Examining Learners’ Satisfaction with a Values Enhancement Program in Higher Education
DOI:
https://doi.org/10.5281/zenodo.20931077Keywords:
Higher Education, Learner Satisfaction, Program Evaluation, Program Improvement, Values EducationAbstract
Values education is a fundamental component of holistic learner development, fostering ethical behavior, social responsibility, character formation, and personal growth. In higher education, values-oriented programs help prepare learners not only for academic and professional success but also for responsible citizenship and moral decision-making. Although values education has been widely examined in relation to curriculum implementation and character development, few empirical studies have investigated learners’ satisfaction with institutionally initiated values-enhancement programs in higher education. This gap limits understanding of how tertiary learners perceive the quality and effectiveness of structured values-formation initiatives. This study examined learners’ satisfaction with a Values Enhancement Program (VEP) implemented in a private higher education institution in Bulacan, Philippines. Specifically, it assessed satisfaction in terms of learning materials, learning environment, learning delivery, and learning experience. A descriptive-survey research design was employed, involving 293 learners who participated in the program. Data were collected using a researcher-made survey questionnaire. The instrument underwent content validation by five experts, obtaining a validity rating of 92%, and demonstrated excellent reliability with a Cronbach’s alpha coefficient of 0.92. Findings revealed that learners were generally satisfied with the Values Enhancement Program, indicating positive perceptions across all dimensions. Among the four dimensions, learning delivery obtained the highest rating, highlighting the importance of facilitator guidance, instructional clarity, and engagement strategies in enhancing learner satisfaction. Learning materials received the lowest rating, though still satisfactory, suggesting the need for more diverse and enriched instructional resources. The findings emphasize the importance of continuous program evaluation in strengthening values formation initiatives in higher education.
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