First Impressions: Student Perspectives on the Conduct of Start-of-Term Classes, Sy 2023-2024

The first four weeks of classes serve as a critical foundation for student integration, directly influencing retention and long-term academic completion. This study evaluated student satisfaction and qualitative feedback on the first week of classes at Aldersgate College Inc. for the First Semester of Academic Year 2023–2024. The study employed a descriptive mixed-methods design and collected data from 524 collegiate students (40.59% response rate) through an online survey, analyzed using descriptive statistics and thematic analysis. Findings revealed high satisfaction with the discussion of the institution’s vision and mission ($\text{mean} = 3.29$) and course syllabus distribution ($\text{mean} = 3.13$). Overall, first-week satisfaction remained positive ($\text{mean} = 2.94$, "Satisfied"). Highlighted highlights included peer socialization, approachable faculty, and engaging icebreakers. However, the main operational friction points centered on classroom thermal discomfort, unstable class timetables, communication delays about instructor attendance, hallway noise, and overcrowded merged classes. Recommended institutional actions include upgrading classroom ventilation, finalizing class schedules in advance, streamlining official communication channels, and restricting construction or noise pollution during lecture hours. Early academic and social integration effectively builds institutional commitment, though addressing environmental and logistical bottlenecks remains essential to optimizing student retention and community belongingness.