Learner Satisfaction, Academic Adjustment, and Challenges of First-Year BSIT Students: Basis for a Learner Support and Program Improvement Plan

This descriptive mixed-method study examined the initial satisfaction, academic adjustment, and challenges of 66 first-year Bachelor of Science in Information Technology (BSIT) students from Sections 1A and 1B during the opening weeks of School Year 2026-2027. A researcher-developed online questionnaire gathered profile information, responses to 35 four-point Likert-scale indicators, multiple-response selections, adjustment and retention indicators, and open-ended comments. The study used frequencies, percentages, weighted means, ranking, thematic analysis, and Cronbach's alpha. The overall satisfaction mean was 3.24 out of 4.00, indicating a positive initial experience. The complete 35-item scale showed excellent internal consistency (alpha = 0.986), with domain coefficients ranging from 0.926 to 0.967. Faculty support and communication and computer laboratories and learning resources obtained the highest area means (M = 3.29), while enrollment, orientation, and program information obtained the lowest (M = 3.14). Most respondents had no or very limited programming experience (93.94%), and 43.94% had no computer or laptop outside school. Internet connectivity, class-schedule communication, programming difficulty, limited prior knowledge, and college adjustment emerged as major concerns. The findings support targeted interventions in schedule communication, digital access, beginner programming support, laboratory opportunities, advising, and early retention monitoring.