DOI: 10.18848/2329-1656/cgp/a187 ISSN: 2329-1591

A CIPP Model-Based Evaluation of the Student Welfare Services of the Student Affairs and Service Office

Alven A. Lopez
Show PDF Cite
This study examined the student welfare services of a rural university using the Context, Input, Process, and Product (CIPP) evaluation model. Guided by a convergent mixed-methods design, the research integrated survey responses from 573 students with qualitative insights from interviews. The evaluation focused on five major service areas—Information and Orientation Services, Guidance and Counseling Services, Career and Job Placement Services, Economic Enterprise Development, and Student Handbook Development—to determine their relevance, resource sufficiency, implementation quality, and outcomes for student development. Results showed consistently high satisfaction across all service areas, with orientation and counseling receiving the strongest ratings. Correlation patterns revealed that students’ perceptions of the services tend to covary, suggesting that these support areas are experienced as interrelated rather than independent; the services operate most effectively when delivered as interconnected support systems. Analysis of Variance (ANOVA) findings indicated no significant differences by age, gender, or program in most services, although year level was associated with variation in career- and enterprise-related support. Qualitative narratives confirmed that the services contributed to smoother academic adjustment, strengthened emotional resilience, and improved readiness for future employment. The evaluation demonstrates that the Student Affairs and Services Office (SASO) provides equitable and accessible welfare programs that align well with students’ needs. However, the findings also highlight areas for growth, especially in designing year-level–specific career interventions and refining enterprise development activities to align with students’ progression. Enhancing the clarity and accessibility of the student handbook and improving the integration of services may further strengthen the campus’s student-centered support framework.

More from our Archive