Asian Journal of Education and Social Studies

This study evaluated the satisfaction levels of Bachelor of Elementary Education (BEED) students at Davao Oriental State University–Cateel Campus regarding higher education support services through the lens of the Expectancy-Disconfirmation Theory (EDT). The research focused on five critical support areas: Admission Services, Scholarship and Financial Assistance (SFA), Food Services, Health and Wellness Services, and Safety and Security Services. This study will provide valuable insights into how higher education support services will align with or fall short of students' expectations, utilizing Expectancy Disconfirmation Theory (EDT) as a conceptual framework. EDT, which will be widely applied to assess satisfaction by analyzing the gap between expected and perceived performance, will serve as a foundation to identify critical factors affecting student satisfaction, retention, and success. Using a descriptive-comparative quantitative design, data were gathered from officially enrolled 101 BEED students for the Academic Year 2024–2025 through a researcher-made survey questionnaire. Findings revealed that student expectations were consistently high to very high, with the highest expectations observed in Health and Wellness \(\bar{x}\) = 4.39, SD = 0.63) and Safety and Security \(\bar{x}\) = 4.36, SD = 0.65). In contrast, perceived performance ratings across all services were lower but remained high (ranging from \(\bar{x}\) = 3.66 to 3.87). Paired samples t-tests showed significant differences between expectations and perceived performance in all five areas (p < 0.05), confirming the presence of negative disconfirmation. The greatest gaps were recorded in Health and Wellness ( \(\bar{x}\) = 0.52), Food Services (\(\bar{x}\)  = 0.50), and Safety and Security ( \(\bar{x}\) = 0.50), suggesting that these services did not fully meet student expectations. The findings affirm EDT’s application in higher education, highlighting the need for institutions to enhance service delivery through timely, transparent, and student-centered practices. The study offers valuable insights for administrators seeking to improve institutional responsiveness and student satisfaction in support service provision.