Student Satisfaction and Productivity Analysis of the BS Computer Science Department of North Negros College

Abstract

The increasing emphasis on student-centered quality assurance in higher education necessitates systematic evaluation of academic programs, particularly in technology-oriented disciplines. This study assesses student satisfaction within the Bachelor of Science in Computer Science (BSCS) Department of North Negros College, Inc., focusing on curriculum, facilities, and faculty performance as key determinants of academic productivity and service quality. Grounded in established Information Systems and organizational performance frameworks—including the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), Task–Technology Fit (TTF), and the DeLone and McLean Information Systems Success Model—the study examines how instructional delivery, learning infrastructure, and program design influence overall student experience.
A descriptive-evaluative design was employed using survey data from 105 students out of a total population of 331 (31.72% response rate). The instrument demonstrated excellent reliability (Cronbach’s α = .966). Statistical analyses included descriptive statistics, subgroup comparisons, and multiple regression modeling. Results indicate consistently high satisfaction across domains, with faculty performance emerging as the strongest predictor of overall satisfaction (β = .680, p < .001), followed by facilities (β = .202, p < .05), while curriculum showed no significant predictive effect when controlling for other variables.
Findings suggest that while the department has achieved functional effectiveness in delivering academic services, its performance is shaped by contextual factors such as instructional quality and infrastructure adequacy. The study offers evidence-based recommendations for targeted improvements in faculty development, facility enhancement, and curriculum alignment to support sustained institutional growth and competitiveness.