“Jose Rizal University”

ANALYZING JOSE RIZAL UNIVERSITY’S ADVERTISING

STRATEGY EFFECTIVENESS ON STUDENT ENROLLMENT

A Research Paper Submitted to the Faculty of College of Business and

Administration and Accountancy

In Partial Fulfillment of the Requirements for the Degree of Bachelor of Science

in Business Administration and Accountancy Major in Marketing

By:

Maria Alona M. Madelo

Christian Russel M. Ramos

Raiven L. Rimando

Robert Miguel D. Sagum

Joshua B. Villarba

Submitted to:

Dr. Juan Miguel Gonzalez

1
 APPROVAL SHEET

The Researcher Paper Entitled: ANALYZING JOSE RIZAL

UNIVERSITY’S ADVERTISING STRATEGY EFFECTIVENESS ON STUDENT
ENROLLMENT prepared and submitted by Maria Alona M. Madelo, Christian
Russel M. Ramos, Raiven L. Rimando, Robert Miguel D. Sagum, Joshua B.
Villarba In partial fulfillment of the requirements for the degree of Bachelor of
Science in Business Administration – Major in Marketing has been examined and
recommended for acceptance and approval for Oral presentation.

Dr. JUAN MIGUEL L. GONZALES

Research advisor

Approved by the PANEL OF EXAMPLES on Final Defense on ___ (date of

defense) ______, with a grade of ______.

Dr. MILLER A. MERCADO, MBA, MPA

Panel Chair

Dr. JESSICA M. AVILA, MBA Dr. JOHN VEN SAINT L. PASAHOL

Panel member Panel member

Accepted and approved in partial fulfillment of the requirements for the Degree
of Bachelor of Science in Business Administration- Major in Marketing.

___________________ _____________________
Dr. Honeylette DC.Villanueva Dr. Allan F. Galvez

Department Chair-Economics Dean –College of Business

Finance, and Marketing Administration and Accountancy

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 CERTIFICATE OF ORIGINALITY

We hereby declare that the thesis/ research entitled “ANALYZING JOSE

RIZAL UNIVERSITY’S ADVERTISING STRATEGY EFFECTIVENESS ON
STUDENT” is our original work carried out as undergraduate students at Jose
Rizal University except to the extent that assistance from others in the thesis
/Research study / projects design and conception or style, presentation, and
linguistic expression are duly acknowledged.

All sources used for the thesis/research paper have been fully and properly cited.
It contains no material which to substantial extent has been accepted for the
award of any degree at JRU or any other educational institution, except where
the due acknowledgement is made in the thesis/research study.

___________________ ______________________

Maria Alona M. Madelo Christian Russel M. Ramos

___________________ ______________________

Raiven L. Rimando Robert Miguel D. Sagum

__________________

Joshua B. Villarba

3
 ACKNOWLEDGEMENT

To begin with, we’d like to thank the Almighty God for being there for us
since the beginning of our college journey. His knowledge , wisdom and strength

have been the driving forces behind our success and personal growth ,and he is
responsible for who we are today.

To our beloved parents,their unconditional love and encouragement have

enabled us to pursue our dreams with confidence. To our siblings who gave us
the moral support that we needed as well as to our family who have become a
part of our college life, are all greatly appreciated.

We also like to express our Special gratitude to our professor Research

Advisor and Thesis advisor,Dr.Juan Miguel L.Gonzales. whose
expertise,understanding and patience have substantially enriched our research
experience and to the respected panel members who are in the company of the
researchers in the new opportunity of discovering new trials in completing this
thesis.

Let us go forth in life, guided by the Almighty God, and always remember
that nothing is impossible if you believe in Him. And together , let us chase our
dreams with passion, courage and confidence.

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 ABSTRACT

TITLE : Analyzing Jose Rizal University’s Advertising

Strategy Effectiveness on Student Enrollment

RESEARCHER : Maria Alona M. Madelo

Christian Russel M. Ramos

Raiven L. Rimando

Robert Miguel D. Sagum

Joshua B. Villarba

DEGREE : Degree of Bachelor of Science in Business

Administration Major in Marketing

INSTITUTION : Jose Rizal University

YEAR : 2025

ADVISER : Dr. Juan Miguel L. Gonzales

This study analyzed the effectiveness of Jose Rizal University’s (JRU) advertising
strategy on its student enrollment. A survey was conducted to 344 randomly selected
first-year students in JRU to specifically: 1) describe their demographic profiles, 2)
explain their assessments of the effectiveness of JRU’s advertising strategy in terms
of the AIDA model; and 3) analyze the significant differences between their
demographic profiles and their AIDA assessments. Survey results were interpreted
quantitatively using descriptive statistics, while the significant differences between
the respondents’ grouped demographic profiles and their assessments were
analyzed using Chi-square test of independence and Mann-Whitney U Test. Results
showed that the respondents were mostly 19 to 22 years old, female, enrolled under
the College of Business Administration and Accountancy (BAA), and online media
were their main source of awareness about JRU. Meanwhile, statistical results were

5
interpreted as not significant, thus, retaining the null hypothesis. In conclusion, JRU’s
advertising strategy is effective as the students showed a positive attitude towards
JRU’s advertising strategy. The study also showed that it has a uniform effect among
the students due to its inclusive and broad appeal. However, this result also suggests
a potential need for a more tailored messaging to engage different audience
segments. It was recommended for JRU to have a more targeted messaging that
appeals to the students’ emotions while expanding its digital presence. Lastly,
reinforcing JRU’s competitive edge through strengthening its differentiation among
its competitors was also highly recommended.

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 TITLE PAGE …………………………………………………………… 1
APPROVAL SHEET…………………………………………………… 2
CERTIFICATE OF ORIGINALITY……………………………………. 3
ABSTRACT………………………………………………………………5
CHAPTER I
INTRODUCTION ……………………………………………………….13
BACKGROUND OF THE STUDY ……………………………………14

STATEMENT OF THE PROBLEM …………………………………..15

RESEARCH HYPOTHESIS …………………………………………..16
RESEARCH OBJECTIVES……………………………………………16
SIGNIFICANCE OF THE STUDY……………………………………..17
SCOPE AND LIMITATIONS OF THE STUDY…………………………..17
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES……………..18
THEORETICAL FRAMEWORK………………………………………..33
CONCEPTUAL FRAMEWORK………………………………………..35
OPERATION AND DEFINITION OF TERMS………………………...36
CHAPTER III
METHODOLOGY……………………………………………………39

RESEARCH DESIGN ………………………………………………39

POPULATION AND SAMPLE……………………………………..39

RESEARCH LOCALE………………………………………………41

METHODS……………………………………………………………41

INSTRUMENTS………………………………………………………42

STATISTICAL TREATMENT OF
DATA……………………………44

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CHAPTER IV

PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA………………………………………….48

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

SUMMARY OF FINDINGS………………………………………………72

CONCLUSION…………………………………………………………..75

RECOMMENDATION…………………………………………………..76

REFERENCES ………………………………………………………………….77

APPENDICES ……………………………………………………………..83

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 LIST OF TABLES

TABLE 1:TOTAL NUMBER OF FIRST YEAR STUDENT FROM JRU FOR

THE A.Y 2024-2025………………………………………………………..41

TABLE 2: FOUR-POINT LIKERT SCALE…………………………………………...44

TABLE 3:SCALE RELIABILITY STATISTIC………………………………………..45

TABLE 4:DISTRIBUTION OF RESPONDENTS BY AGE…………………………49

TABLE 5:DISTRIBUTION OF RESPONDENTS BY SEX…………………………50

TABLE 6:DISTRIBUTION OF RESPONDENTS BY PROGRAM/COURSE……51

TABLE 7:SOURCES OF AWARENESS ABOUT JRU……………………………53

TABLE 8:RESPONDENTS LEVEL OF ATTENTION TOWARD ADVERTISED

SERVICES AND PRODUCT OF JRU…………………………………....55

TABLE 9:RESPONDENTS LEVEL OF INTEREST TOWARD ADVERTISED

SERVICE AND PRODUCT OF JRU……………………………………..58

TABLE 10: RESPONDENTS LEVEL OF DESIRE TOWARD ADVERTISED

SERVICE AND PRODUCT OF JRU………………………………………61

TABLE 11: RESPONDENTS LEVEL OF ACTION TOWARD ADVERTISED

SERVICE AND PRODUCT OF JRU……………………………………..63

TABLE 12:SIGNIFICANT DIFFERENCE IN THE RESPONDENTS ASSESSMENT

OF JRU,S ADVERTISING STRATEGY USING THE AIDA MODEL

WHEN GROUPED ACCORDING TO AGE………………………………66

TABLE 13:SIGNIFICANT DIFFERENCE IN THE RESPONDENTS ASSESSMENT

OF JRU,S ADVERTISING STRATEGY USING THE AIDA MODEL

WHEN GROUPED ACCORDING TO SEX……………………………….67

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TABLE 14:SIGNIFICANT DIFFERENCE IN THE RESPONDENTS ASSESSMENT

OF JRU,S ADVERTISING STRATEGY USING THE AIDA MODEL

WHEN GROUPED ACCORDING TO PROGRAM/COURSE ENROLLED

IN……………………………………………………………………………..68

TABLE 15:SIGNIFICANT DIFFERENCE IN THE RESPONDENTS ASSESSMENT

OF JRU,S ADVERTISING STRATEGY USING THE AIDA MODEL

WHEN GROUPED ACCORDING TO SOURCE OF AWARENESS ABOUT

JRU…………………………………………………………………………..69

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 LIST OF FIGURES

FIGURE 1:AIDA MODEL……………………………………………………………29

FIGURE 2:ST. ELMO LEWIS FRAMEWORK MODEL………………………….35

FIGURE 3:THEORETICAL FRAMEWORK FOR ANALYZING

JOSE RIZAL UNIVERSITY’S ADVERTISING STRATEGY EFFECTIVENESS

IN STUDENT ENROLLMENT (2025)...............................................................36

FIGURE 4:CONCEPTUAL FRAMEWORK FOR ANALYZING

JOSE RIZAL UNIVERSITY’S ADVERTISING STRATEGY

EFFECTIVENESS IN STUDENT ENROLLMENT (2025).................................37

FIGURE 5:SLOVIN’S FORMULA………………………………………………...43

FIGURE 6:PERCENTAGE FORMULA…………………………………………..47

FIGURE 7: ARITHMETIC WEIGHTED MEAN FORMULA……………………47

FIGURE 8:CHI-SQUARE TEST OF INDEPENDENCE………………………..48

FIGURE 9:MANN-WHITNEY U TEST…………………………………………..49

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 CHAPTER 1

Introduction

The effectiveness of advertising strategies is a key factor in shaping

prospective students' perceptions and decisions when choosing a

university. As higher education becomes increasingly competitive,

universities must craft and implement marketing strategies that distinguish

them from others and attract a diverse pool of students. For Jose Rizal

University (JRU), this challenge was met when they launched their

rebranding campaign with the tagline “Find Your Inner Hero” and the

“Husay Rizal”. These initiative aims to inspire both students and faculty to

achieve excellence, resilience, and personal growth—values that are

embodied in the legacy of the university’s namesake, Dr. Jose Rizal (Jose

Rizal University, n.d.)

The Husay Rizal brand is built on four core principles—Talinong-

Rizal (Knowledge), Talentong-Rizal (Skill), Taos-Pusong-Rizal

(Compassion), and Tatag-Rizal (Resilience)—which challenge students

and faculty to become their best selves and contribute meaningfully to their

communities. JRU’s advertising strategies are designed to reflect these

values and demonstrate the university's commitment to shaping well-

rounded individuals prepared to make a positive impact on society. These

strategies are carried out through various promotional events, such as U-

Week, Frosh Night, the Husay Rizal Fest, PEP rally, NCAA sports events,

15
outreach programs, and job fairs, which serve as platforms for the university

to engage with prospective students, showcase campus life, and highlight

academic excellence.

Background of the Study

The Higher Education Institutions (HEIs) in the country is highly

competitive, with numerous universities offering a wide range of academic

programs and extracurricular activities. With this, it is essential for

universities to distinguish themselves through strong advertising strategies

that effectively communicate their unique strengths and attract prospective

students. JRU, a well-established educational institution, recognizes the

importance of advertising in order to remain competitive and relevant in the

rapidly changing educational landscape.

In the midst of the pandemic (2022), JRU President, Dr. Vicente K.

Fabella, introduced the university’s new tagline: “Find Your Inner Hero” as

part of his presidential address. According to Dr. Fabella, this tagline,

together with the already established “Husay Rizal”, will direct JRU’s brand

in the next 100 years. It reflects not only the excellence of the country’s

national hero and university's namesake, Dr. Jose Rizal, but the university

as well. It also challenges JRU’s faculty and students to become their “best

selves” or their “own heroes” (Jose Rizal University, n.d).

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 From the advertising standpoint, this rebranding initiative aims not

only to boost student enrollment, which took a dip during the pandemic, but

also to foster a sense of identity among the JRU community. Despite this,

JRU's enrollment figures were proven to be unpredictable. The total

population of first-year students enrolled in JRU for the Academic Year

(A.Y) 2020 to 2021 was 1,821. It increased to 2,360 the following year (A.Y.

2021 to 2022), reflecting a positive trend. However, JRU’s enrollment rate

took a slight dip compared to the year prior, with 2,181 first-year students

enrolled in A.Y. 2022 to 2023. In contrast, the most recent data showed a

resurgence, with 2,445 first-year students enrolled in A.Y. 2023-2024, and

finally, a slight increase to 2,479 for A.Y. 2024-2025.

Although mostly positive, these figures suggest an ongoing

fluctuation in student interest, which is crucial for the university to address

through effective marketing and advertising strategies. Essentially, JRU’s

advertising activities have the goal of increasing interest and awareness of

the university. However, based on the data on student enrolment, it’s

uncertain how well they influence prospective students and their decision-

making processes. Likewise, many studies have already explored the

effectiveness of advertising strategies in various local and international

HEIs, however, there is less focus on students’ interests, motivations, and

intentions that influence their decision-making. With the lack of in-depth

study about this subject matter, JRU management may tend to be blinded

and might be at risk of losing its prospective clientele. By filling this

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knowledge gap, JRU’s student enrollment rate might be more consistent

and sustainable in the coming years

Consequently, analyzing the relationship between JRU’s

advertising strategy and its effect on prospective students may provide

insightful information that can guide the creation of the university’s

upcoming advertising and recruitment initiatives. Furthermore, the results of

this study may contribute additional knowledge in the field of Educational

Advertising in the context of HEIs in the Philippines.

Statement of the Problem

This study analyzed the effectiveness of Jose Rizal University

advertising strategy on student enrollment .

Specifically, the study investigated the following research questions:

1. What are the respondents’ demographic profile in terms of :

a. Age,

b. Sex;

c. Program/Course enrolled in; and

d. Sources of Awareness About JRU?

2. How do respondents assess the effectiveness of JRU’s advertising

strategy using AIDA model in terms of:

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 a. Attention,

b. Interest,

c. Desire, and

d. Action?

3. Is there a significant difference in the respondents’ assessment of the

effectiveness of JRU’s advertising strategy using the AIDA model when

grouped according to their demographic profile?

Research Hypothesis

Ho1 There is no statistically significant difference in the respondents’

assessment of the effectiveness of JRU’s advertising strategy, as measured

by the AIDA model, when grouped according to their demographic profile.

Research Objectives

This study specifically:

I. Assessed the effectiveness of JRU advertising strategy on student

enrollment.

II. Determined the significant relationship between the different stages of

the AIDA model and the effectiveness of JRU’s advertising strategies.

Significance of the Study

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The findings of this study were valuable to the following groups:

Advertisers: This study showed which aspects of JRU’s advertisements

draw in students and have an impact on their choices.

Future Researchers: This study provided the foundation for future

investigations into educational advertising.

Marketing Students: The study offered insightful information about

consumer psychology, branding, and the efficacy of advertising.

University Administration: By applying the AIDA model, JRU can evaluate

how its ads influence student enrollment

Scope and Limitations of the Study

The study focused on analyzing the effectiveness of Jose Rizal

University’s advertising strategy on student enrollment. The study

specifically examined the impact of the advertising strategy on first-year

students enrolled in the 2024-2025 school year at the Mandaluyong City

campus.

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 Chapter 2

Review of Related Literature and Studies

This chapter contains a review of related literature, both local and foreign,

focusing on the effectiveness of advertising strategies on student

enrollment. It includes various materials like books, research journals and

manuscripts, and other sources of information.

Advertising

Advertising is a form of non-personal communication that is both paid for

and used to promote ideas, products, or services. The primary goal of

advertising is to inform and influence potential buyers by showcasing the

value or benefits of what’s being offered (AMA, 2006, as cited in Vangelov,

2023).

Jambhulkar and Siddiqui (2023) claim that advertisements are crucial for

both buyers and sellers, though they are particularly vital for sellers. In

today’s era of mass production, producers cannot effectively drive sales

without advertising. Advertising plays a significant role in supporting

personal selling efforts. Moreover, it can be a cost-effective means of

spreading messages, whether to strengthen brand loyalty or inform the

public. Thus, it has become increasingly important today, where intense

market competition and rapid technological advancements shape customer

preferences and trends.

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Advertising aims to grab the audience’s attention and deliver a clear

message. Effective advertisements highlight key features, benefits, or

unique selling points of a product or service to interest or meet consumer

needs. To get the message across they combine text or spoken words with

visuals-- images, videos, or graphics. Advertising is a communication tool

between business and current and potential customers, to give information

about the company, its products, and where those products can be found

(Sharma, 2024).

Moreover, advertisements use storytelling, humor, emotional appeals,

celebrity endorsements, slogans, jingles and creative imagery to make their

ads more appealing to the masses. Essentially advertising’s main aim is to

grab attention and pique curiosity which ultimately leads to a purchase

decision (Jambhulkar & Siddiqui, 2023).

Role and Impact of Advertising on Education

The main purpose of advertising is to reach a large audience by spreading

information over long distances. Since advertising’s main objective is to

market and sell a product or service it has a big impact on sales volume.

This concept can also be applied in Educational Advertising.

According to Gibson (2024), the structure and effectiveness of marketing

affect student decision-making and institutional success. As colleges and

universities face changing demographics, rising costs, and changing

22
student expectations, understanding the role of marketing structure has

never been more important.

With these, the researchers compiled the following cases in various

educational institutions where the role and impact of advertising is evident.

Marketing Communication Strategy for New Students in Senior High

School in West Java, Indonesia

This study found that advertising activities are done in many places,

billboards, banners, radio and social media, specifically Instagram,

Facebook and Google. Sales promotions are tuition fee discounts, referral

programs and scholarships. Public Relations (PR) activities such as “Road

to Give Bandung 2023” are also part of the strategy. Most of their marketing

activities are done directly via email, WhatsApp and over the call.

Meanwhile face to face selling are done at Open Houses, mall exhibitions

and online consultations. Finally, Soponyono et al. (2024) suggested to

increase the school’s marketing strategy by maximize their advertising

budget, give big tuition discounts to students, use PR through charity,

promote WhatsApp and increase personnel for face to face selling without

disrupting class schedules.

Advertising Messages to Elementary School Students in Dublin,

Ireland

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Student-focused advertising highlights the importance of Marketing

Communication for businesses offering a range of products and services.

The commercialization supported by digitalization has created a big gap

between the product and the ad. Students are bombarded with messages

that say the product will improve their lives and make them happier. This

leads to impulsive and rushed decision-making (Šević, et al, 2022).

This study also concluded that students should be able to: 1) differentiate

between ads and other forms of media content (e.g. regular TV shows or

internet content), 2) understand what marketers are trying to do to influence

their purchasing decisions and 3) know that marketing professionals use

advertising to shape their attitudes and desires.

Advertising Approaches on Student Recruitment and Enrollment

Advertising plays a big role in student recruitment, as HEIs now rely on

marketing to attract and retain students. The effectiveness of these

strategies will directly affect student enrollment and will shape the university

landscape globally (Funeka et al, 2022).

This section looks into the relationship between advertising strategies and

student enrollment, both traditional and digital.

Traditional Approach

Traditional advertising is about making money while meeting the needs of

the target market through offline channels. In simple terms it’s about fulfilling

24
consumer demands through established advertising methods that existed

before digital platforms. This approach uses the principles of advertising but

without digital channels. Traditional advertising encompasses many

techniques and strategies. Although digital marketing is the norm today,

traditional marketing is still relevant. Marketers still use media outlets like

TV, radio and newspapers to advertise their brands so it’s part of the

promotional mix (Kowshik et al, 2023).

According to Sikalumbi et al (2023) most public universities in Zambia used

the traditional approach in their advertising strategy to increase student

enrollment. The advertising strategies they used were ranked as follows:

Word of Mouth, Television (TV), Billboards, Newspaper/Fliers adverts;

Facebook adverts, Instagram, and Twitter. This shows that most of the

universities that participated in the study still value traditional media as their

primary source of information. Digital media ranked low on their decision-

making influencers making the Digital Approach ineffective in this region.

Promotional advertising strategies like offering scholarships and financial

incentives have also been proven to drive student enrollment. Lazanas and

Urbina (2023) found that financial aid and other incentives like tuition

discounts had a significant impact on enrollment outcomes in higher

education institutions in the Philippines. These strategies attract more

students especially those from lower-income background who otherwise

can’t afford higher education. This is in line with Willey’s (2023) study on

adult learners which found that financial aid and scholarships were the top

25
factors that influenced enrollment decisions, especially among non-

traditional students. Institutions that offer financial support will attract

students who would be deterred by the cost of education thus increasing

enrollment and retention rates.

Moreover, Murungi (2024) looked at the advertising strategies of Uganda

Christian University (UCU) and found that traditional media, radio and

television advertising, is still an effective way to reach both local and

international students. His study emphasized a comprehensive approach

that includes both digital and traditional media as each targets different

segments of the student population. Additionally, the study found that sports

programs and outdoor advertising increased visibility and therefore

increased student enrollment.

Digital Approach

Marketing in HEIs has become a hot topic as universities compete in a

competitive and changing market. In an era where digital tools and social

media has changed the marketing landscape, HEIs must come up with

innovative ways to increase visibility and appeal to a wide range of students

(Yoganandham, 2024).

Digital marketing is now part of the student recruitment mix. Labausa, et al.

(2023) looked into the impact of digital strategies such as university

26
webinars, social media campaigns and mobile friendly website on student

enrollment decisions. They found that these tools increase awareness of

university offerings and influence the decision making process. For

example, using webinar platform allowed universities to engage students

remotely, provide them with information and build interest in their programs.

This is the trend of using digital channels to reach a wider and more diverse

pool of potential students.

Additionally, Wijaya (2023) provides insight into how digital marketing

affects prospective students’ interest and decision-making, specifically at

Global University Jakarta (JGU). The research focuses on two main digital

marketing strategies: Google AdWords Advertising and Social Media

Marketing. These platforms are used in many industries because they can

target specific audiences and provide measurable results.

Zafar et al (2023) also provided additional perspective into the application

of marketing principles in Pakistani universities, emphasizing the

importance of segmentation, targeting, and communication strategies in

attracting prospective students. Their study points out the necessity of

utilizing digital marketing tools, such as search engine optimization (SEO)

and social media marketing, to enhance the visibility of universities and

increase student awareness. By targeting specific audience segments and

tailoring your message to really speak to them universities can build

stronger connections with the students who are most likely to enroll.

Effective marketing teams within institutions can help manage and evaluate

27
those efforts. That’s crucial for improving a university’s image and driving

enrollment growth.

In Zambia, Sikalumbi et al (2023) looked at how public universities market

themselves. What they found was that most were missing out on marketing

opportunities. But they did find some that worked: using university websites,

engaging with students on social media, developing programs that meet the

market’s needs and good customer service. This is the reason why

communication and a digital presence are in getting students interested in

a university and enrolling. They recommend for universities to be proactive

in adopting modern marketing strategies to stay competitive.

Integrated Approach

The traditional and digital advertising approaches were both proven to be

effective depending on the context where it was utilized. However,

researches on the topic have consistently shown that an integrated

marketing approach, using both digital and traditional advertising is key to

maximizing student enrollment outcomes (Yoganandham, 2024).

There are some HEIs that still use a combination of the traditional and digital

approaches in their student recruitment efforts. Neyney et al, (2023) argues

that traditional methods are still relevant in university recruitment despite

the emergence of the internet and digital media. Their study in Baguio

Central University (BCU) found out that while social media is a tool,

traditional outreach methods like flyers, campus visits and in-person events

28
are still important in attracting students. They concluded that universities

should balance digital efforts with traditional approaches especially in areas

where digital engagement is limited or less effective. They promoted a multi-

channel approach that combines digital and traditional media to reach a

wider audience and impact.

Theories and Models in Advertising

According to Creswell (2014), as cited in Leogrande (2025), theories and

models offer frameworks through which individuals understand their

experiences and make sense of the world. They create a framework of

ideas and perceptions from generalizations and principles (hypotheses that

reflect reality) to give insight into disconnected ideas. This knowledge helps

to clarify and organize scattered facts and make sense of them.

By looking at consumer psychology, behavior, and socio-demographic

factors, theories and models help us understand communication dynamics.

Overall, advertisements need to: 1) grab attention, 2) pique interest and

curiosity; 3) prompt action. The way to communicate these ideas can vary

depending on various factors such as: the situation, the target audience, the

type of organization, etc.. When all these concepts are present, an

advertisement is deemed successful (Ogah & Abutu, 2021).

AIDA Model in Advertising

29
American entrepreneur Elias St. Elmo Lewis developed the AIDA model in

the late 19th and early 20th centuries. Initially, his proposed model only

emphasized the concept of Attention, Interest, and Desire. Action was then

added much later on to represent the last stage at which a consumer is

inspired to buy something or perform the desired activity (Strong, 1925).

Figure 1. AIDA Model

Source: St. Lewis (1898)

As seen in Figure 1, AIDA stands for Awareness, Interest, Desire, and

Action. This concept outlines the various stages of consumer interaction

with an advertisement. St. Lewis (1898), as cited in Strong (1925) argues

that for an advertisement to be effective, it must first grab the audience's

attention, then pique their interest by providing pertinent information, then

evoke a strong desire by highlighting the advantages of the product, and

then encourage action, like buying the goods. This approach continues to

be a cornerstone of advertising and marketing, helping companies create

campaigns that sway customer choices. The AIDA model is widely used in

30
marketing and advertising management as it highlights the typical sequence

of steps that a consumer may experience when engaging with an

advertisement.

The Four Stages of the AIDA Model

Attention

The Attention stage in the AIDA model is key in the recruitment process as

it’s where you capture the attention of potential students in a crowded

market. This is the first chance to make an impact and therefore is crucial

to get them to engage more. Lazanas and Urbina (2023) shows that

effective marketing techniques including online ads and campus events not

only capture attention but also build familiarity and brand recognition with

potential students.

According to J. Robert III and Lange (2023), attracting attention to the

institution also requires fostering an open atmosphere that embraces

diversity and global viewpoints. This type of attention-grabbing advertising

goes beyond the surface level and is about creating a sense of belonging

and empowerment for prospective students.

Interest

Interest is the second stage in the AIDA model. It entails the early build-up

and, once established, sustaining interest. The goal of this stage is to turn

that initial curiosity into a more in-depth investigation of the university's

31
programs. Research by Harefa, et al. (2023) found that student interest can

be cultivated by aligning educational offerings with student goals.

Rosyiddin, et al (2023) also found that interactive and visually appealing

media such as engaging videos and dynamic online content can increase

student interest. Egara and Mosimege (2023) also mentioned that active

learning environment such as flipped classroom approach can be very

engaging for students.

While awareness advertising is important for introducing consumers to

brands and products, the study by Algaysi et al (2024) goes further by

highlighting the role of consumer attitudes as a bridge between awareness

and purchase intention. It says mere recognition is not enough. Brands

need to actively cultivate positive attitudes through their advertising

strategies. This is important for marketers as it shifts the focus from just

reaching and recalling to creating campaigns that resonate emotionally with

the audience and encourage positive perceptions. By factoring in elements

like brand image, product type and consumer values, awareness

campaigns can be crafted to build positive attitudes and ultimately drive

purchase intention.

Desire

The Desire stage is where interest turns into a strong emotional pull.

Research by Aranella, Girard and Connor (2024) on the psychology of

32
desire says that people are motivated to act when they see a direct

connection between their goals and the opportunities presented.

Russell (2023) also agrees, people are motivated by the fulfillment of their

desires which are often influenced by the outcome of their decisions.

Berridge (2023) also talks about the power of positive reinforcement in

decision making. In the context of student enrollment, showcasing the

success stories of alumni such as high employment rate or entrepreneurial

ventures will create desire to experience the same.

Advertisements drive purchase intention—and that's no secret. What's

more, they have a real impact on both how well-known a brand is and how

that brand is perceived. That awareness and image can actually help bridge

the gap between advertising and customer loyalty. For a product to succeed

in a crowded market, it needs to build strong brand awareness. And that

awareness, in turn, can drive more sales. Consumers are naturally drawn

to products with a well-established brand and a positive image. Those

factors shape the way they remember a brand. Brand image does influence

interest in visiting a brand but its effect on actually making a purchase is a

bit more subtle. Generally speaking, the more favorably a brand is seen, the

more likely customers are to come back to it (Rasimiko et al., 2022).

Action

Action is the final stage in the process where interest and desire turn into

actual action. That means prompting the customer to take action like buying

33
or spreading the word. When you advertise your brand, your ads need to

be persuasive enough to either get the consumer to act or pique their

curiosity about your brand.

When calls to action are woven naturally into the user experience, they can

drive higher engagement and conversion rates (Zhang, Ding, and Xu,

2024). Advertisements that create a sense of urgency or exclusivity can

prompt quicker decision-making (Mueller, 2023), as well.

Synthesis

The literature and studies compiled in this research provided the basis for

this study. Advertising plays a big role in enticing students to enroll in

universities. Both traditional and digital are important for recruitment. Digital

tools like social media, webinars, and mobile-friendly websites are key in

reaching and engaging students as it increases awareness and interest.

However, traditional methods like flyers and in-person events still matter

especially in areas with limited digital access. Hence, a well-rounded

advertising approach that blends digital and traditional media with

compelling content and guides students to the enrollment stage is key to

increasing student enrollment.

Advertising theories and models which provide theoretical frameworks for

message delivery can be useful tools in developing a business’s marketing

communication strategy. In advertising, theories and models help us

understand the dynamics of communication by looking into consumer

34
psychology, behavior and socio-demographic factors. Various models and

theories offer a different approach to advertising. These advertising theories

and models explain how and why advertising affects customer behavior and

achieves its objectives.

This study summarized various related literature and studies on the effect

of advertising to student’s decision making. The sources of the related

literature and studies came from different local and international schools,

colleges, universities and research-based private and public institutions.

These information allowed for deeper patterns to emerge and helped in

forming the research hypothesis. It also provided many approaches,

theories, and models to compare and determine what was best for this

study. It gave the researchers a better understanding of what worked and

what didn’t in the past. Meanwhile, the differences between the studies gave

the researchers flexibility to choose the best method to use in this study.

Furthermore, integrating similar approaches from existing literature helped

the researchers create a new and unique approach as a potential

contribution to the field of advertising.

Theoretical Framework

35
 Figure 2. St. Lewis Framework Model

The four stages of consumer interaction with advertising are

described by the Attention, Interest, Desire, and Action (AIDA) model, which

was put forth by Elmo St. Lewis in 1898. St. Lewis argues that for an

advertisement to be effective, it must first grab the audience's attention,

then pique their interest by providing pertinent information, then evoke a

strong desire by highlighting the advantages of the product, and then

encourage action, like buying the goods. This approach continues to be a

cornerstone of advertising and marketing, helping companies create

campaigns that sway customer choices.

36
 Figure 3: Analyzing Jose Rizal University’s Advertising Strategy

Effectiveness on Student Enrollment (2025)

The theoretical framework of this study is patterned on the

Conceptual Framework of Ojagh et al (2023) in their study, “Investigate

the Application of the AIDA Model in the Sport Industry: The Effectiveness

of Advertisements of Famous Athletes on Students' Attitudes”.

The primary theory/model used in this study is the AIDA model which

consists of four key stages: Attention, Interest, Desire, and Action. These

stages represent the process through which potential student engage with

JRU's advertising strategies. Attention captures their initial awareness of

the advertisement, while interest refers to the curiosity it generates. Desire

reflects the emotional connection or motivation to enroll, and Action

signifies the final decision to apply. These stages collectively influence the

effectiveness of JRU's advertising strategies on student enrollment,

37
ultimately shaping students’ perceptions and attitudes toward JRU's

advertisement.

Conceptual Framework

Figure 4: Conceptual Framework for Analyzing Jose Rizal University’s

Advertising Strategy Effectiveness on Student Enrollment (2025).

The Input-Process-Output (IPO) model was used in the conceptual

framework of this study to analyze the effectiveness of Jose Rizal

University’s advertising strategy on student enrollment. In line with the

objectives, the study described the Respondents’ Demographic Profile

profiles in terms of their age, sex, Program/Course they are enrolled in, and

38
where they learned about JRU. The study also explained their assessments

of the effectiveness of JRU’s advertising strategies on student enrollment

using the four stages of the AIDA model (Input). The study’s Process

involved the gathering of the respondents’ Assessment of the effectiveness

of JRU’s advertising strategies on student enrollment through a survey.

Other survey results were also gathered, analyzed, and interpreted. Finally,

the study’s Output includes the interpreted results of the Assessment of the

effectiveness of JRU’s advertising strategies on student enrollment and the

Respondents’ assessment on the effectiveness of JRU’s advertising

strategy using the AIDA model when grouped according to their

demographic profile.

Operational Definition of Terms

The following definitions will be utilized in this research:

Academic Programs: Refers to the degree courses and educational

offerings provided by Jose Rizal University, designed to meet the academic

needs of its students.

AIDA Model: Refers to a classic marketing model that outlines the stages

a consumer goes through in making a purchase decision.

Attention: The degree to which Jose Rizal University’s advertising captures

the attention of prospective students.

39
Interest: The degree to which Jose Rizal University’s advertising sparks

interest and curiosity among prospective students.

Desire: The degree to which Jose Rizal University’s advertising creates a

desire in prospective students to enroll at the university.

Action: The degree to which Jose Rizal University’s advertising motivates

prospective students to take action, such as visiting the campus, contacting

admissions, or submitting an application.

Demographic Profile: Refers to the information on the respondents’ Age,

Sex, Program/course enrolled in, and Sources of Awareness.

Effectiveness: Refers to the degree to which an advertising strategy

successfully achieves its intended goals, specifically gauged by the

increase in JRU’s student enrollment.

Educational Advertising: Refers to the use of advertising principles for the

promotion of JRU’s educational opportunities to prospective students.

Higher Education Institution (HEI): Refers to institutions that provide

tertiary education, such as universities and colleges.

Marketing Strategy: Refers to the overall approach employed to promote

the university’s offerings and attract prospective students.

40
Student Enrollment: Refers to the total number of students who officially

register for a course/ academic program in JRU.

School/University: Refers to Jose Rizal University, an institution of higher

education that offers various academic programs and student services.

41
 CHAPTER 3

Methodology

This chapter outlines the methodology employed in the study,

providing a detailed explanation of the research design, population and

sample, research locale, method, instruments, and statistical treatment of

data.

Research Design

The researchers used a descriptive-inferential design using

quantitative data gathering to answer the questions for the research. The

quantitative approach in data gathering and investigations included a series

of questions. Information were assessed to draw the respondents’

assumptions about the topic, which were explained and correlated with

other data. The survey was conducted in the chosen school.

Population and Sample

Simple random sampling was deemed appropriate in this study because it

is “favorable in homogeneous and uniformly selected populations” (Noor &

Golzar, 2022). In this selection method, all the individuals have an equal

opportunity to participate in the study where the selection process is entirely

based on luck.

42
 With this, a sample from the population consisting of all the enrolled

first-year students of JRU for the A.Y. 2024 to 2025 from the six Colleges

namely: College of Education, Arts & Sciences (EAS), College of Hospitality

& Tourism Management (HTM), College of Nursing & Health Sciences

(NHS), College of Business Administration and Accountancy (BAA),

College of Computer Studies and Engineering (CSE) and College of

Criminal Justice Education (CJE), were randomly selected as respondents

for this study.

Table 1. Total number of First-year students from JRU for the A.Y.
2024-2025.

Colleges Total Number of First-year

Students

College of Education, Arts & Sciences (EAS) 303

College of Hospitality & Tourism Management 449

(HTM)

College of Nursing & Health Sciences (NHS) 554

College of Business Administration and 569

Accountancy (BAA)

College of Computer Studies and Engineering 539

(CSE)

College of Criminal Justice Education (CJE) 72

Total 2479

As shown in Table 1, preliminary data collection from JRU’s

Registrar’s Office (RO) and the Management Information System (MIS)

under the Information Technology Office (ITO) revealed that there were

43
2,479 enrolled first-year students during the A.Y, 2024 to 2025. This served

as the population of the study.

From the population, a sample of 344 respondents were randomly

selected after employing the Slovin’s formula which was set at 5%

confidence level.

Figure 5: Slovin’s Formula

Source: Slovin (1960)

Research Locale

The respondents were first year college students enrolled in A.Y.

2024 to 2025 at Jose Rizal University located in Mandaluyong City.

Method

This study utilized a quantitative data gathering method. The

collected data were compiled, coded, and ‘analyzed using descriptive

statistics, such as frequency count, weighted mean, and standard deviation.

Statistical Package for the Social Sciences (SPSS), a statistical software

was used to process the data and assist in interpreting the study's results.

Instruments

44
 The primary research instrument for the study was a survey

questionnaire, designed to collect data and analyze the JRU’s advertising

strategy effectiveness on student enrollment’. The survey was divided into

two main parts: Part I (Respondents Profiles) and Part II (Respondents’

Assessments).

Part I collected the respondents’ demographic profiles while Part II

focused on measuring the respondents' perceptions and reactions to the

advertisements presented by JRU, focusing on various factors such as

attention, interest, desire, and action, based on the AIDA model of

advertising. This particular part of the survey questionnaire was loosely

adapted from the questions developed by Ojagh, et al (2023) in their study,

“Investigate the Application of the AIDA Model in the Sport Industry: The

Effectiveness of Advertisements of Famous Athletes on Students'

Attitudes”.

Finally, the respondents answered using a 4-point Likert scale as

shown in Table 2.

Table 2. Four-point Likert scale

Scoring Key Range Verbal Interpretation

4 4 Strongly Agree

45
 3 3 - 3.99 Agree

2 2 - 2.99 Disagree

1 1.00 - 1.99 Strongly Disagree

Validation and Reliability Test of the Research Instrument

The validation and reliability testing of the research instrument were

conducted to ensure the accuracy, consistency, and credibility of the data

gathered. For the quantitative questionnaire, the process began with

content validation, where field experts assessed the relevance and

comprehensiveness of the items in relation to the study's objectives. This

step ensured that all critical dimensions of the research topic were

adequately represented. A pilot testing phase followed, involving 30

respondents, which allowed the researcher to identify any unclear or

ambiguous items and make necessary refinements. Most importantly, the

internal consistency of the instrument was statistically tested using

Cronbach’s alpha, which yielded a score of 0.984. This exceptionally high

value indicates that the items on the questionnaire are highly reliable and

consistently measure the intended constructs.

Table 3 .Scale Reliability Statistic

46
Statistical Treatment of Data

Once the data collection process was completed, the researcher

encoded the gathered responses into SPSS for analysis. Both descriptive

and inferential statistical methods were applied to interpret the data.

Descriptive statistics were utilized to summarize and describe the main

features of the respondents' profiles and assessments, while inferential

statistics were used to test relationships and differences among variables.

To address the first research question regarding the respondents’

demographic profile in terms of age, sex, program or course enrolled in, and

sources of awareness about JRU, frequency counts and percentage

distributions were used. These statistical tools effectively presented the

demographic breakdown of the respondents and provided insights into the

composition of the study population, supporting comparative analysis based

on these characteristics.

Frequency
Formula Percentage =  100
Total Number of Frequency

47
 Figure 6: Percentage Formula

Source: Ott, R. L. and Longnecker, M. T. (2016)

To answer the second research question on how respondents

assess the effectiveness of JRU’s advertising strategy using the AIDA

model—which includes Attention, Interest, Desire, and Action—mean

scores and standard deviations were computed. The mean scores helped

determine the overall effectiveness as perceived by the respondents for

each component of the model, while the standard deviation indicated the

variability or consistency of the responses across individuals.

Value of Item
Arithmetic Weighted Mean =
Weight of Item

s =
 (x − x )2
n −1

Figure 7. Arithmetic Weighted Mean Formula

Source: Ott, R. L. and Longnecker, M. T. (2016)

To answer the third research question, which seeks to determine

whether there is a significant difference in the respondents’ assessment of

the effectiveness of JRU’s advertising strategy when grouped according to

their demographic profile, inferential statistics were employed.

48
 The Chi-Square Test of Independence was used for categorical

variables such as age, course/program enrolled in, and source of

awareness, to identify significant group differences.

Figure 8: Chi-Square Test of Independence

Source: Ott, R. L. and Longnecker, M. T. (2016)

The Mann-Whitney U Test, a non-parametric alternative to the

independent samples t-test, was applied for the sex variable, which involves

only two independent groups.

49
 Figure 9.:Mann-Whitney U Test

Source: Ott, R. L. and Longnecker, M. T. (2016)

All statistical tests were interpreted at a 0.05 level of significance (α

= 0.05). A p-value less than or equal to 0.05 indicated a statistically

significant difference, while a p-value greater than 0.05 indicated no

significant difference, thus retaining the null hypothesis.

50
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered as well as the interpretation and

analysis of the statistics supported by related literature and studies.

1. Respondents’ Demographic Profile

Table 4 . Distribution of Respondents by Age

Age Frequency Percentage

27 to 30 4 1.16

23 to 26 8 2.33

19 to 22 205 59.59

15 to 18 127 36.92

Total 344 100

Table 1 shows the age distribution of 344 respondents. The age

group with the highest number of participants was 19 to 22 years old, with

205 respondents, accounting for 59.59% of the total sample. This is

followed by the 15 to 18 years old group, which comprised 127 respondents

or 36.92% of the sample.

51
 The remaining age brackets—23 to 26 and 27 to 30—had

significantly fewer respondents, with only 8 (2.33%) and 4 (1.16%),

respectively.

This data indicates that the vast majority of the respondents

(96.51%) were between the ages of 15 and 22, highlighting a predominantly

young demographic. Such a concentration suggests that the study's

findings, especially regarding perceptions and responses to JRU’s

advertising strategies, are largely influenced by the views of younger

individuals, likely high school and college students.

This data provide an excellent opportunity to explore how young

consumers assess advertisements and make purchasing decisions. In a

related study, Mecredy & Stocchi (2025) explores the differences in

cognitive evaluative measure of consumer buying behaviors and

advertising’s effectiveness across age groups.

Table 5. Distribution of Respondents by Sex

Sex Frequency Percentage

Female 228 66.28

Male 116 33.72

Total 344 100

Table 5 presents the distribution of respondents based on their sex.

Out of a total of 344 respondents, 228 (66.28%) were female, while 116

52
(33.72%) were male. This indicates that female respondents comprised a

significant majority of the sample population.

The higher proportion of female participants suggests that the data

collected, particularly in terms of perceptions and responses to JRU’s

advertising strategies, may be more reflective of female perspectives and

experiences.

Similarly, Willey (2023) found that gender-based differences also

play a role in advertising effectiveness. Female learners were found to be

more likely to be satisfied with marketing efforts than their male

counterparts, indicating that universities may need to employ gender-

sensitive strategies to appeal to different groups effectively. This finding

suggests that universities should customize their advertising strategies to

cater to the specific needs, preferences, and expectations of different

student demographics,

Table 6 . Distribution of Respondents by Program/Course

Program/Course Frequency Percentage

College of Education, Arts & Sciences (EAS) 8 2.33

College of Hospitality & Tourism Management (HTM) 39 11.34

College of Nursing & Health Sciences (NHS) 76 22.09

College of Business Administration and Accountancy

(BAA) 108 31.40

College of Computer Studies and Engineering (CSE) 44 12.79

College of Criminal Justice Education (CJE) 69 20.06

53
 Total 344 100

Table 6 shows the distribution of the 344 respondents according to

their academic programs at JRU. The College of Business Administration

and Accountancy (BAA) had the highest representation, with 108

respondents (31.40%), indicating that nearly one-third of the sample came

from this academic unit. This was followed by the College of Nursing and

Health Sciences (NHS) with 76 respondents (22.09%), and the College of

Criminal Justice Education (CJE) with 69 respondents (20.06%).

The College of Computer Studies and Engineering (CSE) accounted

for 44 respondents (12.79%), while Hospitality and Tourism Management

(HTM) contributed 39 respondents (11.34%). The least represented group

was the College of Education, Arts & Sciences (EAS) with only 8

respondents (2.33%).

These figures indicate a diverse distribution of participants across

colleges, although there is a noticeable concentration in business-related

and health sciences programs.

Table 7 . Sources of Awareness About JRU

Where did you learned about JRU Frequency Percentage

Traditional media (TV, radio, newspaper) 4 1.16

Online media (social media, websites, etc.) 197 57.27

Word of mouth (family, friends, teachers, etc.) 131 38.08

Others 12 3.49

54
 Total 344 100

Table 7 presents the distribution of respondents based on how they

initially learned about JRU. The majority of respondents, 197 out of 344

(57.27%), reported that they became aware of JRU through online media,

such as social media platforms, websites, and other digital channels. This

highlights the dominant role of digital platforms in shaping student

awareness and outreach in today’s educational landscape.

To illustrate, Siminto et al. (2024) emphasized the role of online

media, particularly social media, in student recruitment. Similarly, a strong

positive relationship between the implementation of social media

marketing strategies and increased student enrollment emerged in this

study. They also highlighted that role of educational institutions claiming

that consistently engaging with students on platforms like Facebook,

Instagram, and Twitter, and offer relevant educational content, leads to

notable rise in prospective student interest. Moreover, engaging in digital

campaigns, consistent content updates, and active interactions were

identified as key factors in enhancing student engagement, which in turn

positively influenced enrollment.

The second most common source of awareness was word of mouth,

with 131 respondents (38.08%) indicating that they learned about JRU

through family, friends, or teachers. This suggests that personal

55
recommendations and community-based communication remain significant

influencers in students’ decision-making processes.

Sikalumbi et al (2023) argued that most public universities in Zambia

adopted the traditional approach in their advertising strategy to increase

student enrollment. It was revealed that “Word of Mouth” remains the

primary information source among most of the universities that participated

in the study. Conversely, digital media rank low on their adopted decision-

making influencers making the digital advertising ineffective in this region.

Only four respondents (1.16%) cited traditional media (TV, radio,

newspaper) as their source of awareness, indicating a minimal impact of

conventional advertising channels in the current context. Meanwhile, 12

respondents (3.49%) selected “Others” as their source, which may include

school visits, public events, or printed materials not covered in the primary

categories.

Despite the dominance of digital and online media, traditional

advertising remains highly significant. Marketers continue to rely on media

outlets like TV, radio, and newspapers to advertise their brands, making it

an essential component of the promotional mix (Kowshik et al, 2023). In line

with this, Murungi (2024) explored the advertising strategies of Uganda

Christian University (UCU) and revealed that traditional media, including

radio and television advertising, remains an effective tool for reaching both

local and international students. This study emphasized the importance of

56
a comprehensive approach that includes both digital and traditional media,

as each serves different segments of the student population. In addition, the

research found that sports programs and outdoor advertising helped

increase visibility, contributing to higher enrollment.

Overall, these results underscore the importance of maintaining a

strong digital presence and leveraging peer networks in promotional

strategies, as they are the most effective in reaching and influencing

prospective students.

2. Respondents assessment on the effectiveness of JRU’s

advertising strategy using AIDA model

Table 8 . Respondents’ Level of Attention Toward Advertised

Services and Products of JRU

Std.
ATTENTION 4 3 2 1 WM V.I.
Dev.

I am familiar with the services and

3.30
products advertised by JRU. 64 68 164 48 0.95 Agree

I often see the services and products

3.36
advertised by JRU. 66 89 129 60 0.99 Agree
I have been informed by others about
the services and products promoted by 3.30
62 85 135 62 0.98 Agree
JRU.

I have seen the services and products

advertised by JRU through media 3.40
Agree
platforms. 79 81 117 67 1.05

The services and products advertised

3.38
by JRU have attracted my attention. 68 87 132 57 0.99 Agree

57
 The services and products advertised
by JRU are attractive and meet my 3.34
Agree
expectations. 69 74 146 55 0.99
The services and products advertised
by JRU provide me with up-to-date 3.35
73 72 140 59 1.01 Agree
information.

Categorical Mean/Verbal Interpretation 3.35 0.99 Agre

e
Legend: WM – Weighted Mean, V.I. – Verbal Interpretation, Std. Dev. – Standard Deviation; 1.00 to 1.49 – Strong Disagree (SD);
1.50 to 2.49 – Disagree (D); 2.50 to 3.49 – Agree (A); 3.50 to 4.00 – Strongly Agree (SA)

Table 8 presents the respondents’ level of attention toward the

services and products advertised by JRU. The results reveal a categorical

weighted mean (WM) of 3.35 and a standard deviation (SD) of 0.99,

indicating that, on average, respondents agree that the advertisements

effectively capture their attention.

Among all items, the statement “I have seen the services and

products advertised by JRU through media platforms” received the highest

mean score (WM = 3.40) with a standard deviation of 1.05. This suggests

that media exposure is a particularly effective channel in reaching potential

students, although the relatively higher SD points to variability in how

consistently different respondents encountered these advertisements.

The item “The services and products advertised by JRU have

attracted my attention” followed closely (WM = 3.38, SD = 0.99), indicating

that the design and delivery of JRU’s promotional materials are generally

effective in drawing interest and engaging the audience. Similarly, “I often

see the services and products advertised by JRU” recorded a WM of 3.36

58
and SD of 0.99, reflecting consistent visibility of the university's

advertisements across various platforms.

Respondents also expressed agreement that the advertisements are

both attractive and aligned with their expectations (WM = 3.34, SD = 0.99)

and that they provide up-to-date information (WM = 3.35, SD = 1.01). These

findings affirm that the content and presentation of JRU's promotions are

timely and appropriately targeted, maintaining audience relevance.

The statement “I am familiar with the services and products

advertised by JRU” (WM = 3.30, SD = 0.95) indicates a good baseline of

awareness, though slightly lower compared to other items. Meanwhile, “I

have been informed by others about the services and products promoted

by JRU” also received a WM of 3.30 (SD = 0.98), highlighting the role of

peer communication as a channel for awareness, albeit with slightly less

impact than direct media exposure.

The standard deviations across all items range from 0.95 to 1.05,

suggesting moderate variability in individual responses, likely influenced by

differences in personal exposure, media consumption habits, or

engagement with peer discussions.

Overall, the findings confirm that JRU’s advertising strategies are

effective in capturing attention, particularly through digital and traditional

media. However, there is potential to enhance familiarity and peer-level

59
dissemination, which could further reinforce recognition and recall of the

university’s offerings.

This stage in the AIDA model is critical in the recruitment process.

According to Sharipova (2024), attention is the gateway to perception,

memory, and comprehension. without focused attention, even the most

carefully designed curriculum or innovative teaching methods can fail to

engage students effectively.

Table 9 . Respondents’ Level of Interest Toward Advertised Services

and Products of JRU

W Std.
INTEREST 4 3 2 1 V.I.
M Dev.

The services and products advertised by JRU have

3.27
increased my interest in the university. 66 74 138 66 1.01 Agree

The advertisements have made me more aware of

3.37
JRU’s existence. 79 76 120 69 1.06 Agree

The advertisements have made me more interested in

3.28
learning about the university. 66 76 135 67 1.01 Agree

I am interested in promoting the services and

3.34
products offered by JRU. 65 86 134 59 0.99 Agree

I have discussed the services and products advertised

3.34
by JRU with others. 65 88 129 62 0.99 Agree

The advertisements by JRU are consistent with the

3.38
actual facts and offerings. 83 70 122 69 1.07 Agree

Categorical Mean/Verbal Interpretation 3.33 1.02 Agree

Legend: WM – Weighted Mean, V.I. – Verbal Interpretation, Std. Dev. – Standard Deviation; 1.00 to 1.49 – Strong Disagree (SD); 1.50
to 2.49 – Disagree (D); 2.50 to 3.49 – Agree (A); 3.50 to 4.00 – Strongly Agree (SA)

60
 Table 9 presents the respondents’ perceptions under the Interest

dimension regarding the advertisements of services and products by JRU.

The overall categorical weighted mean (WM) of 3.33 and a standard

deviation (SD) of 1.02 indicate that respondents generally agree that the

advertisements effectively generate interest in the university and its

offerings.

The highest-rated statement, “The advertisements by JRU are

consistent with the actual facts and offerings”, received a WM of 3.38 and

the highest SD of 1.07 among the items in this dimension. This result

reflects that respondents find the promotional content credible and aligned

with real experiences, although responses varied, possibly due to differing

levels of exposure or personal verification of the advertised claims.

The item “The advertisements have made me more aware of JRU’s

existence” garnered a WM of 3.37 and SD of 1.06, suggesting that the

marketing materials are effective in enhancing institutional visibility, even if

some respondents were less exposed or previously unaware.

Both “I am interested in promoting the services and products offered

by JRU” and “I have discussed the services and products advertised by JRU

with others” obtained a WM of 3.34 and a shared SD of 0.99. These figures

imply a solid level of engagement and willingness among respondents to

participate in word-of-mouth promotion, with relatively consistent views

across the sample.

61
 Meanwhile, “The advertisements have made me more interested in

learning about the university” recorded a WM of 3.28 and an SD of 1.01,

and “The services and products advertised by JRU have increased my

interest in the university” slightly lower with a WM of 3.27 and SD of 1.01.

These results, while still falling under “Agree,” suggest that the depth of

interest generated by the advertisements may not be as strong as their

effectiveness in raising general awareness. The identical standard

deviations indicate similar levels of variation in perception for both items.

Collectively, these results show that the advertisements are

effectively stimulating interest, with particular strength in raising awareness

and maintaining message consistency. However, further enhancements in

content appeal and emotional engagement may help to deepen prospective

students’ curiosity and personal connection to the university’s brand.

The Interest stage is about converting the initial curiosity into a more

profound engagement with the university offerings. Egara and Mesimege

(2023) claimed that active learning environments, such as engaging

students, are necessary to sustain their interest. Therefore, JRU could

utilize new interactive advertising techniques as part of its promotional

campaigns. They must emphasize how the university can foster interactive,

engaging, and modern educational experiences.

Table 10 . Respondents’ Level of Desire Toward Advertised Services

and Products of JRU

62
 Std.
DESIRE 4 3 2 1 WM V.I.
Dev.
The advertisements make JRU appear
58 83 141 62 3.26 0.97 Agree
superior to other universities.

The advertised services and products

80 67 124 73 3.33 1.07 Agree
make me want to enroll at JRU.

People around me have influenced my

81 74 127 62 3.41 1.04 Agree
willingness to enroll at JRU.

The advertisements make me more

inclined to enroll at JRU compared to 70 75 136 63 3.32 1.01 Agree
other universities.

The services and products advertised by

JRU make me feel confident about 70 81 125 68 3.32 1.03 Agree
enrolling there.

Categorical Mean/Verbal Interpretation 3.33 1.02 Agree

Legend: WM – Weighted Mean, V.I. – Verbal Interpretation, Std. Dev. – Standard Deviation; 1.00 to 1.49 – Strong Disagree (SD); 1.50
to 2.49 – Disagree (D); 2.50 to 3.49 – Agree (A); 3.50 to 4.00 – Strongly Agree (SA)

Table 10 presents the respondents’ perceptions under the Desire

dimension related to the services and products advertised by JRU. The

computed categorical weighted mean (WM) of 3.33 and a standard

deviation (SD) of 1.02 indicate that respondents generally agree that the

advertisements stimulate desire to consider JRU as a preferred institution.

The item “People around me have influenced my willingness to enroll

at JRU” received the highest weighted mean (WM = 3.41, SD = 1.04),

suggesting that social influence plays a strong role in shaping enrollment

intentions. Despite the positive mean, the standard deviation shows a

moderate variation, which may reflect differences in respondents' personal

networks and the nature of the influence exerted.

63
 The statement “The advertised services and products make me want

to enroll at JRU” scored a WM of 3.33 with a relatively higher SD of 1.07,

indicating general agreement but with more diverse responses. This implies

that while the advertisements can create a desire to enroll, the strength of

that desire may vary based on individual factors such as program interest

or personal relevance.

Two statements—“The advertisements make me more inclined to

enroll at JRU compared to other universities” and “The services and

products advertised by JRU make me feel confident about enrolling there”—

both received a WM of 3.32, with SDs of 1.01 and 1.03 respectively. These

values show that the promotions are moderately effective in differentiating

JRU from competitors and instilling confidence in potential enrollees,

though the variation suggests that some respondents may remain

undecided or require more compelling evidence.

The item “The advertisements make JRU appear superior to other

universities” had the lowest mean in this dimension (WM = 3.26, SD = 0.97).

Although still within the “Agree” range, this suggests that positioning JRU

as a top-choice university may need stronger messaging, particularly in

comparison to its peers.

Overall, the results indicate that JRU’s advertisements are effective

in creating desire, particularly through social influence and confidence-

building content. However, there is an opportunity to strengthen the

perceived competitive advantage of the university and sharpen promotional

64
messages that inspire stronger emotional connection and decisiveness

among prospective students.

The Desire stage is where interest transforms into a strong emotional

pull. According to Aranella et al.(2024), the psychology to Desire suggested

that individuals are motivated to act when they see a direct connection

between their goals and the opportunities presented. Therefore, JRU

should highlight how attending the university will help student achieve both

short term academic success and long term career aspiration. Emotional

appeals can also be effective in showcasing how JRU supports its students

growths, both personally and professionally.

Table 11. Respondents’ Level of Action Toward Advertised Services

and Products of JRU.

Std.
ACTION 4 3 2 1 WM V.I.
Dev.
The services and products advertised by
JRU have influenced my decision to 65 83 138 58 3.33 0.98 Agree
enroll.

I consider the services and products

promoted by JRU an effective way to 70 74 131 69 3.29 1.03 Agree
attract more students.

The advertisements have encouraged

me to recommend JRU’s services and
61 81 125 77 3.22 1.02 Agree
products to others and urge them to
enroll.

The advertisements have convinced me

64 86 125 69 3.29 1.01 Agree
to definitely enroll at JRU.

I believe JRU’s advertisements lead to

71 79 124 70 3.32 1.03 Agree
increased student enrollment.

65
 Categorical Mean/Verbal Interpretation 3.29 1.01 Agree
Legend: WM – Weighted Mean, V.I. – Verbal Interpretation, Std. Dev. – Standard Deviation; 1.00 to 1.49 – Strong Disagree (SD); 1.50
to 2.49 – Disagree (D); 2.50 to 3.49 – Agree (A); 3.50 to 4.00 – Strongly Agree (SA)

Table 11 presents the respondents’ perceptions under the Action

dimension in relation to the advertisements of services and products by

JRU. The computed categorical weighted mean (WM) of 3.29 and a

standard deviation (SD) of 1.01 reflect that respondents generally agree that

the advertisements have a positive influence on their enrollment-related

actions and intentions.

The item “The services and products advertised by JRU have

influenced my decision to enroll” received the highest mean in this

dimension (WM = 3.33, SD = 0.98), suggesting that advertising efforts have

effectively guided decision-making among respondents. The relatively low

SD implies a consistent agreement across the group.

This is closely followed by “I believe JRU’s advertisements lead to

increased student enrollment” (WM = 3.32, SD = 1.03), reinforcing the idea

that the university’s promotions are perceived as impactful tools in boosting

enrollment. Despite some variability in opinion, the general sentiment

remains favorable.

Two statements received the same weighted mean of 3.29:

“I consider the services and products promoted by JRU an effective way to

attract more students” (SD = 1.03), and

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“The advertisements have convinced me to definitely enroll at JRU” (SD =

1.01).

These results imply that while the advertisements do not necessarily

secure absolute commitment, they are persuasive enough to drive intention

and support favorable decision-making toward JRU.

The lowest-rated item in this dimension, “The advertisements have

encouraged me to recommend JRU’s services and products to others and

urge them to enroll”, received a WM of 3.22 and SD of 1.02. This suggests

a moderate level of advocacy behavior, where some respondents may still

hesitate to promote the university to others, possibly due to limited firsthand

experience or perceived uncertainty.

Overall, the findings suggest that the advertisements are effective in

driving action, particularly in influencing enrollment decisions and

perceptions about promotional impact. However, efforts to strengthen peer-

driven advocacy and reinforce emotional commitment could further

enhance the translation of interest into action.

3. Significant difference on the respondents’ assessment on the

effectiveness of JRU’s advertising strategy using AIDA model
when grouped according to the demographic profile

Age

67
Table 12 . Significant Difference in the Respondents’ Assessment of
JRU’s Advertising Strategy Using the AIDA Model When Grouped
According to Age

Chi-Square Asymp. Sig. Decision

Attention 5.026 .170 Not Significant

Interest 3.458 .326 Not Significant

Desire 3.369 .338 Not Significant

Action 2.594 .459 Not Significant

Summary: AIDA Model 3.822 .281 Not Significant

As presented in Table 12 , the results of the Chi-square test reveal

that there is no statistically significant difference in the respondents’

assessment of the effectiveness of JRU’s advertising strategy using the

AIDA model when grouped according to their age. All p-values across the

four components—Attention (p = 0.170), Interest (p = 0.326), Desire (p =

0.338), and Action (p = 0.459)—are greater than the 0.05 level of

significance. This indicates that respondents, regardless of age, share

relatively similar perceptions of how effectively JRU's advertising strategy

captures attention, generates interest, creates desire, and prompts action.

Moreover, the overall summary of the AIDA model yielded a Chi-square

value of 3.822 and a p-value of 0.281, further confirming the absence of a

significant difference across age groups. Therefore, it can be concluded that

age does not influence how the respondents assess the effectiveness of

JRU’s advertising efforts. The consistent responses suggest that the

68
advertising strategy has a uniformly perceived impact across different age

categories.

Sex

Table 13 . Significant Difference in the Respondents’ Assessment of

JRU’s Advertising Strategy Using the AIDA Model When Grouped
According to Sex

Mann-Whitney U Asymp. Sig. Decision

Attention 13133.500 0.917 Not Significant

Interest 13208.500 0.986 Not Significant

Desire 13081.500 0.869 Not Significant

Action 12910.000 0.717 Not Significant

Summary: AIDA Model 13067.000 0.857 Not Significant

Based on the results shown in Table 13, there is no statistically

significant difference in the respondents’ assessment of the effectiveness

of JRU’s advertising strategy using the AIDA model when grouped

according to sex. The Mann-Whitney U test yielded p-values well above the

0.05 level of significance across all four AIDA components: Attention (p =

0.917), Interest (p = 0.986), Desire (p = 0.869), and Action (p = 0.717). This

indicates that both male and female respondents evaluate JRU’s

advertising efforts similarly in terms of how the advertisements capture

attention, stimulate interest, generate desire, and motivate action. The

summary result of the AIDA model also reflected a non-significant outcome

69
(p = 0.857), further supporting the consistency in perception regardless of

the respondents’ sex. In conclusion, the effectiveness of JRU’s advertising

strategy, as measured through the AIDA framework, is perceived equally by

male and female respondents, suggesting that gender does not play a

significant role in shaping advertising responses in this context.

Program/Course enrolled in

Table 14. Significant Difference in the Respondents’ Assessment of

JRU’s Advertising Strategy Using the AIDA Model When Grouped
According to Program/Course Enrolled In

Chi-Square Asymp. Sig. Decision

Attention 10.011 0.075 Not Significant

Interest 9.660 0.085 Not Significant

Desire 9.180 0.102 Not Significant

Action 9.572 0.088 Not Significant

Summary: AIDA Model 10.184 0.070 Not Significant

As reflected in Table 14 , the Chi-square test results indicate that

there is no statistically significant difference in the respondents’ assessment

of JRU’s advertising strategy using the AIDA model when grouped

according to the program or course they are enrolled in. The p-values for all

four components—Attention (p = 0.075), Interest (p = 0.085), Desire (p =

0.102), and Action (p = 0.088)—are all above the standard alpha level of

0.05, though relatively close to the threshold. This suggests that while there

70
may be slight variations in perception, these differences are not strong

enough to be considered statistically significant. Therefore, it can be

inferred that students across different academic programs generally

perceive the effectiveness of JRU’s advertising strategy in a consistent

manner. In conclusion, the course or program enrolled in does not

significantly influence how students assess the university’s advertisements

in terms of grabbing attention, sustaining interest, creating desire, or

prompting action.

Sources of Awareness about JRU

Table 15. Significant Difference in the Respondents’ Assessment of

JRU’s Advertising Strategy Using the AIDA Model When Grouped
According to Source of Awareness About JRU

Chi-Square Asymp. Sig. Decision

Attention 4.048 0.256 Not Significant

Interest 3.848 0.278 Not Significant

Desire 2.646 0.449 Not Significant

Action 2.072 0.558 Not Significant

Summary: AIDA Model 3.237 0.357 Not Significant

As shown in Table 15 , the Chi-square test results indicate that there

is no statistically significant difference in the respondents’ assessment of

the effectiveness of JRU’s advertising strategy using the AIDA model when

grouped according to where they first learned about JRU. The p-values for

71
all AIDA components—Attention (p = 0.256), Interest (p = 0.278), Desire (p

= 0.449), and Action (p = 0.558)—are well above the 0.05 level of

significance. Similarly, the overall summary of the AIDA model resulted in a

p-value of 0.357, reinforcing the conclusion that the respondents’ source of

information about JRU, whether through social media, referrals, school

visits, or other platforms, does not significantly affect how they perceive the

effectiveness of the university’s advertising efforts. Therefore, it can be

concluded that regardless of how students came to know about JRU, their

assessments of the university's marketing communication strategy are

generally aligned, showing a uniform reception across different sources of

awareness.

The Chi-square test conducted aimed to determine whether the form

of the effectiveness of JRU’s advertising strategy using AIDA model. The

result indicate that there is no significant difference in the respondents

advertising strategy of this AIDA model.

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATION

This Chapter discusses the summary of findings,

conclusions drawn and recommendations based on the outcome

72
of the study Analyzing Jose Rizal University’s advertising

strategy effectiveness on student enrollment.

Summary of findings

The following results were revealed after summarizing the

answers to the research questions:

1. What is the demographic profile of the respondents in

terms of:

1.1 Age

The respondents’ age profile is as follows: 59.59% of

the respondents belong to age group of 19 to 22 years old.

This is followed by 36.92% from age group 15 to 18 years

old; 2.33% in age group 23 to 26; and 1.16% in age group

27-30.

1.2 Sex

The respondents’ profile as to sex is as follows:

66.28% are female respondents while 33.72% are male

respondents.

1.3 Program/Course enrolled in

Majority of the respondents belong to College of

Business Administration and Accountancy (BAA) with 108

73
 respondents or 31.40%, followed by College of Nursing

and Health Sciences (NHS) with 76 respondents or

22.09%; College of Criminal Justice Education (CJE) with

69 respondents or 20.06%; College of Computer Studies

and Engineering (CSE) with 44 respondents or 12.79%;

Hospitality and Tourism Management (HTM) with 39

respondents or 11.34%; and College of Education, Arts &

Sciences (EAS) with 8 respondents or 2.33%.

1.4 Sources of Awareness About JRU

Majority of the respondents learned about JRU

through online media that results to 57.27%; 38.08%

through family, friends, or teachers; 1.16% through

traditional media; and 3.49% selected “Others” as their

source.

2. How do respondents assess the effectiveness of JRU’s

advertising strategy using AIDA model in terms of:

2.1 Attention

Results of the survey shows the highest mean score which is

3.40 with a statement “I have seen the services and products

advertised by JRU through media platforms”. It means that media

74
exposure is a particularly effective channel in reaching potential

students.

2.2 Interest

Results of the survey shows the highest rated statement

which is “The advertisements by JRU are consistent with the actual

facts and offerings” with a weighted mean of 3.38. It means that

respondents find the promotional content credible and aligned with

real experiences.

2.3 Desire

Results of the survey shows that the item “People around me

have influenced my willingness to enroll at JRU” has the highest

weighted mean which is 3.41. It means that social influence plays a

strong role in shaping enrollment intentions.

2.4 Action

Results of the survey shows that the item “The services and

products advertised by JRU have influenced my decision to enroll”

has the highest mean which is 3.33. It means that advertising efforts

have effectively guided decision-making among respondents.

75
 3. Is there a significant difference in the respondents’ assessment

of the effectiveness of JRU’s advertising strategy using the

AIDA model when grouped according to their demographic

profile?

There were no significant differences in the respondents’

assessment of the effectiveness of JRU’s advertising strategy using the

AIDA model when grouped according to their age, sex, program or course

they are enrolled in, and to where they first learned about JRU.

Conclusion

Based on the demonstrated findings, it can be concluded that JRU’s

advertising strategy is generally effective in reaching and influencing its

target audiences across the four AIDA dimensions. The strategy

successfully captures attention and generates awareness primarily through

online platforms, aligning well with the university’s young and digitally active

audience. Respondents showed a positive disposition toward the

advertisements, with social influence playing a notable role in developing

desire and supporting enrollment decisions.

However, while respondents agreed on the overall effectiveness, the

levels of interest, desire, and action did not reach “strongly agree”

thresholds. This suggests that there remains a room for improvement in

76
terms of emotional impact, distinct brand positioning, and mobilization

toward enrollment and advocacy.

Most importantly, the lack of significant differences across

demographic groups implies that the strategy has a uniform effect, which

speaks to its inclusive and broad appeal –but it also suggests a potential

need for more tailored messaging to engage different audience segments

more deeply.

Recommendations

In light of the foregoing findings and conclusions, the following

recommendations are offered:

1. Enhance emotional engagement in advertising. JRU should

incorporate more storytelling, testimonials, visual narratives that

resonate with student aspirations and success stories to deepen

interest and desire.

2. Strengthen differentiation from competitors. Emphasize what

makes JRU stand out—-unique programs, industry linkages,

facilities, or career outcomes–to reinforce its competitive edge.

3. Sustain and expand digital presence. JRU should continue to

invest in targeted digital marketing strategies across platforms

popular with youth, and optimize SEO to maintain online visibility.

77
 4. Segmented Messaging for different audiences. While

the general strategy works uniformly, develop segment-

specific content to increase relevance and engagement.

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APPENDICES

Appendix A. Request Letter

82
83
84
Appendix B. Consent Letter

Cover Letter to the Dean

February 25, 2025

Re: Request for Permission to Conduct a Survey

To whom it may concern,

Warm greetings!

We are the 4th year BSBA Major in Marketing students from Jose

Rizal University and are currently conducting research entitled, “Analyzing

Jose Rizal University’s Advertising Strategy Effectiveness on Student

Enrollment”, as a major requirement for our Business Research.

In order to achieve the objectives of our study on assessing the

relevance of transaction costs on customer satisfaction, we humbly

request your good office for permission to distribute and conduct survey

questionnaires to your customers with the approval of our Research

Professor and Department Dean thru this letter.

In this regard, we will make sure not to cause any disturbance while

conducting the survey and will only take minimum of 2 to maximum of 5

minutes per respondent. Participation in this survey is entirely voluntary.

Rest assured that all information gathered will be in utmost confidentiality

and will only be used got academic purposes.

This signed request will serve as a consent and approval to conduct the

survey at your good office. Attached herewith is the survey questionnaire

for this study.

Your approval to conduct this survey/study will be highly

appreciated in the completion of this academic endeavor. Thank you in

advance for your assistance with this research study.

85
Appendix D. Survey Questionnaire

SURVEY QUESTIONNAIRE

Analyzing the Effectiveness of Jose Rizal University’s Advertising

Strategy on Student Enrollment

Part I. Respondents’ Demographic Profile

Directions: Put a (√) corresponding to your answers.

Name (Optional): ______________________________

Age: [ ] 15 to 18 years old

[ ] 23 to 26 years old

[ ] 19 to 22 years old

[ ] 23 to 26 years old

[ ] 27to 30 years old

Sex: [ ] Male [ ] Female

Program/Course:

[ ] College of Education, Arts & Sciences (EAS)

[ ] College of Hospitality & Tourism Management (HTM)

[ ] College of Nursing & Health Sciences (NHS)

[ ] College of Business Administration and Accountancy (BAA)

[ ] College of Computer Studies and Engineering (CSE)

[ ] College of Criminal Justice Education (CJE)

86
Where did you learn about JRU?

: [ ] Traditional media (TV, radio, newspaper)

[ ] Online media (social media, websites, etc.)

[ ] Word of mouth (family, friends, teachers, etc.)

[ ] Others, please specify ____________________

Part II. Respondents’ Assessment

Direction: Please indicate your feedback by marking (√) the

item that corresponds to your evaluation. The status of the

indicators are as follows:

4 = Strongly Agree 2= Disagree

3 = Agree 1= Strongly Disagree

ATTENTION 4 3 2 1

I am familiar with the services and products advertised by JRU.

I often see the services and products advertised by JRU.

I have been informed by others about the services and products

promoted by JRU.

I have seen the services and products advertised by JRU through

media platforms.

The services and products advertised by JRU have attracted my

attention.

87
The services and products advertised by JRU are attractive and
meet my expectations.

The services and products advertised by JRU provide me with up-

to-date information.

INTEREST 4 3 2 1

The services and products advertised by JRU have increased my

interest in the university.

The advertisements have made me more aware of JRU’s

existence.

The advertisements have made me more interested in learning

about the university.

I am interested in promoting the services and products offered

by JRU.

I have discussed the services and products advertised by JRU

with others

The advertisements by JRU are consistent with the actual facts

and offerings.

The services and products advertised by JRU have increased my

interest in the university.

The advertisements have made me more aware of JRU’s

existence.

DESIRE 4 3 2 1

The advertisements make JRU appear superior to other

universities.

88
The advertised services and products make me want to enroll at
JRU.

People around me have influenced my willingness to enroll at

JRU.

The advertisements make me more inclined to enroll at JRU

compared to other universities.

The services and products advertised by JRU make me feel

confident about enrolling there.

ACTION 4 3 2 1

The services and products advertised by JRU have influenced

my decision to enroll.

I consider the services and products promoted by JRU an

effective way to attract more students.

The advertisements have encouraged me to recommend JRU’s

services and products to others and urge them to enroll.

The advertisements have convinced me to definitely enroll at

JRU.

I believe JRU’s advertisements lead to increased student

enrollment.

89
90
Appendix D. Item Reliability Statistic

91
 Name: Robert Miguel Sagum

Address: brgy addition hills welfareville compound Mandaluyong City

Contact number: 09603227687

Email Address: robertmiguelsagum675@gmail.com

OBJECTIVES:
BSBA-Major in Marketing Management Seeking employment, Hardworking ready to utilize my skills and
passion for your beautiful company. And I want to share my ability to work with the people to grow personally as
a student. I believe my fast learning ability makes it a perfect fit in any kind of position in your company.

PERSONAL INFORMATION

• AGE: 22 years old

• CIVIL STATUS: SINGLE
• DATE OF BIRTH: JUNE 22, 2003
• PLACE OF BIRTH: MAPANIQUI, PAMPANGA
• HEIGHT: 5’7
• WIGHT: 81 kg
• CITIZENSHIP: FILIPINO
• RELIGION: ROMAN CATHOLIC LANGUAGES: TAGALOG and ENGLISH

EDUCATIONAL DATA

• COLLEGE JOSE RIZAL UNIVERSITY

B.S MARKETING MANAGEMENT
MANDALUYONG CITY, METRO MANILA

• SENIOR HIGH ANDRES BONIFACIO INTEGRATED SCHOOL

SCHOOL INFORMATION COMMUNICATION TECHNOLOGY
MANDALUYONG CITY, METRO MANILA
• HIGH SCHOOL MAPANIQUI HIGH SCHOOL
PAMPANGA CITY, MAPANIQUI,CANDABA

• ELEMENTARY MAPANIQUI ELEMENTARY SCHOOL

PAMPANGA CITY, MAPANIQUI CANDABA

SKILLS

• TIME MANAGEMENT
• TEAMWORK
• GOOD COMMUNICATION
• QUICK LEARNER

WORK EXPERIENCE

AUTO LOAN EXPRESS PH

SALES MARKETING
2024-2025

92
 DEDICATION

This paper is the outcome of the researcher’s collaborative

and diligent efforts. This study is completely dedicated to individuals

who have helped and inspired the researchers. From dear parents

and relatives , friends and classmates , teachers,the college of

bachelor of science in business administration major in marketing

management and jose rizal university ,Finally the researchers thank

Almighty God for providing the courage, intelligence and will

necessary to complete this study.To God be the glory.

93