of tuition for

BSN, Liberal Arts and BS-Education respectively. For school

year 2004-2005, the same unit cost of tuition was charged

for the two courses; BS-Education and Liberal Arts.

However; for BSN, the unit cost of tuition was increased to

278.30, for school year 2005-2006.

3. Sungold Technology Institute (STI), BS-Education had

a unit cost of Php 447.00 for school-year 2003-2005

simultaneously and Php 460.00 was charged for school year

2005-2006. The unit cost charged for BSN was Php Php Php

625.00 for school year 2005-2006 on its first opening of the

program.

4. For Pilar College, the unit cost charged for BSN was

Php 305.00 for school year 2003-2004 and was increased to

124

Php 318.00 per unit costs for school year 2004-2005 and Php

331.00 for school year 2005-2006. For BS-Education, a total

of Php 231.00 per unit cost of tuition was charged from

school year 2003-2006.

Analysis of Problem 4

D. Significant Relation Between Per unit Cost of Tuition Fee

and Actual Enrollment of selected PHEIs from school year

2003-2006

1. The r value of .559 is interpreted to have

moderately positive correlation. The Pearson r value

however, is not enough to know significant

relationship exist between two variables. It would

only describe the magnitude of association but not

the relationship. The critical value of t at .05

level of significance with 26 degree of freedom is

2.056, which is lower than the computed value of

3.44. This means that there is a significant

relationship between per unit cost of tuition among

selected PHEIs and the actual enrollment.

125

Analysis of Problem 5

E. Significant Difference of Selected PHEIs in terms of

Effective School Delivery System

1. Financial assistance program has an F value of 11.275 and

probability value of .000, specialized assistance program

with the F value of 28.578 and probability value

of .000, physical facilities with the F value of 13.170 and

probability value of .000, academic instruction with the F

value of 4.708 and probability value of .003, curriculum

and instruction with the F value of 7.402 and probability

value of .000, and faculty with the F value of 3.914 and

probability value of .009, significant difference in

the ratings among the respondents of selected PHEIs do

exist. The guidance program with the F value of 1.485 and

probability value of .218, however, established a no

significant differences. This means that selected PHEIs

shared a common view on the relevance of the guidance

program of their institution, but reflected different

126

views on the financial assistance program, specialized

assistance, physical facilities, academic instruction,

curriculum and instruction and faculty.

Analysis on Problem 6

F. Significant Difference Between Students and School

Administrators

1. Result of the t-test on the significant

differences between the school administrators and students

of PHEIs in the various areas of effective school delivery

system show that in the areas of financial assistance with

the t value of –2.344 and probability value of .020,

physical facilities with the t value of –2.133 and

probability value of .034, academic instruction with the t

value of –3.364 and probability value of .001, curriculum

and instruction with the t value of –5.366 and probability

value of .000, and faculty with the t value of –4.591 and

probability value of .000, registered a significant

difference among the ratings of the school administrators

while on the areas of specialized assistance program with

the t value of .066 and probability value of .948 and

127

guidance program with the t value of –1.725 and probability

value of .085 have no significant difference on the ratings

of both the school administrators and students.

Analysis on Null Hypothesis

1. The null hypothesis which states that there is no

significant relationship between the per unit cost

of tuition and actual enrollment of selected PHEIs

is rejected since there is a moderate positive

correlation with an r value of .559 and a t-test of

r of 3.44 with a tabular t-value of 2.056 which is

interpreted as significant.

2. The null hypothesis which states that there is no

significant difference among the views of selected

PHEIs in terms of the effective school delivery

system is rejected since there is a significant

difference on the following areas: financial

assistance program with an F-ratio of 11.275,

probability of .000specialized assistance program

with the F value of 28.578 and probability value

of .000, physical facilities with the F value of

128

13.170 and probability value of .000, academic

instruction with the F value of 4.708 and

probability value of .003, curriculum and

instruction with the F value of 7.402 and

probability value of .000, and faculty with the F

value of 3.914 and probability value of .009,

significant difference in the ratings among the

respondents of selected PHEIs do exist. However; in

the area of guidance program, the null hypothesis

is accepted since the F value of 1.485 and

probability value of .218, established a no

significant differences.

3. The null hypothesis which states that there is no

significant difference between students and school

administrators of selected PHEIs in their perception

of effective school delivery system is rejected

since there is a significant relationship exist in

the following areas: financial assistance with the t

value of –2.344 and probability value of .020,

physical facilities with the t value of –2.133 and

129

probability value of .034, academic instruction with

the t value of –3.364 and probability value of .001,

curriculum and instruction with the t value of –

5.366 and probability value of .000, and faculty

with the t value of –4.591 and probability value

of .000, registered a significant difference among

the ratings of the school administrators while on

the areas of specialized assistance program with the

t value of .066 and probability value of .948.

However; in the guidance program, the null

hypothesis is accepted since the t value of –1.725

and probability value of .085 indicates a no

significant difference on the ratings of both the

school administrators and students

Conclusions:

Based on the findings of the study the following conclusions were drawn:

130

1. PHEIs under university status have bigger population

than institutions under college status.

2. Non-sectarian schools have a bigger number of

respondents than schools under sectarian.

3. Among the four selected PHEIs, BS-Nursing has the

highest number of population , followed by BS-

Education and Liberal Arts.

4. Universidad De Zamboanga has lower total per unit

cost of tution in the three common courses

identified among selected PHEIs in Zamboanga City.

5. The unit cost of tuition charged among the three

common courses influence enrollment trends of the

selected Private Higher Educational Institutions of

Zamboanga City.

6. There is a a moderate positive correlation between

the per unit cost of tuition and actual enrollment

among of selected PHEIs.

7. There is still much to be desired as far as

effective school delivery services of Private Higher

Educational Institutions is concerned. Although many

131

of the services under financial assistance program,

specialized assistance program, physical facilities,

academic instruction, curriculum and faculty are

already provided by the private higher institutions,

these are still inadequate to meet the needs of the

students and school administrators and to promote

purposeful relationship between formal learning and

the student’s growth outside of the classroom.

Although students services and other delivery

services of the PHEIs are provided, these are not

fully disseminated to students. Hence, many students

are not aware that these services are provided.

Recommendations:

The researcher recommends some strategies to help

improve effective school delivery system:

For the Administrators/Policy Makers

1. A flyer of information on Effective school delivery

system on the areas of financial assistance,

specialized assistance program, physical facilities,

132

academic instruction, curriculum and quality of

faculty be attached in the admission form of student

should be distributed to students to intensify the

dissemination of the existing services of the school

which students can avail.

2. Respective Dean of Student Affairs and guidance

director should intensify orientation programs and

must provide functional monitoring activities.

3. Initiate income-generating activities through

linkages of Non-government Organizations and source

donations from private agencies to augment income

for use in the student services.

4. The management particularly the deans of each

colleges must conduct a consultation to students on

the rationale of the increasing tuition fees.

5. Democratized tuition fee and other school fees as

well as provide scholarship grant must be given to

poor but deserving students.

For the students:

133

1. The students should likewise support to the

institutions by explaining to their parents that the

increase in tuition fees and other school fees are

for mutual benefit.

Areas for further Research:

Relative to the findings of the study, the following

studies may be conducted to replicate or expand the findings

of this study and evolve realistic strategies to curb some

problems encountered:

1. Tuition Fee Increases: Potential Impact to the

Private Higher Educational Institutions.

2. Analysis of the Relationship Between Tuition Fees,

Financial Aid and Student Choice.

3. The Role of Financial Aid and Enrollment Management

of the Private and Public Higher Educational

Institutions in Zamboanga City.

4. Enrollment Sustainability of the Private Higher

Educational Institutions.

134

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141

142

143

144

Special Recommendations:

On the basis of the data analysis and findingsof the study, the researcher made a special recommendations to further enhanced effective school delivery system in the Private Higher Educational institutions.

ACTION PLAN

For the Improvement of Effective School Delivery System Among Private Higher Educational Institutions

Area ofConcern/Activitie

s

Objectives Responsible

Persons

TargetClients

TargetDates

Evaluation

1.Orientation

Programon

StudentServices(Orientati

on)

-To conduct orientation programs and activities to coverthe following:a. Financial assistance program particularly on scholarship opportunities.

-Dean of Student Affairs-Directorof the Guidance Services-Head of the Accountin

-Students-Faculty

-Beginning of each school year

-June

Observation by the training Staff

-Impressionsof the

Participants.

145

2.Guidance and Counseling Services(Individual/GroupCounseling throughreferralforms.)

b. Medical and Dental services.c. Specialized Assistance Programd. Physical Facilitiese. guidance programe.. Academic instruction

-To provide individual or groupguidance services for individual group testing

g Section-College Registrar-PlacementOfficer/Director-GuidanceCounselors-Other ConcernedParties.

-Studentsand Faculty

-Counselors

Whole school year -Reaction

- Participants, Observation -Accomplishment reports

ResearchDissemina

tion(ResearchForum)

Disseminate the research result to integrate the results in planningand implementing effective school delivery system

-All Respondent schools-Interested parties

-Top management-ResearchDirector-Researchers-Students-Faculty

2nd semester of school-year 2006-2007

-Evaluation of the research findings andresults-Implementation of the strategic planning on the utilization of the research findings.

146

-Impressionsof the participants

Appendix A

UNIVERSIDAD DE ZAMBOANGA

147

GRADUATE SCHOOLArturo Eustaquio Quadrangle, Zamboanga City, Philippines

Tel Nos: (062)991-1135/991-5677 Local No. 221 Fax No. (062) 991-5390

SURVEY QUESTIONNAIRE

Dear Respondents:

The undersigned is currently working on the research studyThe undersigned is currently working on the research studyentitled: entitled: ““PROFILE OF PRIVATE HIGHER EDUCATIONAL INSTITUTIONS: VIS-À-VISPROFILE OF PRIVATE HIGHER EDUCATIONAL INSTITUTIONS: VIS-À-VISEFFECTIVE SCHOOL DELIVERY SYSTEMEFFECTIVE SCHOOL DELIVERY SYSTEM.”.” This is my dissertation in partial This is my dissertation in partialfulfillment of the degree of Doctor of Education at the Graduate School,fulfillment of the degree of Doctor of Education at the Graduate School,Universidad De Zamboanga, Zamboanga City.Universidad De Zamboanga, Zamboanga City.

Relative to this, I am seeking your support by answering patientlyRelative to this, I am seeking your support by answering patientlyand accurately to this questionnaire-checklist designed to elicit dataand accurately to this questionnaire-checklist designed to elicit datato provide answers to questions on Effective School Delivery System ofto provide answers to questions on Effective School Delivery System ofPrivate Higher Educational Institutions in Zamboanga City. Private Higher Educational Institutions in Zamboanga City.

Rest assured that your identity shall be kept strictlyRest assured that your identity shall be kept strictlyconfidential.confidential.

Thank you very much.Thank you very much.Very truly yours,

ROSEMARIE T. SANTOS

Researcher

Part I: Institutions’ Profile

1. Name of School________________________

2. Respondents Group Year Level

Students

First year Second Year

Third year

Coordinators

School Administrators

148

2. Type of school

Sectarian

Non-sectarian

3. Course/Programs

BSE

BEED

LIBERAL ARTS

BS-NURSING

4. Status

University

College

Part II. Student Services Program of PHEIs

Directions: Indicate by checking in the boxes theextent to which these services are provided in yourinstitutions.. The responses are coded as follows:

[5] VA-Very Adequate [4] A-Adequate [3]FA-Fairly Adequate[2] I-Inadequate [1] VI-Very Inadequate [0]NE- Non-existent

149

Student Services Program VA5

A4

FA3

I2

VI1

NE0

There is an office that

plans, oversees, monitors and

coordinates the provision of

the following services.

1. Financial Assistance/ Program

a. Scholarship to poor but deserving studentb. Student Assistantship

c. Assistance given to student sent to workshop, seminars and trainingd. Grants-in-aid

e. others, (please specify)_____________

2. Specialized Assistance Program

a. Academic advisement/faculty consultationb. Transportation service

c. Medical and Dental services

150

d. Computer and Statistical Laboratorye. Housing/Dormitory

f. Food Services/Cafeteria

h. Recreationg. others, (please notify)_____________

3. Physical Facilities

a. Library Facilityb. Laboratory facilityc. Computer facility and internetd. Parking facilitye. Student learning areaf. Audio-visual roomg. Distant/separated campusesh. Assembly and Athletic Facilitiesi. Water and Sanitary FacilitiesOthers: (pls. Specify)4. Guidance Programa. Orientation Activitiesb. Information servicesc. Placement and Follow-up Servicesd. Counselinge. Student Inventory Servicesf. Testing Servicesg. Alumni directoryh. Scholarship and formation servicei. Co-Curricular programs andactivitiesothers: (pls. Specify)

151

4. Academic Instruction

a. Method of instruction

b. Teacher’s motivationa. Classroom set-up

b. Strict Admission Policy

c. Strict retention policy

Part III. Survey Questionnaire on “Effective School DeliverySystem”Directions: Put a check [√ ] on each statement which aptlydescribes the effectiveness of implementation in yourschool on its effective delivery system.. The equivalentresponses are as follows:

5 - Very much extensive4 - Much extensive3 - Average 2 - Little1 - Very little

Statements 5 4 3 2 1A. CURRICULUM AND INSTRUCTION1. Curriculum is varied, engaging, and collaborative strategies are used in instruction.2. Curriculum provides opportunities to study topicsin depths.3. Curriculum includes attention to accuracy and detail.4. Instruction includes interventions for students

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who are not succeeding.5. Students are provided withpersonal instruction and feedback.6.Research conducted at school influences programs and instruction.7.Instructional procedures and techniques in the classroom encourage active faculty and student interaction.8.The teaching methods and strategies that are used contribute to the developmentof desirable values.9.Seminars, fora, symposia, field observations and other methods of teaching are utilized.10.Definite rules and policies for effective classroom management are enforced.B.FacultyThe faculty members;1. Endeavor to achieve the institutional goals and the purposes and objectives of the institutions.2. Manifest awareness of modern educational trends.3. Show professional growth through further studies, research activities and publications.4. Participate in the activities of professional growth.

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5.Have a strong knowledge of their subject matter areas.6.. Are prepared to use the required curriculum assessment or performance standards.7.Show mastery of subject matter.8. Relate current issues and community needs with their subject matter.9.Assist students in developing research competencies.10. Manifest evidences of sound: faculty student relations, faculty-peer relations, and faculty-administration relations.

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(CHED OFFICE REGION-IX)

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(UNIVERSIDAD DE ZAMBOANGA)

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(ATENEO DE ZAMBOANGA UNIVERSITY)

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(PILAR COLLEGE)

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(SUNGOLD TECHNICAL INSTITUTE)

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UNIVERSIDAD DE ZAMBOANGAGRADUATE SCHOOL

Arturo Eustaquio Quadrangle, Zamboanga City, PhilippinesTel Nos: (062)991-1135/991-5677 Local No. 221 Fax No. (062) 991-5390

May 5, 2006May 5, 2006

DR. CHLOE FE M. ABDULLADR. CHLOE FE M. ABDULLACollege ProfessorCollege ProfessorZamboanga State College of Marine Science and TechnologyZamboanga State College of Marine Science and TechnologyZamboanga CityZamboanga City

Madam:Madam:

Greetings!Greetings!

The undersigned is currently working on the researchThe undersigned is currently working on the researchstudy entitled: study entitled: ““PROFILE OF PRIVATE HIGHER EDUCATIONALPROFILE OF PRIVATE HIGHER EDUCATIONALINSTITUTIONS: VIS-À-VIS EFFECTIVE SCHOOL DELIVERY SYSTEMINSTITUTIONS: VIS-À-VIS EFFECTIVE SCHOOL DELIVERY SYSTEM.”.” This is This ismy dissertation in partial fulfillment of the degree ofmy dissertation in partial fulfillment of the degree ofDoctor of Education at the Graduate School, Universidad DeDoctor of Education at the Graduate School, Universidad DeZamboanga, Zamboanga City.Zamboanga, Zamboanga City.

In this connection, I wish to request your kindIn this connection, I wish to request your kindassistance to evaluate my research instrument especially theassistance to evaluate my research instrument especially thecontent of the test item, whether they are relevant or notcontent of the test item, whether they are relevant or notto answer the research questions. Please write 1 forto answer the research questions. Please write 1 forrelevant and 2 for not relevant before each item in thisrelevant and 2 for not relevant before each item in thisinstrumentinstrument

Please feel free to comment or revise the test itemsPlease feel free to comment or revise the test itemsinclude herein.include herein.

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Attached herewith is the Statement of the Problem.Attached herewith is the Statement of the Problem.

Thank you for your kind support and understanding.Thank you for your kind support and understanding.

Very truly yours, Very truly yours,

(SGD)(SGD)ROSEMARIE T. SANTOSROSEMARIE T. SANTOS

ResearcherResearcherNoted by:Noted by:

(SGD)DR. (SGD)DR. RAIMUNDA J. BANICORAIMUNDA J. BANICO Adviser

UNIVERSIDAD DE ZAMBOANGAGRADUATE SCHOOL

Arturo Eustaquio Quadrangle, Zamboanga City, PhilippinesTel Nos: (062)991-1135/991-5677 Local No. 221 Fax No. (062) 991-5390

May 5, 2006May 5, 2006

DR. EXPEDITO H. MALBAGODR. EXPEDITO H. MALBAGOCollege ProfessorCollege ProfessorWestern Mindanao State UniversityWestern Mindanao State University

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Zamboanga CityZamboanga City

Sir:Sir:

Greetings!Greetings!

The undersigned is currently working on the researchThe undersigned is currently working on the researchstudy entitled: study entitled: ““PROFILE OF PRIVATE HIGHER EDUCATIONALPROFILE OF PRIVATE HIGHER EDUCATIONALINSTITUTIONS: VIS-À-VIS EFFECTIVE SCHOOL DELIVERY SYSTEMINSTITUTIONS: VIS-À-VIS EFFECTIVE SCHOOL DELIVERY SYSTEM.”.” This is This ismy dissertation in partial fulfillment of the degree ofmy dissertation in partial fulfillment of the degree ofDoctor of Education at the Graduate School, Universidad DeDoctor of Education at the Graduate School, Universidad DeZamboanga, Zamboanga City.Zamboanga, Zamboanga City.

In this connection, I wish to request your kindIn this connection, I wish to request your kindassistance to evaluate my research instrument especially theassistance to evaluate my research instrument especially thecontent of the test item, whether they are relevant or notcontent of the test item, whether they are relevant or notto answer the research questions. Please write 1 forto answer the research questions. Please write 1 forrelevant and 2 for not relevant before each item in thisrelevant and 2 for not relevant before each item in thisinstrumentinstrument

Please feel free to comment or revise the test itemsPlease feel free to comment or revise the test itemsinclude herein.include herein.

Attached herewith is the Statement of the Problem.Attached herewith is the Statement of the Problem.

Thank you for kind support and understanding.Thank you for kind support and understanding.

Very truly yours, Very truly yours,

(SGD)(SGD)ROSEMARIE T. SANTOSROSEMARIE T. SANTOS

ResearcherResearcherNoted by:Noted by:

(SGD)DR. RAIMUNDA J. BANICO Adviser

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PROFILE OF PHEIs

PHEIs Status ofSchool

Type of School Courses andPrograms

ADZU UNIVERSITY Sectarian BS-EducationBS-Nursing

Liberal ArtsUZ UNIVERSITY Non-Sectarian BS-Education

BS-NursingLiberal Arts

PILAR COLLEGE COLLEGE Sectarian BS-EducationBS-Nursing

STI COLLEGE Non-sectarian BS-EducationBS-Nursing

Profile of the Respondents by Status of the School,Type of Schools, type of respondents, and

Program offering

Type ofSchools

School Administrators StudentsFrequency % Frequency %

Sectarian 15 44.12 186 50Non-sectarian 18 55.88 186 50

Total 34 100 372 100Status ofSchools

University 23 69.7 286 76.9College 10 30.3 86 23.12

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Total 33 100 372 100ProgramsOffering

BS-Education 9 27.3 49 13.21BS-Nursing 8 24.24 280 75.47Liberal Arts 16 48.5 43 11.56

Total 33 100 372 100

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Name : Rosemarie-Terez SantosPlace of birth : Guinicolalay, Dinas, Zamboanga Del SurDate of birth : December 14, 1972Civil Status : MarriedSpouse : Arnold C. SantosChildren : Noldy Mar John and John Kenneth MarieAddress : Doña Feliza Subdivision, Blk. 4 Lot 23,

Lumbayao, Mercedes, Zamboanga City

EDUCATIONAL BACKGROUND

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Post-graduate : Doctor of Education- Major in EducationalManagement

2005-2006 Universidad De Zamboanga

Graduate : MAEd.- Major in Supervision andAdministration

2000-2004 Zamboanga A.E. Colleges MA-Social Studies (24 units) 1994-1997 Western Mindanao State University

Undergraduate : Bachelor Secondary Education-Major in Values Education

1990-1994 Western Mindanao State University

Secondary : Southern Mindanao Colleges-Pagadian City 1986-1990

Elementary : Guinicolalay, Elementary School 1980-1986

PROFESSIONAL EXPERIENCE

A. College Teacher

College Instructor : Zamboanga A.E. Colleges Zamboanga City 1994-1996

Instructor I : Zamboanga A.E. Colleges

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1997- 2004

Asst. Prof. I : Universidad De Zamboanga-up to thepresent

B. Membership/Position of Office

Within ZAEC

ZAEC Cooperative, Member --1996-present

Faculty Club PIO Officer --2000-2001

ICEP Faculty Vice-Pres. --2003-2004

Accreditation Area VII Level(BOA), Chairman --2002-2003

Accreditation Area VII Level (CBM) --2002-2003

Efficiency Awards Nominees (ICEP) --2002-2003

Supreme Student Council Adviser (ICEP) --2002-2003

Coordinator, Euthenics Department --2004-present

Public Service, Excellence, Ethics andAnd Accountability Program (PSEEAP) --2005-2006

Asia Foundation, Documentor, Zamboanga City

National

Philippine Association of Education in Office Administration (PAEOA), Member

Philippine Association for Values Education, Member

Higher Education in Values Education (HEAVEN), Member

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Regional

Philippine Regulation Commission (PRC),Proctor/Watcher

PROFESSIONAL DEVELOPMENT AND ACHIEVEMENT

A. Research Conducted

Primary Researcher on the Institutional Researchon “Influencing Factors of Vandalism as Perceivedby ZAEC College Students”

Co-Researcher on the Institutional Research on“Factors Affecting the Career Choice of ZAEC CBMStudents”

B. Instructional Materials

Single Author [Instructional Guide of Euthenics 3] Co-Author [Instructional Guide of Euthenics 1] Author Euthenics 1 Modules Revised Edition 1,2,3 & 4 Author Euthenics 2 Modules Revised Edition 1 & 2 Author Euthenics 3 Modules Revised Edition 2 Author Euthenics 4 Modules Revised Edition 1

ATTENDANCE TO SEMINAR-WORKSHOP/CONVENTIONS

International

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International Conference on Critical Thinking andEducational Reform Grand Astoria Hotel, ZamboangaCity, Philippines, September 26, 1998

National

Training Program in Values education for thetertiary Level Philippine Normal University, Taftavenue Manila, August 10-14, 1997

Training Workshop on Research Data ManagementAnalysisZamboanga A.E. Colleges, July 10-11, 2001

Regional

Basic Information Seminar on HIV/AIDS for TeachersDepartment of Health-Regional Field Office No.9December 18, 1995

Indigenous Traditional Approaches to ConflictTransformation and Active Harmony. Pitogo,Sinunuc, Zamboanga City, November 22-23, 2002

Special Course (Fraternities/Sororities forDialogue and Peace)Pitogo, Sinunuc, Zamboanga City, May 18-24, 2003

Planning Conference on Formulating A 3-year ZonalR&D ProgramZAEC, AVR, October 20, 2003

MASS Training of Teachers on the 2002 BasicEducation Curriculum and Its Implementation,Zamboanga City High School West, May 6-10, 2003

Local

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1994-95

Symposium on Student’s awareness on DRUG ABUSE andHIV/AIDS: Its Causes and Prevention, ZAEC, AVR, September 22, 1994

Seminar on special Education, WMSU, Zamboanga City, March 27, 1994

Seminar on Teaching Strategies, ZAEC, AVR,February 16, 1995

Certificate of Participation Community DentalOutreach, sponsored by the Euthenics Department,May 19, 1995

Teaching Students through their IndividualLearning StylesWMSU, Zamboanga City, June 2-6, 1995

1996-1997

Seminar Workshop on “Values Education”, ZAEC, AVR,September 4, 1996

Seminar-Workshop on Test Construction for TertiaryLevel, Zamboanga A.E. Colleges, May 17, 1997

Symposiums on Love, Courtship, Marriage and FamilyLife. Red Cross Social Hall, Zamboanga City,February 21, 1997

1998-1999

Seminar Workshop on Curriculum Management forExcellence, CAS, WMSU, January 16-23, 1999

IN-SERVICE Training on Computer Concepts andApplications, ZAEC, May 14, 1999.

Seminar Workshop on Peer Counseling, ZAEC, AVR,September 23, 1999

2000-2001

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Teaching Strategies and Human Relations forInnovative Education in Office Administration,ZAEC, AVR, April 24, 2000

Seminar on Lectors and Commentators, Sto. NiñoChapel, Putik, Zamboanga City, July 14, 2001

Seminar Workshop on Spirituality of Dialogue:Basis for Dialogue and Peace. Pitogo, Sinunuc,Zamboanga City, August 1-4, 2001

Building Effective superior Teams: COACT. EbenezerBible College, Upper Calarian, Zamboanga City,September 22-23, 2001

Educational Tech. 2001, ZAEC Computer Lab.December 16, 2001

2002-2003

HIV/AIDS Prevention Education, ZAEC, AVR, February10, 2002

Good Governance through Leadership TrainingFacilitator. Summit Center, ZAEC, Tetuan, Campus,August 22, 2002

Competency-Based Seminar Workshop. Grand AstoriaAnnex, Zamboanga City, August 17, 2002.

Lecture-Forum on Institutional Planning. ZAEC,AVR, September 1, 2002

Certificate of Participation on the SeminarWorkshop on “Indigenous Traditional Approaches toConflict Transformation and Active Harmony held atOasis of dialogue Training Center Harmony Village,Pitogo, Sinunuc, on November 22-23, 2002

2003-2004

Certificate of Attendance on “OrganizationalExcellence, Quality Customer Service and 5SSeminar-Workshop at Zamboanga State College ofMarine Sciences and Technology, January 31, 2004

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Certificate of Attendance on “Enhancing Personaleffectiveness Workshop, February 4-5, 2004

Certificate of Attendance on “Seminar-Workshop onInformation Technology and Research: AnEnhancement of Teaching Performance, March 2,2004, ZAEC Main Campus.

Certificate of Attendance on “Sustaining QualityEducation through Quality Management System (QMS)for Global Excellence held on May 31, 2004.

Certificate of Participation on InstructionalMaterials Writing (Textbooks, Journals, Modules),May 20-21, 2004

2005-2006

Certificate of Participation for activeparticipation during the training on “CandleMaking” held last September 1, 2005 at HRMLaboratory Of Universidad De Zamboanga.

Certificate of Participation on “Trainer’s”training on the “Teaching of Religious and ValuesEducation: Channels for Dialogue and Peace” heldon September 2-4, 2005 at the Oasis of DialogueTraining Center, Harmony Village, Pitogo, Sinunuc,Zamboanga City.

Certificate of Participation in the OrientationSeminar and Trainors Training on Good CitizenshipValues formation held at Pilar College, R.T. LimBlvd., Zamboanga City, this 16th day of September2005.

Certificate of Participation on Training trainerson Public Service Excellence, Ethics andAccountability Program sponsored by THE ASIAFOUNDATION with support from the United StatesAgency for International Development, held at

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Marco Hotel, Cagayan de Oro City, March 13-18,2006

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