CORRELATES OF STUDENTS&rsquo; INSTITUTIONAL IDENTIFICATION AND COMMITMENT TOWARDS THEIR ASSESSMENT ON THE QUALITY OF GRADUATE SCHOOL PROGRAM

Jessa  M. Macalunod,

CORRELATES OF STUDENTS’ INSTITUTIONAL IDENTIFICATION AND COMMITMENT TOWARDS THEIR ASSESSMENT ON THE QUALITY OF GRADUATE SCHOOL PROGRAM

Abstract:

This study determined the quality of the graduate school program as correlated to the students’ institutional identification and commitment. The respondents of the study were the 243 graduate school students enrolled in the School Year 2018-2019 which were identified through random sampling technique. Data were collected through a researcher-made instrument having been pilot tested with corresponding reliable results and analyzed using descriptive and inferential statistics The results of the study revealed that the respondents’ profile indicated that they were usually young adults, mostly single, and the majority of them were female. The students’ extent of their institutional identification and commitment to the program was rated “to a very great extent”. They considered the quality of Vision Mission, Objectives (VMO) attainment, curriculum and instruction as “excellent”. Other constructs such as facilities, student support services, visible research tradition, community linkages and working network with prestigious institution were rated as “very good”. Meanwhile, students’ institutional identification and commitment to the program are significantly associated to their assessment on the quality of the graduate school program. Furthermore, it is revealed that there is no significant difference between the students’ institutional identification and commitment to the program when grouped according to their profile. Similarly, the students’ assessment on the quality of the graduate school program has no significant difference when grouped according to their profile. This study concludes that the assessment on the quality of the graduate school program has an important role towards the graduate students’ commitment and institutional identification. Thus, this paper recommends that the proposed program has to be utilized for better retention management in the graduate school.

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