Institutional accreditation of Maryhill Academy: A model for cost analysis and growth trends and patterns

Added Title

Institutional accreditation of Maryhill Academy: Cost analysis and growth trends and patterns

Date of Publication


Document Type


Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Administration and Supervision | Educational Leadership


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Adviser

Belen De Jesus

Defense Panel Chair

Roberto T. Borromeo

Defense Panel Member

Belen De Jesus
Melecio C. Deauna
Estrellita V. Gruenberg
Flordeliza C. Reyes


The over-all objective of this study is to determine the possible relationship between cost of accreditation and growth trends and patterns in the different areas of accreditation at Maryhill Academy from school year 1972-1973 to school year 1987-1988. This study used the three dimensional conceptual framework consisting of the cost model as adopted from DECS (Hallak, 1969 Combs and Hallak, 1972) the accreditation model based on PAASCU process (Fillela, 1970) and the growth model using Soriano's model (1982). The researcher attempted to evolve a cost analysis model by using the unit cost per student in assessing the eight (8) areas of accreditation, namely: faculty, instruction, library, laboratories, student services, physical plant, administration, school and community for every stage of the accreditation process at Maryhill Academy. The researcher also attempted to assess the growth resulting from accreditation by using the descriptive evaluative analysis. The bases of the quantitative analysis were accounting procedures and formulas, institutional self-survey ratings and PAASCU ratings in the four surveys, NCEE results, diagnostic tests and college scholastic Aptitude test results. The bases of the qualitative analysis were the survey reports/records, perception of respondents and listing of facilities constructed, improved or replaced. The top four areas in terms of per student cost were faculty (P685.59), administration (P260.46), instruction (P102.39), student services (P36.43), in that order.
The last four areas in terms of per student cost were school and community (P25.92), physical plant (P6.37), library (P3.47), and laboratories (P0.74), in that order. The unit cost per student as shown in each area of accreditation was determined by several factors such as total cost of expenditure in a given area in a given period, number of enrollees in a given period and estimated life span of equipment and buildings. The total cost and per student cost in the eight (8) areas in all the accreditation stages were P11,441,111.00 and P1,226.00, respectively, based on a total school enrollment of nine thousand four hundred forty-two (9,442) from school year 1972-1973 to school year 1987-1988. The data obtained from the quantitative and qualitative analyses showed that the 8 areas of accreditation improved considerably from the time of the pre-survey (1973-1974) up to the present (1987-1988).This study provided Maryhill Academy with an analytical tool for continuous assessment and evaluation of the cost and benefit of accreditation. As a result of this study, the researcher recommends that administrators of accredited schools be equipped with the basic knowledge of cost analysis to enable them to continuously assess and evaluate the cost benefit of accreditation.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

224 leaves, 28 cm.


Education--Costs; High schools--Accreditation; Accreditation (Education); Maryhill Academy (Philippines)

This document is currently not available here.