Perceived Authenticity and Impact of Student Trust in QCU Faculty Evaluation Outcomes among BSIT Students

Abstract

This study examined the perceived authenticity of faculty evaluations and its influence on student trust in evaluation outcomes among Bachelor of Science in Information Technology (BSIT) students at Quezon City University (QCU). The research aimed to determine students’ perceptions regarding the honesty, fairness, consistency, credibility, and overall effectiveness of the faculty evaluation system, as well as identify the relationship between perceived authenticity and student trust in evaluation outcomes. A descriptive-correlational research design was employed using a validated Likert-scale questionnaire distributed to 150 BSIT students from first year to fourth year through stratified sampling. Data were analyzed using weighted mean, Spearman rank- order correlation, simple linear regression, One-Way ANOVA, Kruskal-Wallis test, paired t-test, and Wilcoxon signed-rank test. The findings revealed that respondents generally perceived the faculty evaluation system as authentic, fair, consistent, and trustworthy. Students demonstrated favorable perceptions regarding honesty of responses, fairness of evaluation criteria, administrative integrity, and confidence in the evaluation system. Correlation analysis showed a statistically significant positive relationship between perceived authenticity and student trust, indicating that higher levels of perceived authenticity correspond to increased trust in evaluation outcomes. Regression analysis further confirmed that perceived authenticity significantly influences student trust. Additionally, no significant differences were found in perceived authenticity and student trust when respondents were grouped according to year level. Similarly, the comparative sub-analysis between major and minor subjects revealed only minimal differences, suggesting that students apply relatively consistent standards in evaluating faculty performance regardless of subject classification.
The study concludes that authenticity, transparency, fairness, and institutional responsiveness are essential factors in strengthening the credibility and effectiveness of faculty evaluation systems. The findings may provide valuable insights for higher education institutions in developing more transparent, student-centered, and responsive evaluation systems that encourage honest participation and support continuous instructional improvement.