Impact of Learning Experience on Perceived Program Relevance of BA English Language Studies

Abstract

The Philippine higher education system requires outcomes-based education that emphasizes critical competencies in programs such as the Bachelor of Arts in English Language Studies (BAELS). However, a gap often exists between regulatory objectives and students’ intrinsic perceptions of program value. This study assessed the extent to which BAELS students' learning experiences influence their perceived relevance of the program to their academic and career goals. Employing a descriptive quantitative correlational research design, this study involved sixty (60) BAELS students as respondents. Findings revealed that respondents reported a high satisfaction with their overall learning experience (M=4.49) and a very high perception of program relevance (M=4.56). Crucially, learning experience emerged as a robust predictor, explaining approximately 91.7% of the variance in perceived program relevance. While the overall learning environment (β=.371) and course materials (β=.353) were strong positive predictors, the analysis identified significant negative coefficients for faculty support (β=-.310) and technology/facilities support (β=-.254). The study concludes that although the program is highly valued by its students, its quality assurance is demonstrably hampered by resource and mentorship deficits. It is recommended that the program craft and implement a Continuous Quality Improvement (CQI) plan structured by Kolb’s Experiential Learning Cycle to reinforce these transformation stages and ensure sustained program excellence and relevance.