Assessing Scholastic Satisfaction Among Graduate Students at St. Louise De Marillac College of Sorsogon, Inc.: A Basis for Institutional Enhancement

This study explored graduate students’ scholastic satisfaction across five strategic domains: instructional quality, faculty support, institutional flexibility, resource accessibility, and holistic well-being. Quantitative ratings reveal high appreciation for faculty expertise (X̅ = 4.76), curriculum relevance (X̅ = 4.72), and research integration (X̅ = 4.64), underscoring the value of critical thinking, real-world application, and scholarly engagement. Faculty mentorship (X̅ = 4.56) and institutional flexibility (X̅ = 4.55) emerged as pivotal in supporting academic and personal balance. While services and facilities received a lower rating (X̅ = 4.14), students emphasized the need for improved digital infrastructure and classroom environments. Key challenges include financial instability, limited academic guidance, and emotional strain, yet students demonstrate resilience and commitment to their goals. Findings highlighted the importance of personalized instruction, diverse assessment methods, and interactive teaching formats. Students strongly endorse institutional enhancements in mental health services (X̅ = 4.61), digital transformation (X̅ = 4.57), and research funding (X̅ = 4.57), alongside calls for transparent feedback mechanisms. Conclusions affirm that faculty engagement, flexible policies, and well-maintained resources foster academic success and emotional well-being. Recommendations include expanding mentorship, upgrading facilities, diversifying instructional strategies, and implementing holistic support systems. These insights advocate for a responsive, student-centered approach to graduate education that integrates innovation, empathy, and strategic alignment with learners’ evolving needs.