Chernoff Faces for Student Satisfaction: Evaluating Student Affairs and Services Programs in a Local College
DOI:
https://doi.org/10.69569/jip.2026.022Keywords:
Chernoff faces, Continuous quality improvement, Holistic development, Student affairs, Student supportAbstract
This study addressed the need for a clearer way to interpret multiple student satisfaction indicators across demographic groups. It aimed to use Chernoff face visualization to present college students’ satisfaction with student affairs and services programs at a local college in Cagayan de Oro City, Philippines. Using a descriptive survey design, the study gathered data from 256 students through a 70-item questionnaire covering learning spaces, campus safety and security, guidance and counseling, registrar services, library services, canteen, health services, ICT, athletics, finance, and other student support services. Mean scores were computed and translated into Chernoff face features to show satisfaction patterns by age, program, and sex. Results showed generally high satisfaction across student groups. By age, students below 18 reported very high satisfaction with Health Services (M = 4.38) and Campus Safety and Security (M = 4.33), while students aged 18–19 gave the highest ratings to Guidance and Counseling (M = 4.56) and Library Services (M = 4.58), the highest mean in the study. Students above 19 gave more critical ratings, especially for Physical Resources (M = 1.67), the lowest mean recorded. By program, BTVTED students showed the highest satisfaction, particularly with Library Services (M = 4.53) and Campus Safety and Security (M = 4.46). By sex, both males and females reported high satisfaction overall, with males rating Campus Safety and Security (M = 4.41) and Registrar Services (M = 4.28) highly, while females rated Finance Services (M = 4.24) highly. Athletics and Canteen services received comparatively lower ratings within the high satisfaction range. The study concludes that Chernoff face visualization can support clearer interpretation of student satisfaction data and help identify service areas needing improvement.
Downloads
References
Akram, M.U. (2021). Efficient decision making of data by using deep learning via generating Chernoff face.
Al-Fardi, F.M.N.M. (2024). Visualizing language: A Chernoff face approach for interpreting embeddings from online mental health posts [Master’s Thesis, Hamad Bin Khalifa University (Qatar)]. https://tinyurl.com/2vysyweb
Arrabaca, M.S., & Tan, M.R.S. (2025). Evaluating the influence of Student Affairs and Services Program on the students holistic development. United International Journal for Research & Technology, 6(5), 127–143.
Buban, M.R., & Janer, S. (2022). Delivery of Student Affairs Services (SAS) programs in private higher education institutions. UIJRT | United International Journal for Research & Technology. https://uijrt.com/articles/v3/i9/UIJRTV3I90012.pdf
Bucad, M., Jr., & Perez, D. (2021). Awareness and satisfaction on Student Affairs Services (SAS) of Western Philippines University. European Journal of Research Development and Sustainability, 2(6), 1–9. https://tinyurl.com/bdene9jz
Chen, Y.-C., Shibata, H., & Takama, Y. (2025). Generation of comic style Chernoff face with GAN. Journal of Advanced Computational Intelligence and Intelligent Informatics, 29(2), 396–406. https://tinyurl.com/7659tw6s
Chernoff, H. (2025). Chernoff faces. In M. Lovric (Ed.), International Encyclopedia of Statistical Science (pp. 461–462). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-69359-9_106
Chih-Pei, H., & Chang, Y.-Y. (2017). John W. Creswell, research design: Qualitative, quantitative, and mixed methods approaches.
Corbita, D.P., Mendoza, M., Cordova, M., Balmas, R., Madronero, J., & Adajar, C. (2024). Factor analysis of AI’s impact on academic writing: A study on ChatGPT’s influence on student performance and confidence. In M. Al Mubarak & A. Hamdan (Eds.), Innovative and Intelligent Digital Technologies; Towards an Increased Efficiency (Vol. 569, pp. 1081–1089). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-71649-2_88
Deckert, J., & Wilson, M. (2022). Descriptive research methods. Research Methods in the Dance Sciences. https://doi.org/10.2307/j.ctv33jb41z.17
Galang, D., Acuña, I., Festijo, J.F., Pagkatipunan, P.M., Fornias, V., & Madronero, J. (2025). Examining the interrelationship between operational school support and challenges of students during the full online learning modality. Diversitas Journal, 10(special_1). https://tinyurl.com/mwybby4c
Gitanes, I.G., Madronero, J., Pasok, N.C., & Secorin, R. (2024). Teachers’perception of the utilization of instructional materials in teaching statistics among the schools in Butuan City. Ignatian International Journal for Multidisciplinary Research, 2(3), 440–458. https://tinyurl.com/56fsp27p
Henning, G., & Roberts, D. (2023). Student affairs assessment: Theory to practice. Routledge. https://tinyurl.com/mpvybjaw
Kozicki, B., Mitkow, S., & Jaśkiewicz, P. (2021). The use of Chernoff faces to depict losses in the number of passengers transported by air in Australia. Transport Means, (Part III). https://tinyurl.com/yj43rcfb
Lopez-Conde, R., Nalipay, J., Ancho, I., Abulon, E.L., Rungduin, T., Montealegre, M.A., & Madronero, J. (2022). Utilizing Chernoff faces in modeling responses in the evaluation of trimester scheme implementation. Dalat University Journal of Science, 125–138. https://www.academia.edu/download/109884535/430.pdf
McClellan, G., & Kiyama, J. (2023). The handbook of student affairs administration. John Wiley & Sons. https://tinyurl.com/mru8pnjx
Nagi, F., Alzubaidi, M., Shah, U., Shah, H., Alabdulla, M., Househ, M., & Agus, M. (2024). Visualizing mental health insights: A pipeline from social media to Chernoff faces. In J. Mantas, A. Hasman, G. Demiris, K. Saranto, M. Marschollek, T. N. Arvanitis, I. Ognjanović, A. Benis, P. Gallos, E. Zoulias, & E. Andrikopoulou (Eds.), Studies in Health Technology and Informatics. IOS Press. https://doi.org/10.3233/SHTI240820
Perozzi, B., Moscaritolo, L.B., Schreiber, B., & Luescher, T. (2022). Student affairs and services mediates the context for students’ living, learning, and development: Lessons from COVID-19. JANZSSA: Journal of the Australian and New Zealand Student Services Association, 30, 19–33. https://tinyurl.com/ms47camn
Ramlall, I. (2025). Unravelling the impact of COVID-19 on airline financial health in the world: Insights from Chernoff faces technique. Journal of Accounting & Organizational Change, 21(4), 757–776. https://tinyurl.com/mvz5m2r8
Sarvida, J., & Sarvida, J. (2023). Evaluation of the Office of Student Affairs and Services: Basis for sound improvement. Evaluation, 8(9). https://tinyurl.com/mr4tbrnj
Shmagin, B. (2021). Chernoff faces and systemic models in the hydrology. Proceedings of the South Dakota Academy of Science, 100, 132–133. https://tinyurl.com/3sas39xr
Tan, M.R., & Prado, N. (2020). Evaluation of Student Affairs and Services on students’ academic performance: A model. Liceo Journal of Higher Education Research, 16(2). https://tinyurl.com/3s74m2m5
Wildschut, A., & Luescher, T. (2023). A critical analysis from the Global South on student affairs as a profession. New Directions for Student Services, 2023(183), 103–114. https://doi.org/10.1002/ss.20485
Wildschut, A., Mbatha, N., & Luescher, T. (2026). Student Affairs and Services leadership role toward social justice in higher education. In I. Bogotch & C. M. Shields (Eds.), Second International Handbook of Educational Leadership and Social (In)Justice (pp. 1–25). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-56275-4_199-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
JIP is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Under the Open Access Policy, appropriate attribution can be provided by simply citing the original article.
