ASSESSING THE SERVICEABILITY OF STUDENT AFFAIRS AND SERVICES PROGRAMS AND THEIR IMPACT ON ACADEMIC PERFORMANCE AMONG BUSINESS ADMINISTRATION STUDENTS IN A HIGHER EDUCATION INSTITUTION

Abstract

This study examined the relationship between the serviceability of Student Affairs and Services (SAS) programs and the academic performance of Business Administration students in a higher education institution in Davao City. Guided by Astin’s Input–Environment–Outcome Model and Tinto’s Student Integration Theory, the research employed a quantitative descriptive–correlational design involving 50 stratified student respondents across year levels. Data were gathered using a validated survey measuring SAS serviceability across 17 functional areas, including guidance, library, ICT, registrar, scholarship, orientation, and student organization services. Academic performance was determined using students’ general weighted averages. Findings revealed that SAS programs were rated highly serviceable overall (M = 4.25), indicating efficient, accessible, and responsive delivery. Students likewise demonstrated very good academic performance (M = 86.39). Correlational analysis showed a moderate positive and statistically significant relationship between SAS serviceability and academic performance (r = .528, p = .000), suggesting that higher-quality student services contribute to improved academic outcomes. The study underscores the critical role of well-functioning SAS units in enhancing student success and recommends strengthening service delivery systems, monitoring mechanisms, and resource allocation to support academic achievement.