Student Satisfaction on Enrollment Services towards a Proposed Manual of Operation

This study examined student satisfaction with enrollment services at XYZ College as a basis for developing an enhanced enrollment procedure. Grounded in the SERVQUAL Model, Expectation Confirmation Theory, and the American Customer Satisfaction Index framework, the research focused on five dimensions of service quality: tangibility, reliability, responsiveness, assurance, and empathy. A descriptive-correlational quantitative research design with impact analysis was employed. Data were collected from 382 college students during the Academic Year 2025–2026 using a validated self-constructed questionnaire. Statistical tools included weighted mean, Wilcoxon signed-rank test, Spearman’s rank correlation, and multiple linear regression. Findings revealed that students generally had high expectations, perceptions, and satisfaction levels across all service quality dimensions. However, significant gaps were identified between expectations and actual experiences, indicating areas needing improvement. Results further showed a significant positive relationship between students’ perceptions of enrollment services and their overall satisfaction. Among the dimensions, responsiveness, reliability, and assurance emerged as strong predictors of satisfaction, while tangibility and empathy showed varying levels of influence. Moreover, the combined effect of service quality dimensions significantly influenced student satisfaction. The study concludes that improving enrollment services requires a holistic, student-centered approach that integrates efficiency, accuracy, responsiveness, and effective communication. Based on the findings, a proposed operations manual was developed to enhance enrollment procedures by addressing identified gaps and aligning services with student expectations. The results contribute to the improvement of institutional practices and provide a framework for strengthening student satisfaction, retention, and overall service quality in higher education.