Spotting Exit Assessment of the Graduating Batch’15 on ZSCMST’s Quality Education: Implications of Accreditation Standards


  • Penelope G. Colisao


This study employed a mixed approach (quantitative and qualitative) spotted the graduating Batch '15 responses to ZSCMST's Quality Education as an exit assessment via a self-created tool composed of two parts: Part I determined the demographic profile of the graduates and PART II assessed the perceptions (10-item question form) of graduating batch ’15 on ZSCMST’s quality education relative to accreditation that led to the discussions of its implications to accreditation standards. Findings and conclusions were posited :1. By gender and college affiliation, College of Education and Liberal Arts (CELA) females dominated the group, from average families. 2. The students were very satisfied with the overall evaluation of the ZSCMST service education and would proudly recommend or suggest it to anyone who wanted to study or work with it. 3.There is no significant difference in the perceived quality of ZSCMST education according to the graduating batch of ’15 based on demographic profile. 4. The implications of the research on accreditation standards for ZSCMST graduates are the following: a) Institutional prestige and recognition; b) Continual Service Delivery Satisfaction; c) Enhanced Curricular Offerings Matched with Industry’s Needs; d) Strengthened and Growth of learning resources and facilities; e) Faculty's Improved Job Performance and awareness of Students’ Improved Academic Performance; and g) International Benchmarking Rise Up.

The following recommendations were noted positively:1.Increase the number of respondents and the study must be region-wide by adapting the modified survey questionnaire on the perceived quality of education of SUCs and PHEIs. 2. Determine also if there is any relationship between academic performance as a success story of graduates’ employability indicator and educational excellence. 3. Include additional predicting variables affecting the impediment to quality education.