INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Assessing the Effectiveness of Student Affairs Services (SAS)
Programs in Promoting Student Development
Mary Joy M. Capito, MAEd
Ongoing studying Ph.D. in Social Science Research Program, Leyte Normal University
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000380
Received: 27 October 2025; Accepted: 01 November 2025; Published: 12 November 2025
INTRODUCTION
This study constitutes a comprehensive evaluation of the Student Affairs Services (SAS) at Northwest Samar
State University (NwSSU), recognizing the integral role of SAS in fostering student development beyond
academics. In contemporary higher education, learning demands more than classroom instruction; students
require holistic support systems that address their emotional, social, personal, and professional growth. SAS
encompasses various units and services, including counseling, health care, scholarship administration, leadership
training, and career services, all designed to meet these broader developmental needs.
In an environment of increasing accountability and competition, universities must ensure that their support
services are effective, responsive, and aligned with institutional goals and student expectations. Therefore,
evaluating how students perceive these services is critical for continuous improvement. This study seeks to
gather students' feedback on the effectiveness of SAS and translate the findings into actionable recommendations
to enhance services and better support students' academic engagement, personal well-being, and career readiness
throughout their university journey.
Rationale
Student Affairs Services play a pivotal role in complementing academic programs by promoting student welfare,
personal growth, leadership development, and career preparedness. Despite this, many universities lack regular,
structured assessments of these services, relying instead on informal feedback or outdated evaluations. Without
systematic evaluation, it becomes difficult to determine whether SAS programs are achieving their objectives or
effectively responding to evolving student needs.
Recent scholarship underscores the value of continuous assessment in student affairs. Henning and Roberts (2016)
argue that evaluation in student affairs is not merely a tool for accountability but a mechanism for continuous
quality improvement, ensuring that programs remain relevant, effective, and impactful. Similarly, the Council for
the Advancement of Standards in Higher Education (CAS, 2015) emphasizes that assessment is a professional
responsibility necessary for aligning student affairs work with institutional missions.
Research has also established that effective SAS contributes to critical outcomes such as student retention,
persistence, and engagement. For instance, Al-Kuwari (2023) found that students who utilize support services are
more likely to persist and perform well academically. Wall et al. (2016) advocate embedding social justice
principles into assessment to ensure inclusivity and equity, addressing the diverse backgrounds and experiences of
students.
In the Philippine context, Shaheen et al. (2020) demonstrated that student support services have a direct positive
impact on academic achievement and personal development. These findings emphasize the importance of
evaluating SAS at NwSSU to identify strengths, address gaps, and improve services. Through this evaluation, the
university can make data-informed decisions that enhance service delivery and ensure responsiveness to current
student needs and future challenges.
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Evaluation Questions
This study aimed to assess the effectiveness of Student Affairs Services (SAS) programs in promoting student
development at Northwest Samar State University. Specifically, it sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Sex;
1.2 Year Level; and
1.3 Course/Program?
2. What is the level of effectiveness of the Student Affairs Services (SAS) programs as perceived by the
students in terms of:
2.1 Student Welfare Services;
2.2 Student Development Services; and
2.3 Career and Placement Services?
3. Based on the findings of the study, what program enhancement strategies can be proposed to improve the
implementation of the Student Affairs Services at Northwest Samar State University?
Evaluation Model Utilized
This study employs Stufflebeam’s CIPP Evaluation Model such as Context, Input, Process, Product to
systematically guide evaluation. Context evaluation focuses on understanding student needs, institutional
priorities, and the broader educational environment. This involves reviewing the university's mission, SAS goals,
and strategic plans to determine what services are expected to achieve and whether they align with institutional
aims. Input evaluation examines the resources, policies, staffing, and infrastructure that support SAS delivery.
This evaluation looks at whether the university has sufficient personnel, budget, training, and facilities to operate
the services effectively. Process evaluation monitors how services are actually delivered checking if they follow
planned procedures, maintain quality standards, and reach the intended number of students. For example, it
assesses whether counseling sessions are conducted regularly or if leadership workshops follow established
curricula. Product evaluation measures the outcomes of SAS programs, focusing on students’ self-reported
satisfaction, perceived gains in skills, knowledge, confidence, well-being, and career readiness. This part
answers whether SAS achieves its intended effects from the students’ perspective.
Using this all four aspects, the CIPP model ensures that evaluation addresses what is being achieved, how it is
achieved, and whether it meets the right needs using the right resources.
Review of Literature
Recent research emphasizes the critical role of Student Affairs Services (SAS) in shaping students’ academic
success, engagement, and holistic development.
Henning and Roberts (2016) assert that structured assessment is vital for demonstrating the effectiveness of
student affairs initiatives and supporting continuous improvement. This is relevant to the present study because
it reinforces the need for formal evaluation mechanisms to ensure SAS at NwSSU remains effective and
impactful.
The Council for the Advancement of Standards in Higher Education (CAS, 2015) offers professional standards
that guide assessment practices, ensuring that programs align with institutional missions and promote learning
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outcomes. Their framework justifies the present study’s emphasis on evaluating SAS through established
assessment models like CIPP.
A study Al-Kuwari (2023) at Qatar University found a positive correlation between students’ use of campus
services and academic persistence and performance. This finding supports the investigation of whether NwSSU’s
SAS contributes similarly to student retention and success.
Spanierman et al. (2013) highlight that participation in learning communities fosters a sense of belonging and
engagement, which enhances persistence and satisfaction. This is related to the current study as it emphasizes
the importance of evaluating how SAS programs promote student inclusion and involvement.
Shaheen et al. (2020) report that effective student support services not only improve academic achievement but
also enhance students’ personal development and well-being. Their study underscores the holistic objectives of
SAS, validating the need for evaluating these multifaceted outcomes at NwSSU.
Levy, Hess, and Thomas (2015) argue that integrating assessment within student affairs improves institutional
accreditation outcomes and showcases the educational value of co-curricular activities. This relates to the current
evaluation by linking assessment to institutional accountability and recognition.
The work of Wall et al. (2016) advocates embedding social justice principles in assessment to ensure evaluation
promotes inclusion and equity for diverse students. This is relevant because NwSSU serves a diverse student
population, making it essential to assess whether SAS meets the needs of all groups.
Stephens et al. (2015) emphasize that assessment can identify systemic barriers faced by marginalized students,
enabling more equitable support. This connects to the study’s goal of identifying gaps in SAS that may
disadvantage certain student groups.
The American College Personnel Association & NASPA (2015) position assessment as a core competency for
student affairs professionals, essential for evidence-based practice and accountability. Their advocacy
underscores the professional imperative of conducting evaluations like this study.
Collectively, these studies support the necessity of an ongoing, structured evaluation of SAS to ensure its
effectiveness, responsiveness, and alignment with student needs and institutional goals at NwSSU.
METHODOLOGY
This study used a quantitative research design to evaluate students’ perceptions of SAS program effectiveness
using structured survey data analyzed through descriptive statistics.
Sampling Procedure
The population included 1,410 undergraduate students enrolled across NwSSU campuses. Using Slovin’s
formula at a 95% confidence level and 5% margin of error, a sample of 312 students was determined. Simple
random sampling was applied by randomizing student ID numbers to ensure equal chances of selection.
Instrument
The study employed a structured questionnaire developed based on CHED’s SAS framework. The questionnaire
used a 5-point Likert scale (1 = Very Ineffective; 5 = Very Effective) with 15 items covering three key domains
such as Student Welfare Services, Student Development Services, and Career and Placement Services.
The questionnaire was validated by a panel comprising PESO Coordinator, a Guidance
Counselor/Psychometrician, and a Quantitative and Qualitative Research Expert to ensure content validity. A
pilot test with 30 students produced a Cronbach’s alpha of 0.87, confirming internal consistency.
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Procedure for Data Collection
Ethical approval was secured from the Campus Heads. Surveys were distributed via Google Forms and printed
copies for students with limited internet access. Data collection lasted two weeks, with reminders issued at day
7. Respondents was voluntary and anonymous, with informed consent provided at the start of the survey.
Data Analysis
Data were analyzed using Microsoft Excel to compute descriptive statistics (means, frequencies, and
percentages). SAS components with mean ratings below 4.0 were identified as needing improvement. Findings
were presented through tables for clear interpretation.
Ethical Consideration
Respondents were fully informed of the study’s objectives, voluntary participation, confidentiality measures,
and their right to withdraw anytime without penalty. No identifying data were collected. Data were securely and
following institutional and CHED ethical guidelines.
RESULTS AND DISCUSSION
This section presents the results of the study based on the collected data from the respondents. They are analyzed
in accordance with the specific objectives to provide a holistic picture of the ultimate goal of the study
Profile of the Respondents
This section presents the tables 1 to 3 profiles of the respondents from Northwest Samar State University
(NWSSU) – San Jorge Campus. The demographic information includes sex, course/program enrolled, and year
level, which provide context in understanding the perspectives of students in evaluating the effectiveness of
Student Affairs Services (SAS).
Sex. Table 1 reveals that the majority of the respondents were female, comprising 181 students or 58.01% of the
total population. Male respondents accounted for 121 or 38.78%, while 10 students (3.21%) preferred not to
disclose their sex. This indicates a predominantly female representation among the respondents, which may
influence the overall perceptions toward the student services being assessed.
Table 1Respondents’ Profile relative to their Sex
This result is reflective of a broader trend in Philippine higher education institutions (HEIs), where females
consistently outnumber males in enrollment statistics. According to CHED (2023), over the past decade, there
has been a steady rise in female enrollment, particularly in teacher education, health-related courses, and business
programs. This demographic pattern may influence how student services are utilized and perceived, as female
students are often more engaged in counseling, wellness programs, and academic support services (Tan &
Salazar-Clemeña, 2017).
The predominance of female students implies that Student Affairs Services (SAS) should strategically tailor their
Sex
F
%
Female
181
58.01
Male
121
38.78
Prefer not to say
10
3.21
Total
312
100
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programs to respond to gender-specific needs and priorities. For example, reproductive health awareness,
gender-based violence prevention, and mental health counseling are often high-priority services for female
students (Espinosa & Lariosa, 2020). Conversely, male students, while fewer in number, may require focused
attention in areas such as mental health stigma reduction, aggressive behavior interventions, and substance abuse
prevention (Guevara, 2018).
Additionally, the presence of respondents who preferred not to disclose their sex, though small, points to a
growing awareness of gender diversity and inclusion within the student population. As universities move toward
inclusive practices, there is a need for gender-sensitive and LGBTQ+-inclusive programs, facilities, and
grievance mechanisms. The integration of gender sensitivity training and safe spaces across campuses aligns
with national guidelines such as CHED Memorandum Order No. 01, s. 2015, which mandates gender
mainstreaming in Philippine higher education.
Course/Program. Table 2 outlines the academic programs of the respondents. The largest group came from the
Bachelor of Science in Criminology (BSCRIM) program with 65 students (20.83%), followed by BEED with
59 (18.91%), and BSIT with 53 (16.99%). Other courses included BSF (47 or 15.07%), BAT (44 or 14.11%),
and BSA (27 or 8.65%). The least represented course was BTLED with 17 students (5.45%). This shows a wide
representation across different programs offered at NWSSU San Jorge Campus.
Table 2Respondents’ Profile relative to their Course
Courses/Program
f
%
BSA
27
8.65
BAT
44
14.11
BSCRIM
65
20.83
BSF
47
15.07
BSIT
53
16.99
BEED
59
18.91
BTLED
17
5.45
Total
312
100
This distribution reflects the diverse academic backgrounds of the respondents, each with distinct student support
needs. For instance, Criminology and IT students may require services related to industry linkages, internships,
and technical certification support, while Education and Theology students might benefit more from pedagogical
workshops, values formation, and communication skills training (Dumlao & Piad, 2022). Programs with higher
enrollment also indicate increased demand for student support services in terms of guidance counseling, career
services, and academic advising (De Guzman et al., 2017).
The variety in course representation implies that Student Affairs Services (SAS) should not adopt a one-size-
fits-all approach. Instead, the SAS unit should align its services with the specific academic and career trajectories
of the students in each program. For example, Criminology students may require career orientation and
simulations related to law enforcement, while Education majors may benefit from peer tutoring, practice teaching
support, and licensure exam preparation (Orbe & Ellamil, 2021). The presence of programs like Agriculture and
Fisheries, which are aligned with local industry demands, further reinforces the need for community-based
extension programs and local job placement services.
Moreover, courses like BTLED, which had the lowest enrollment, must not be overlooked. Even smaller
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programs require equal access to student development opportunities, especially in leadership, training, and
participation in university-wide activities. Inclusive programming ensures equity across all academic tracks and
supports CHED’s mandate to enhance holistic student development across all disciplines (CHED, 2019).
Year Level. Table 3 presents the year level of the student respondents. The second-year students formed the
majority, with 144 or 46.15%, followed by first-year students with 98 (31.41%). The third-year and fourth-year
students accounted for 49 (15.71%) and 21 (6.73%), respectively. The higher proportion of lower-year students
may suggest that feedback is more reflective of their earlier experiences with SAS programs.
Table 3 Respondents’ Profile relative to their Year Level
Year Level
F
%
First year
98
8.65
Second year
144
14.11
Third year
49
20.83
Fourth year
21
15.07
Total
312
100
This distribution suggests that the majority of the feedback on Student Affairs Services (SAS) programs was
provided by underclassmen (first and second years). These students are typically in their formative academic
stages, where adjustment to university life, understanding of institutional support systems, and development of
foundational skills are crucial. Therefore, their insights are vital in evaluating how effective SAS programs are
in easing transitions, fostering belongingness, and building academic and personal competencies (Padua et al.,
2021).
The lower representation of third- and fourth-year students could be attributed to internship schedules, thesis
work, or reduced academic load, which may limit their availability or willingness to participate in survey
activities. Nevertheless, it is essential that student support services remain responsive across all year levels. For
instance, while lower years may need orientation, mentorship, and adjustment counseling, upper-year students
are more likely to benefit from career placement services, exit counseling, licensure exam reviews, and
networking opportunities (Reyes & Cruz, 2018).
This data implies that SAS programs should adopt a year-level-based approach in service design and delivery.
First-year students may benefit most from bridging programs and peer assistance, while seniors may require
career development resources, job fairs, and alumni networking platforms. A tiered, developmental approach
aligns with the principles of student development theory, which emphasizes different support needs at various
stages of a student's academic journey (Astin & Antonio, 2016).
Level of Effectiveness of the Student Affairs Services (SAS) Programs
Table 4 to 6 presented the Level of effectiveness of the SAS in terms of Student Welfare Services, Student
Development Services and Career and Placement Services.
Student Welfare Services. Table 4 presents the effectiveness of Student Welfare Services, with a grand weighted
mean of 3.64, interpreted as Effective. The highest-rated items were safety and security measures and orientation
programs for new students, both with a mean of 3.75, indicating that students feel safe on campus and are
adequately oriented upon entry. Emergency response services (3.74) and counseling services (3.70) also received
high marks, suggesting responsive health and psychological support. However, dormitory or housing services
scored lowest (3.47), indicating a need for improvement in student accommodation.
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Table 4 Mean Scores Related to Level of Effectiveness of the Student Affairs Services (SAS) Programs
relative to Student Welfare Services
Statement
Mean
Description
1. The health and medical services are sufficient and accessible for students.
3.63
Effective
2. The counseling services address emotional and psychological needs
effectively.
3.70
Effective
3. Emergency response services are responsive and reliable.
3.74
Effective
4. Safety and security measures ensure a safe environment within campus
premises.
3.75
Effective
5. Scholarship and financial aid programs are effectively managed and
communicated.
3.51
Effective
6. Food services (canteen or cafeteria) meet acceptable standards for nutrition and
hygiene.
3.61
Effective
7. Dormitory or housing services are safe and well-maintained.
3.47
Neutral
8. The grievance and complaint mechanisms are accessible and responsive to
student concerns.
3.62
Effective
9. The university provides effective orientation programs to familiarize new
students with support services.
3.75
Effective
10. Disability and special needs support services are available and responsive
when needed.
3.64
Effective
Grand Weighted Mean
3.64
Effective
Legend:
Score Range Interpretation
1.0 - 1.99 Very Ineffective
2.0 - 2.99 Ineffective
3.0 - 3.99 Neutral to Effective
4.0 - 5.0 Effective to Very Effective
The findings in Table 4 reveal that most aspects of Student Welfare Services are rated as Effective, with a grand
mean of 3.64. This suggests that students generally perceive the university's provisions for health, safety,
counseling, and financial support as adequate. The high ratings for safety, emergency response, and orientation
programs imply that students feel secure and well-oriented, which contributes to a more conducive learning
environment.
The university's strong welfare services promote not only student safety and well-being but also their academic
persistence and satisfaction. However, the lower rating for dormitory or housing services (mean = 3.47) suggests
an area that requires attention. Improving these facilities could further enhance student comfort and support
retention. As Tinto (1993) emphasized, a secure and supportive environment plays a key role in reducing attrition
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and promoting student success
Student Development Services. As shown in Table 5, Student Development Services had a grand weighted mean
of 3.72, also rated as Effective. The highest score was for awards and recognition programs (3.77), reflecting their
strong motivational impact. This was followed closely by support for student organizations, cultural activities, and
sports and recreation, all scoring between 3.73 and 3.74. Even the lowest-rated item, peer mentoring and tutoring
programs (3.67), still fell within the effective range, indicating consistent positive perception.
Table 5Mean Scores Related to Level of Effectiveness of the Student Affairs Services (SAS) Programs
relative to Student Development Services
Statement
Mean
Description
1. Leadership development programs help improve my leadership skills and
confidence.
3.71
Effective
2. Student organizations are supported by the university to promote student
engagement.
3.74
Effective
3. Cultural activities (e.g., cultural shows, festivals) promote appreciation of
diverse cultures.
3.73
Effective
4. Sports and recreation programs provide ample opportunities for physical
wellness and teamwork.
3.73
Effective
5. Volunteer and outreach activities are encouraged and facilitated by the
university.
3.70
Effective
6. Peer mentoring and tutoring programs are available to support academic
success.
3.67
Effective
7. Campus-wide celebrations and events foster a sense of belonging and school
spirit.
3.73
Effective
8. Opportunities are provided for students to organize and lead projects or
events.
3.72
Effective
9. Awards and recognition programs motivate and acknowledge student
achievements.
3.77
Effective
10. There are training programs to develop communication and interpersonal
skills.
3.69
Effective
Grand Weighted Mean
3.72
Effective
Legend:
Score Range Interpretation
1.0 - 1.99 Very Ineffective
2.0 - 2.99 Ineffective
3.0 - 3.99 Neutral to Effective
4.0 - 5.0 Effective to Very Effective
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The results validate the significance of co-curricular engagement in student growth. Research by Kuh (2009)
found that students who participate in leadership programs, student organizations, and cultural activities are more
likely to develop essential life skills and graduate on time (Kuh, 2009). Astin and Antonio (2016) also highlight
the importance of involving students in activities beyond the classroom to enhance their leadership and
interpersonal capabilities, contributing to holistic development.
Career and Placement Services. Table 6 reveals that Career and Placement Services received the highest overall
rating, with a grand weighted mean of 3.77, categorized as Effective. Top-rated items included communication and
interpersonal skills training (3.81), opportunities to lead projects (3.80), and peer mentoring (3.80). The lowest-
rated service, updates on job openings (3.72), was still well within the effective range, showing strong institutional
support for student employability.
Table 6 Mean Scores Related to Level of Effectiveness of the Student Affairs Services (SAS) Programs
relative to Career and Placement Services
Statement
Mean
Description
1. Leadership development programs help improve my leadership skills and
confidence.
3.73
Effective
2. Student organizations are supported by the university to promote student
engagement.
3.72
Effective
3. Cultural activities (e.g., cultural shows, festivals) promote appreciation of diverse
cultures.
3.78
Effective
4. Sports and recreation programs provide ample opportunities for physical wellness
and teamwork.
3.76
Effective
5. Volunteer and outreach activities are encouraged and facilitated by the university.
3.76
Effective
6. Peer mentoring and tutoring programs are available to support academic success.
3.80
Effective
7. Campus-wide celebrations and events foster a sense of belonging and school spirit.
3.79
Effective
8. Opportunities are provided for students to organize and lead projects or events.
3.80
Effective
9. Awards and recognition programs motivate and acknowledge student achievements.
3.76
Effective
10. There are training programs to develop communication and interpersonal skills.
3.81
Effective
Grand Weighted Mean
3.77
Effective
Legend:
Score Range Interpretation
1.0 - 1.99 Very Ineffective
2.0 - 2.99 Ineffective
3.0 - 3.99 Neutral to Effective
4.0 - 5.0 Effective to Very Effective
These findings align with studies underscoring the importance of career services in preparing students for life
after graduation. According to NACE (2022), career readiness programs that include resume building, mock
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interviews, and networking significantly increase the chances of job placement among graduates (NACE, 2022).
Moreover, Astin and Antonio (2016) emphasized that career-related support and opportunities contribute to a
student’s sense of purpose and readiness for post-college life.
Summary
The following is a summary of the study, which aimed to evaluate the effectiveness of the Student Affairs
Services (SAS) at Northwest Samar State University (NWSSU) - San Jorge Campus. The research gathered
insights from students, focusing on their demographic profile, perceptions of the effectiveness of the SAS
programs, and potential strategies for program improvement.
1. The demographic profile of the respondents from Northwest Samar State University (NWSSU)–San Jorge
Campus revealed that the majority were female (58.01%), followed by male students (38.78%), with a
small portion (3.21%) opting not to disclose their sex. This trend aligns with the general enrollment pattern
in Philippine higher education institutions where female students often outnumber males. Regarding
academic programs, the respondents were from various disciplines, with the largest group coming from
the Bachelor of Science in Criminology (BSCRIM) program (20.83%), followed by Bachelor of
Elementary Education (BEED) (18.91%) and Bachelor of Science in Information Technology (BSIT)
(16.99%). The second-year students represented the majority (46.15%), followed by first-year students
(31.41%). The findings indicate a diverse student body, which underscores the need for student services
that address the specific needs of different genders, academic programs, and year levels.
2. The study assessed the level of effectiveness of the Student Affairs Services (SAS) programs in three key
areas: Student Welfare Services, Student Development Services, and Career and Placement Services. In
terms of Student Welfare Services, the overall rating was 3.64, which is categorized as Effective. The
highest-rated services were safety and security measures (3.75), emergency response services (3.74), and
orientation programs (3.75). However, dormitory or housing services received the lowest rating (3.47),
indicating room for improvement. For Student Development Services, the overall rating was 3.72, also
considered Effective, with awards and recognition programs (3.77) being the most positively rated.
Finally, Career and Placement Services had the highest overall rating of 3.77, reflecting strong support
for career development, with the highest-rated services including communication skills training (3.81) and
opportunities for leadership (3.80). Overall, all the SAS programs were perceived as effective, though
some areas, like housing services, require enhancement.
3. Based on the findings, several strategies can be proposed to improve the implementation of Student Affairs
Services at NWSSU–San Jorge Campus. First, enhancing housing services, which received the lowest
rating among the welfare services, should be a priority to ensure that students have comfortable and well-
maintained accommodation. Second, the university should continue to foster strong student development
programs, particularly by expanding leadership opportunities and supporting student organizations, which
received high ratings. Third, Career and Placement Services should maintain its high standards, while also
ensuring that job placement services are continuously updated to meet the needs of students in all
disciplines. Additionally, the university should ensure that programs are tailored to the specific needs of
students based on their year level and academic program, with particular focus on underclassmen who are
still adjusting to university life.
CONCLUSION
Based on the findings of the study, it can be concluded that the Student Affairs Services (SAS) programs of
Northwest Samar State University – San Jorge Campus are generally effective in promoting student development
and well-being. Students across all year levels and courses expressed a favorable perception of the SAS
programs, particularly in areas such as guidance and counseling, student organizations, and health services.
However, there are still areas that require improvement to further enhance the delivery and accessibility of these
services.
The study also revealed that while most students benefit from the SAS programs, there is a need to strengthen
awareness and communication efforts, ensure sufficient staffing and resources, and provides more student-
centered activities and support mechanisms. These enhancements will help make SAS programs more responsive
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to the evolving needs of the student body.
Therefore, continuous assessment and improvement of the SAS programs are essential in sustaining their
relevance and effectiveness. The insights and recommendations drawn from this study can serve as a basis for
planning and implementing strategic actions that foster holistic student development in higher education
institutions.
RECOMMENDATION
Based on the findings and conclusions of the study, the following recommendations are proposed to enhance the
effectiveness of Student Affairs Services (SAS) programs at Northwest Samar State University – San Jorge
Campus:
1. Improve information dissemination strategies to ensure that all students are aware of the available SAS
programs and know how to access them. This can include regular orientations, updated online platforms,
and clear campus announcements.
2. Provide continuous training and capacity-building for personnel involved in student services to equip them
in addressing the evolving needs of students, especially in areas such as mental health, academic support,
and leadership development.
3. Encourage student involvement in the planning and evaluation of SAS programs to ensure that services
remain relevant and responsive to their needs and concerns.
4. Allocate additional resources to improve and expand facilities related to student services, such as counseling
areas, health clinics, and recreational spaces.
5. Strengthen the monitoring and evaluation mechanisms of SAS programs to regularly assess their impact
and make necessary adjustments based on student feedback and assessment results.
6. Establish partnerships with external organizations such as government agencies, private institutions, and
NGOs to augment resources and enhance the quality of services offered.
7. Institutionalize a student-centered approach that ensures inclusivity and accessibility of all services,
particularly for students from diverse and marginalized backgrounds.
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Assessing the Effectiveness of Student Affairs Services (SAS) Programs in Promoting Student
Development in Northwest Samar State University
Appendices
Survey Questionnaire
Thank you for completing this questionnaire. Your feedback is valuable for improving the Student Affairs
Services.
Part I. Respondents Profile
Name (Optional): _____________________________________________
Sex:
[ ] Male
[ ] Female
[ ] Prefer not to say
Year Level:
[ ] 1st Year
[ ] 2nd Year
[ ] 3rd Year
[ ] 4th Year
Course/Program:
___________________________
Part II. Student Affairs Services (SAS) Programs
Instructions: Please check the box that best describes how effective each service is, based on your experience.
Use the following scale:
1 - Very Ineffective
2 - Ineffective
3 - Neutral
4 - Effective
5 - Very Effective
Student Welfare Services
No.
Statements
Very
Ineffective
1
Ineffective
2
Neutral
3
Effective4
Very
Effective
5
1
The health and medical services are
sufficient and accessible for
students.
2
The counseling services address
emotional and psychological needs
effectively.
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3
Emergency response services are
responsive and reliable.
4
Safety and security measures ensure
a safe environment within campus
premises.
5
Scholarship and financial aid
programs are effectively managed
and communicated.
6
Food services (canteen or cafeteria)
meet acceptable standards for
nutrition and hygiene.
7
Dormitory or housing services (if
applicable) are safe and well-
maintained.
8
The grievance and complaint
mechanisms are accessible and
responsive to student concerns.
9
The university provides effective
orientation programs to familiarize
new students with support services.
10
Disability and special needs support
services are available and
responsive when needed.
Student Development Services
No.
Statements
Very
Ineffective
1
Ineffective
2
Neutral
3
Effective
4
Very
Effective
5
1
Leadership development programs
help improve my leadership skills
and confidence.
2
Student organizations are supported
by the university to promote student
engagement.
3
Cultural activities (e.g., cultural
shows, festivals) promote
appreciation of diverse cultures.
4
Sports and recreation programs
provide ample opportunities for
physical wellness and teamwork.
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5
Volunteer and outreach activities are
encouraged and facilitated by the
university.
6
Peer mentoring and tutoring
programs are available to support
academic success.
7
Campus-wide celebrations and
events foster a sense of belonging
and school spirit.
8
Opportunities are provided for
students to organize and lead
projects or events.
9
Awards and recognition programs
motivate and acknowledge student
achievements.
10
There are training programs to
develop communication and
interpersonal skills.
Career and Placement Services
No.
Statements
Very
Ineffective
1
Ineffective
2
Neutral
3
Effective
4
Very
Effective
5
1
Career orientation programs
help prepare students for
employment after graduation.
2
Job fairs effectively connect
students with employers and job
opportunities.
3
Resume and cover letter writing
assistance is accessible and
useful.
4
Mock interview or interview
preparation sessions are
provided to enhance
employability skills.
5
Career counseling services are
available to help students
explore career paths and
decisions.
6
Internship or on-the-job training
placement services are effective
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in securing placements.
7
Alumni networking activities are
organized to connect students
with graduates in their field.
8
The university provides updates
on job openings and career
opportunities relevant to my
program.
9
Industry or employer partnership
programs increase opportunities
for student employment.
10
Career guidance resources (e.g.,
online portals, manuals) are
available and accessible.
Letter to Conduct
