CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Problems are inevitable, human beings have been confronted by it since

the very beginning of time. One of these problems could be the scarcity of

materials or the lack of resources to sustain life and make it more enjoyable and

fulfilling.

Life could be so difficult when one person misses the opportunity to

acquire and possess education that could be used as life weapon.

Education is one of the most important investments that an individual can

ever make. Investment in the sense that it is a preparation for a lifetime career

and it will bring you to edge over the standards of society.

Hence, concern about graduate unemployment is growing daily and at an

accelerated rate in Philippines, yet the strength of students‟ enrolment and

graduate output of the institutions of higher learning are growing rapidly. This had

been the big problem concerning our society. Thus, the reform in the higher

education system must necessarily provide skilled graduates with suitable value

additions in order to meet the demands of the growing economy.

A tracer study or graduate survey is a survey (in written, oral form, online)

of graduates from education institutions, which takes place sometime after

graduation or the end of the training. The subjects of a tracer study can be

manifold, but common topics include questions on study progress, the transition
to work, work entrance, job career, use of learned competencies, current

occupation and bonds to the education institution. European Quality Assurance,

(2017) as cited by Del Mar et al, (2018).

Hazaymeh and Dela Peña, (2003) as cited by Del Mar et al, (2018) states

that a tracer study enables the institution of higher education to get information

on possible deficits in a given educational program which can serve as a basis

for curricular improvement. Thus, the quality of the tertiary education curriculum

determines the employability of the graduates.

A tracer study is deemed necessary to track down the current employment

status of the graduates of the program. Also, employment for teachers is highly

competitive with a number of schools producing education graduates and the

limited number of employment opportunities within their location. (NEDA 2010)

as cited by Del Mar et al, (2018).

The study that was conducted by Del Mar et al in 2018 proved how tracer

study helped augmenting the curriculum of their department. Base on the salient

findings of their survey, their department has produced competent graduates who

came from their respective undergraduate programs however, according to some

of their respondents, revision and modification of the existing curriculum offer

should be considered.

Students of MSU-IIT generally come from a large geographical base and it

is expected that students go back to their provinces when they graduate and

seek job opportunities there, however, there is no way of knowing whether it is

really occurring. This study therefore attempts to survey and trace the graduates

of the Department of Technology Teacher Education (DTTE) formerly the

Department of Industrial Technology Education (DITE) and Department of Home

Technology Education (DHTE) from 1987-2018 in order to determine the

whereabouts of the graduates.

In order to trace more alumni of DTTE, a second phase of the tracer study

conducted by Delmar et al (2017) is deemed necessary thus, this research is

conducted.

Conceptual Framework

The Employability of the Graduates can be associated with following

factors such as LET Performance, Classification of Employment, Duration of First

Job, Competencies Learned in College and Relevance of the Curriculum to the

First Job.

These are important variables to consider as most new graduates have

the aim of being employed and success in the real world after college is often

measured in terms of one‟s current position or employment. In similar light, the

following are merely

personal characteristics of the graduates, but which have been identified by

previous literature as factors that would influence the attractiveness of the

graduates as teachers.
Research Paradigm

LET Performance

Relevance of the
Curriculum to the First
Job

Employability
Duration of First Job Of
Graduates

Competencies Learned
in College

Classification of
Employment

Figure 1. The Schematic Diagram of the Study

Objectives of the Study

This study is the second phase of the tracer study of the Department of

Technology Teacher Education. This study aims to determine the employability

of the graduates of DTTE formerly DITE and DHTE from year 1987-2018.

Specifically, it sought to attain the following objectives:

1. To describe the profile of DTTE Alumni.

2. To identify their Licensure Examination for Teachers (LET)

performance.

3. To determine the employment history or work experience of the

graduates.

4. To determine the relevance of their undergraduate courses with

regards to their job/work.

5. To determine the usefulness of the competencies they learned in

college to their job.

6. To solicit the suggestions/comments for improving the curriculum

offer of the department.

Significance of the Study

Results of this study would benefit the following:

To the Students. The result of the study will serve as eye opener to the students

taking BSTTE Industrial Technology and Drafting Technology course in

preparation for future employment.

To the Teachers. The findings of this study may guide the teachers maintaining

the curriculum relevancy.

To the Department. The department may have an idea how to improve, what

courses to be included and excluded in the existing curriculum being offered.

To the Administrators. The result of this study may provide guidance to school

administrators on how to improve the employability of their graduates and

eventually, improve the program of studies with the help of evidence-based

recommendations from the respondents of this study.

To the Future Researchers. This study may help the future researchers to be

aware and knowledgeable of the processes involved in tracing the respondents.

This study will serve as a reference for more studies in the future.

Scope and Limitations

This study set its parameters solely to trace and determine the

employability of the graduates of the BSIED (Industrial Arts, Drafting Technology,

Machine Shop Technology, Electrical Technology, Electronics Technology, and

Automotive Technology) from Year 1987-2018. The study include the graduates

of the BSTTE major in (Industrial Technology, and Drafting Technology), from

Year 2015 to 2018.

The respondents of this study were the 357 BSIED graduates from Year

1987-2018 and BSTTE graduates from 2015 to 2018. It was conducted through

online survey using Google Forms channeled through Facebook. A survey

questionnaire was also used to reach other respondents who cannot be

contacted online. The survey started during August 2018 to the first week of

December 2018.

Definition of Terms

To facilitate better understanding of this study, the researchers tried to

give the definitions of some terms used herein. For further classification and

convenience of the reader, the words are defined as follows:

Classification. A general process related to categorization, the process in which

ideas and objects are recognized, differentiated and understood.

(Wikipedia.org, 2017). As used in this study, it refers to the

respondents classification of work they are employe d.

Competencies. Are particular qualities that a company's recruiters have

decided are desirable for employees to possess. (Dictionary.com

2017). In this study, it refers to the useful competencies learned by

the respondents in college.

Curriculum. The aggregate of courses of study given in a school, college,

university, etc. (Dictionary.com, 2017). As used in this study, it

refers to the courses being offered by the college to respondents.

Duration. The length of time something continues or exists. (Dictionary.com

2017). In this study, it refers to the amount of time the

respondents took to land their first job.

Employability. A person capability of gaining initial employment maintaining

employment, and obtaining new employment if required. In

 simple terms employability is about being capable of getting and

keeping fulfilling work. (Psychology.wikia.com 2017). As used in

this study, it refers to the respondents‟ capability of getting a job

inclined to their profession and the employment status.

Employment Status. The legal status and classification of someone in

Employment as either an employee or working on their own

Account (self-employed). (Encyclopedia.com 2017). In this study, it

refers to the state of the respondents in terms of employment

whether they are employed, underemployed or unemployed.

First Job. A person first work that is expected or obliged to do.

(Dictionary.com, 2017). As used in this study, it refers to the first

livelihood encountered or experienced by the respondents before

being employed as teacher.

Graduate. A person who has received a degree or diploma on completing a

course of study. (Dictionary.com, 2017). As used in this study, it

refers to one in whom an academic degree has been conferred or a

student who successfully completed a level of education.

LET. Licensure Examination for Teachers implemented and conducted

by the Commission on Higher Education. Examinations are given

once in a year only through the Professional Regulation

Commission (PRC). (Wikipedia.com, 2016). As used in this study,

it refers to the LET performance of the education graduates.

Occupation. A person's usual or principal work or business, especially as a

means of earning a living. (Dictionary.com, 2017). In the study, it

refers to the respondent‟s present job.

Performance. The manner in which or the efficiency with which something

reacts or fulfils its intended purpose. (Dictionary.com, 2017). As

used in this study, it refers to the performance of the respondents in

Licensure Examination for Teachers (LET).

Relevance. The condition of being relevant, or connected with the matter at

hand. (Dictionary.com, 2017). It is used in this study in terms of

the relevance of curriculum to the first job of the respondents.

Skills. A craft, trade, or job requiring manual dexterity or special training in

which a person has competence and experience. (Dictionary.com,

2017). In this study, it refers to the learning, ability or proficiencies

of a graduate achieved in the college that can be a tool for them to

be employed in their respective target or working place.

Tracer Study. The way of understanding the relevance and quality of program

offered by the Universities as well as the labour market. Obando

and Shisanya (2013). In this study, it refers to the tool of data base

for the graduates.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of literature and studies which supported

the conceptualization and development of the current study. They were either

published or unpublished in local, national, or international publications.

Related Literature

Quality of Graduates

Throughout higher education there has been a lot of talk about graduate

qualities – sometimes referred to as graduate attributes. Graduate qualities are

usually defined as the non-discipline specific skills or attributes that graduates

will emerge with following their degree (Frawley, 2017). ‘Graduate attributes are

the qualities, skills and understandings a university community agrees its

students should develop during their time with the institution. These attributes

include, but go beyond, the disciplinary expertise or technical knowledge that has

traditionally formed the core of most university courses. They are qualities that

also prepare graduates as agents for social good in an unknown future.’(Bowden,

2000).

Bowden and Marton (1998) argue that the curriculum for any university

needs to be developed around the idea that students are being prepared for a

future that is largely unknown. According to Hart (1999) graduate capabilities

describe both know-how and knowledge-of and extend to personal qualities or

aptitudes and meta-cognitive functions which describe the combination and

integration of multiple abilities. Abas-Mastura, Imam & Osman argued that

“Higher education institutions should demonstrate a greater commitment to

develop the generalized expertise that graduates can transfer to whatever

working environment they find themselves in after graduation” (p. 151). In other

words, they are expected to have developed not only subject specific skills but

also employability skills to make them both specialists and generalists

Employability

The term employability is used to mean a set of achievements that

comprise skills, understanding and personal attributes that make an individual

more likely to secure and be successful in their chosen occupation, which benefit

themselves, the workforce, the community and the economy (Yorke and Knight,

2004).

The literature on employability is a vast, generally portraying the concept

as easily understood yet intricate in nature (Hartshorn & Sear, 2005), with little

consensus on its true meaning.

Similarly, Yorke (2004) defines graduate employability as: a set of

achievements-skills, understandings and personal attributes – that make

graduates more likely to gain employment and be successful in their chosen

occupations, beneficial to the graduates, the workforce, the community and the

economy (p. 8).

Another definition of employability is the capability of working on jobs and

the competencies in fulfilling the designated tasks in their fields of study. For

individuals, employability depends on the knowledge, skills and abilities they

possess, the way they use those assets and present them to employers, and

context (e.g. personal circumstances and labor market environment) within which

they seek work (Wentling, 2006).

Employability is a two-sided equation and many individuals need various

forms of support to overcome the physical and mental barriers to learning and

personal development (i.e. updating their assets). It is not just about vocational

and academic skills, but individuals need relevant and usable labor market

information to help them make informed decisions about the labor market options

available to them (Wentling, 2006).

On the other hand, Bowden et al (2000) emphasized that employability

should not just be concerned with preparing graduates to be successful in the

labor market but also about preparing them to contribute to society as

responsible citizens. Employability is a set of graduate attributes; „the qualities,

skills and competencies to prepare the graduates to higher level of functional

literacies.

Moreover, employability is not just about students making deposits in a

bank of skills Morley (2001). Knight (2001) and Yorke (2001) consider the

concept of employability to be a combination of personal qualities, skills of

various kinds and subject understanding but also an “alumni survey” which

according to Schomburg (2003) is a tracer study or “follow-up survey” to provide

information and serve as basis for future planning activities.

With similar position, MenteriPengajianTinggi (2006) cited that Graduate

Tracer Study has proven to be an effective method in getting accurate and quick
inputs for the purpose of ensuring the human capital produced by higher

education institutions are at all times relevant and be able to meet the ever

changing demand of job market.

Parallel to the above definition, Mustapha and Abdullah, 2000) defines

Graduate Tracers as areas of healthy competition for schools to be motivated in

producing competent graduates who will be working in the industries production,

service provision and quality control. Past researches also revealed that

employers looked for certain skills, behaviors and attitudes in their potential

employees.

For the above reason, many employers would select applicants who are

motivated, possess basic skills, and performers with creative thinking and

problem solving and managerial skills, interpersonal, negotiating and teamwork

players, influence others to act with leadership skills, with high level of integrity

(SCANS, 1991).

With such qualities sought after by employers, applicants who work not

only for money but in order to contribute to the organization could be considered

as self-actualized but practical life seekers, the reason why people work, they

work for money to pay for necessities such as food, clothing and housing. They

also work to satisfy their needs for social contact, esteem and self-realization

(Kimbrell and Vineyard, 1999). These are graduates from schools whose records

could be traced appropriately.

The Tracer Study

Tracer study is one of the most beneficial ways to find out the current

status of the graduates after graduation from college and used in most

organizations especially in schools to keep track of graduates‟ addresses, work

places and positions held. Through this study, an institution will be able to

evaluate the quality of education given to their graduates by knowing the

graduates‟ placements and functions in society in general, and in their respective

workplaces in particular. It is a survey of graduates from education institutions,

which takes place after graduation or the end of the training. The subjects of a

tracer study can be diverse, but common topics include questions on study

progress, the transition to work, work entrance, job career, use of learned

competencies, current occupation are in connection to the educational institution.

According to Obando and Shisanya (2013), graduate tracer studies are

vital tools to monitor measure how effective have been the programs offered in

school by which their graduates had been trained academically and how their

skills were developed in order to prepare them for the real world of work.

Another study by Aquino (2016), Graduate tracer studies are models of

empirical studies that can appropriately provide valuable information for

evaluating the results of the education and training of a specific institution of

higher education. It can collect essential information concerning the employment

profile of graduates, their undergraduate experience, the first and current jobs of

graduates, and the relevance of

It can collect essential information concerning the employment profile of

graduates, their undergraduate experience, the first and current jobs of

graduates, and the relevance of their educational background and skills required

in their job. Graduate tracer collects data on the relevance of curriculum viz.

graduates‟ level of satisfaction at work.

In addition, Reference.com (2017) stressed that a tracer study helps

researchers identify effective and ineffective components in educational and

vocational programs. Results of tracer studies could be quantitative by which

data would be easily analyzed. A tracer study in the field of education includes

data from former students of learning institutions or vocational programs.

Tracer studies have been conducted by educational institutions for

decades, like what was done by Harald Schomburg and his colleagues at the

Centre for Higher Education and Work, University of Kassel, Germany, where

considerable researches were conducted, another one was the CHEERS (Career

after Higher Education-a European Research Study) which investigated the links

between higher education and graduate employment in Europe (Schomburg,

2003).

In addition to Schomburg study in 2016. Many countries are experiencing

growing demand for tracer studies due to the requirements of accreditation and

quality management. Education institutions are often forced by law to implement

regular tracer studies and there is demand from donor agencies for empirical

evidence about the relevance of the education/training they sponsor.

Experience, Skills and Trainings

In portraying graduates with experiences, skills and trainings, a common

finding in the literature was the importance of previous work experience for the

success of the new graduates (Rateau and Kaufman, 2009). Employers highlight

the importance of previous work experience as a means for the student to mature

and gain real life experience that only work can provide (Sleap and Reed, 2006).

Such integration of experiential learning methods and work-related

programs had significant impact on the development of competencies resulting in

a more „work ready‟ and a „more balanced graduate‟ (Coll and Zegwaard, 2006,

p. 30) where students work hard in the workplace, at the same time pursue

higher studies to which Harvey (2005) agreed that experiences in working with

industries while pursuing further studies could make up a more competent

worker.

Parallel to the above contention, Fallows and Weller (2000) cited about

the worker‟s ability to contribute quickly to the success of the organization as a

primary need of employers. With previous work experience, graduates adjusted

to their first job more easily and expressed a better understanding of different

organizational cultures (Fallows & Weller).

However, according to Cappelli (1999), a feature of work reorganization in

the last twenty years has been the democratization of insecurity of work where

redundancy is no longer restricted to semi-skilled and unskilled workers, but

technicians, engineers, managers and professionals as well were all given work

opportunities in the industries, to which Peiperl, et al. (2000) agreed that

competition at work could be healthy for w orkers to be highly motivated to work

harder to be recognized and paid accordingly.

Related Studies

The success of the nation depends on the quality of graduates in higher

education institutions have produced. In Nigeria, Fadeyi, Sofoluwe, and

Gbadeyan (2015) mention that there is an impact of teachers‟ salary to their job

performance, vis-à-vis to students‟ academic performance, which means the

higher salary of the teachers can boost their morale to perform better in teaching.

Maximum employability among graduates is one of the effects of this argument

could be empirically evaluated by effective graduate tracer.

This scenario connects the study of Wangchuk (2002) that generally most

graduates in teacher education are hired in urban or semi-urban areas than in

the rural areas in Paro. This means comforts for better life are found in urbanite

city than in rural areas. Signals in the use of technology for instructional purposes

like the use of social media and multi-media presentations can be accessed

more readily in the city.

According to Vong (2012), the RUPP-Tracer Study Report 2012 was

made available for the public and it was done by the Quality Assurance Unit to

verify the quality of higher education in this public University. The findings of the

study would help the University identify its learning outcomes, the strengths and

weaknesses of the University programs, and the relationships between

education/training and the labor market needs. To assure the effectiveness of the
University programs, the study was conducted with two different cohorts so that

comparative information would be available.

On the other hand, in the study of Labaria (2016) “Job Satisfaction and

Employability of Education Graduates of Western Philippines University-Quezon

Campus”, the employability of graduates from an institution is very important to

note. It is through education and proper training that one may get a decent job

after graduation, then satisfaction is experienced among their graduates.

In similar scenario, Jarito Verona (2013) contends in his study “A Tracer

Study of the Employment Status of PUPQC AY 2004- 2005” that the general

profile and the present employment status of the respondents which are

graduates of Polytechnic University of the Philippines academic year 2004-2005

were recipients of scholarship grants, thus able graduates in their respective

workplaces, these results would enable administrators to further develop their

existing curricular offerings. It is likewise

regulating document efficiency and support on the demographic profile of a

certain institution that can be measured through the quality of their respective

graduates. The relation of their course to their present jobs, the relevance of the

curriculum in college, the competencies learned in college that they find most

useful in your job, their job position, reasons for changing job and lastly their

future career plans.

Mauro Tolentino (2017) asserts in his study “Tracer Study of Bulacan

Polytechnic College Graduates of 2007” the effectiveness of the programs as

well as the where abouts and the present situation of the graduates are the
reason why the curriculum is still existing. Furthermore, the result is to help the

institution in its curriculum making/re-evaluation to upgrade the skills needed by

its students in consonance with requirements of the industry, thus assuring the

graduates of higher chance of employment.

In similar with Vong (2014), the Royal University of Phnom Penh has been

producing qualified educational practitioners to serve the national educational

needs; a majority of them had a many opportunities to work in a wide range of

public fields such as the public or private education sectors, governmental

institutions, NGOs, and various private sectors. Most professional teaching jobs

were fulltime which provided the graduates with reasonable earnings even if they

were still quite limited. To survive as teachers in the current Cambodian context,

many graduates have to work extra hours in part-time jobs in order to earn extra

revenue. Thus, the curriculum is still offers in the university.

On the other hand, the Tracer Study of the Graduates of Certificate in

Teaching Physical Education (CPE) from 1995 to 2005 answered the profile of

the CPE graduates in terms of job position and the employment in terms of job

encountered in the CPE. Majority were males with permanent status of

employment in the national government receiving 10,000 Php to 15,000 Php per

month as wages, though not given equal opportunities like those of education

graduates, still they were competent workers.

However, Ramirez, Cruz and Alcantara (2014) argued that it is no longer

sufficient for new graduates to have knowledge because most industries today

need applicants who are capable to perform different kinds of jobs in multi-
tasking, team work and job rotations, even do work simplification with the

presence of technology in the workplace. Companies need highly skilled

graduates, which could mean that schools, colleges, and universities must offer

curriculum with outcomes-based components to prepare graduates to the

challenges at work.

The foregoing literature and studies had shed light on this current

research undertaking for they cited instances where graduate tracers were

utilized and served as monitoring of graduates‟ employability.

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methods and procedures used in the study to

include the subject of the subject of the study, research design, instrument used

for data gathering, procedures and treatment of data.

Research Design

Descriptive survey research was used in this study, where a survey was

conducted to trace and determine the employability of the graduates from the

Department of Technology Teacher Education formerly Department of Industrial

Technology education and the Department of Home Technology Education.

Online and face to face survey was employed in this study

Subject of the study

. The respondents of the study were the graduates of the BSIED degree

major in Food technology, Industrial Arts, Drafting Technology, Machine Shop

Technology, Electrical Technology, Electronics Technology, Automotive

Technology, General Home Economics, and Garment Technology. BSTTE major

in Industrial Technology, and Drafting Technology. BSE major in Technology and

Livelihood Education and Home Economics are also included in this study.

These were graduates during the years 1987 to 2018 in the College of Education

in Mindanao State University-Iligan Institute of Technology (MSU-IIT).

Sampling Procedure

Convenience sampling method was used in this study which relies on data

collection from population members who are conveniently available to participate

in the study. From the obtained list of graduates, they were sent with the survey

online and face to face survey for those who are not available online.

Research Instrument

This study used a questionnaire patterned from the Commission on Higher

Education graduate tracer study questionnaire, which is slightly modified for the

purpose of the study. The items on the questionnaire were modified into an

online survey using Google forms channeled through Facebook. Then a survey

questionnaire was launch to selected school within Iligan city where DTTE alumni

are presently working

The first part of the questionnaire is about the Profile of the graduates, the

second part is the Let Performance of the graduates, the third part is the

Employability of the graduates, the fourth part is the Relevance of the Curriculum

to the First Job of the graduates, the fifth part is the Graduates Competencies

Learned in College, and the sixth part is the Suggestions/Comments for

improving the curriculum offered of the Department.

Data Gathering Procedure

After the consent of the thesis adviser, a letter was hand-carried to the

college dean asking for list of names and addresses of respondents, then noted

by the thesis adviser and the chairman of the department.

Right after respondents‟ names and addresses were gathered, a

questionnaire based on Commission on Higher Education graduate tracer study

was prepared.

After the approval, the respondents were contacted via Facebook and

school visitation was done around Iligan City. Data gathered were tallied,

analyzed and interpreted.

Statistical Tools Used

After data gathering, frequency and percentage were statistically

determined using the following formula:

1. Percentage (%) - use to get the percentage of the DHTE, DITE and

formerly DTTE graduates of MSU-IIT.

2. Frequency (f) – used to determine how often the answers of the

respondents are in category.

 CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents the Analyses and Interpretation of the results from the

gathered data. Data were tabulated, computed, and analyzed. The focus of this

interpretation was on the employability of the Department of Technology Teacher

Education formerly the Department of Industrial Technology Education and

Department of Home Technology Education graduates during the years 1987 to

2018 in the College of Education in Mindanao State University-Iligan Institute of

Technology (MSU-IIT) in the teaching profession and also in the establishments.

1. Profile of the Graduates

a. Course Taken

BSTTE Drafting Technology 39

BSTTE Industrial Technology 50
BSE Home Economics 25
BSE Technology and Livelihood Education 8
BSIED Autmotive 1
BSIED Building Construction 1
BSIED Food Technology 15
BSIED General Home Economics 9
BSIED Garment Technology 1
BSIED Electronics Technology 4
BSIED Electrical Technology 4
BSIED Machine Shop 3
90
BSIED Industrial Technology
120
BSIED Drafting Technology

0 20 40 60 80 100 120 140

Figure 2. Distribution of Respondents in Terms of Course Graduated

 Figure 2 shows the number of BSIED and BSTTE graduates of MSU-IIT

from the S.Y 1979-2018. In terms of the course taken, BSIED Drafting

Technology had the most number of responses with 120 or (32.4 %) out of 370

respondents. It was followed by BSIED Industrial Arts with 90 (22.3%), BSTTE

Industrial Technology with 50 (13.5%), BSIED Drafting Technology with 39

(11.7%), BSE Home Economics with 25 (6.8%), BSIED General Home

Economics with 9 (2.7%), BSIED Food Technology with 15 (4.1%), BSE

Technology and Livelihood Education with 8 (%), 4 (2.4%) each from BSIED

Electrical Technology and Electronics Technology, BSIED Machine Shop with 3

(0.8%), and 1 (0.3%) each from BSIED Building Construction, Garment

Technology, and Automotive.

Based on the result, BSIED Drafting Technology ranked the highest

amount of responses since they were employed as CAD operators and some

were involved in online job, presumably accessible through computers.

 b. Civil Status

Separated/ Divorse 2

Married not living with spouse 4

Single Parent 4

197
Single

Married 163

0 50 100 150 200 250

Figure 3. Distribution of Respondents in terms of Civil Status

It can be observed in Figure 3 majority of the alumni who participated the

survey were still single comprising of 197 (53.3%) while 163 (44.1%) were

already married. There were 4 (1.1%) for each single parent and married but not

living with spouses and only 2 (0.5%) was separated or divorced.

According on the results, single respondents were majority among the

respondents since most of the responses on the survey came from the year 2010

onwards. Since they graduated younger thus, they were most likely single.
 c. Year Graduated

120
108 105
100

80
69

60

44
40

20 16
11 13
4
0
1979-1983 1982-1988 1989-1993 1994-1998 1999-2003 2004-2008 2009-2013 2014-2018

Figure 4. Distribution of Respondents in Terms of Year Graduated

It is observed at Figure 4 that among all of the 370 alumni, those who

graduated in 2009 to 2013 had the highest number of respondents who

answered the survey consisting of 108 (32.4%). The numbers of the respondents

on the year 2014 to 2018 were nearly close from the total respondents of 2009 to

2013 it consist of 105 (31.5%). There were 16(4.8%) who graduated in 1982 to

1988, 13(3.9%) graduated in 1994 to 1998, 11 (3.3%) graduated in 1989 to 1993.

The oldest respondents who completed the survey had graduated in year 1979 to

1983 with a total of 4(1.2%)

The highest percentage of respondents who graduated in year 2009 to

2013 were graduates, active on social media like Facebook compared to the

respondents who graduated in year 2000 and below.

 d. Sex

158
212
Female
Male

Figure 5. Distribution of the Respondents in Terms of Sex

It is observed in Figure 5 that 212 (57.3%) were females, 158 (42.7%)

were males. Generally, the BSIED, BSE, and BSTTE program were dominated

by female students.

Females used social networking sites to stay connected and in touch with

family or friends. Men on the other hand, used social media to look for

information they needed to create influence. Social media helped them produce

research, gather significant contacts and ultimately increased their status.

Vermeren (2015) argued that men and women had varying degrees of online

activities across different sites. 74% of internet users were using social media,

with women (76%) having a slight edge over men (72%).

 2. Performance in LET (Licensure Examination for Teachers)

ARE YOU A LET PASSER?

CURRENTLY TAKING 1

WAITING FOR THE RESULT 1

PBET 12

NOT YET TAKEN 30

NO 44

YES 282

0 50 100 150 200 250 300

Figure 6. Licensure Examination for Teachers (LET) Performance

It is observed in Figure 6 that in terms of LET performance, a good

number of respondents (282 out 370 respondents) indicated that they passed the

Licensure Examination for Teachers (LET). Only 44 (11.9%) indicated that they

did not pass the LET. There were 12 (3.2%) specified that they had taken PBET,

while 30 (8.1%) identified that they had not yet taken the LET since the time they

graduated, and 1 (0.3%) each are currently taking and waiting for the result.

Result proves that the graduates were armed with the essential qualities

needed since most of them passed the Licensure Examination for Teachers

(LET).
 3. Employability of Graduates

a. Present Employment

Yes 322

No 44

Never been Employed

4

0 50 100 150 200 250 300 350

Figure 7. Present Employment of Graduates

Figure 7 reveals the employability of the BSIED, BSE, and BSTTE

graduates. It can be noticed 322 (87%) of the graduates were presently

employed. Only 44 (11.9%) were not employed while 4 (1.1%) had never been

employed. Reasons for not being employed included health and family concern.

The result tells that the BSIED, BSE and BSTTE graduates have higher

employability rate thus, this implies that the department quality graduates. High

employability rate could be associated with the quality of graduates the BSIED,

BSE, and BSTTE produced.

 b. Employment Status

Others 25

Contractual 40

Casual 11

Temporary
24

245
Regular

0 50 100 150 200 250 300

Figure 8. Employment Status of the Graduates

It is observed at Figure 8 that among those who were employed, 245

(71%) were granted permanent status, 24 (7%) were in temporary status, 11

(3.25) were casual employees, 40 (11.6%) were contractual employees, and 25

(7.5%) did not indicate their employment status.

Since most of the graduates were board passers then most likely they will

be promoted as regular employee.

 c. Classification of Employment

Others 70
None 9
Government Employee (Pulis, Military, Nurse,… 21
Call Center 10
Sales 12
Entrepreneur 3
Public School (Tertiary) 16
Private School (Tertiary) 7
Public School (Secondary) 104
Private School (Secondary) 9
Public School (Elementary) 56
Private School (Elementary) 8
Industry 45
0 20 40 60 80 100 120

Figure 9. Classification of Employment in the Graduates

With regards to the classification of respondents’ work,104 (31.2%) were

employed as public secondary school teachers, 56 (16.8%) were teaching in

public elementary school, 45 (13.5%) were industry workers, 21 (6.3) were

government employees (police, military, nurse, etc.), 16 (4.8%) were teaching in

the public school tertiary, 12 (3.6%) were sales representative, 9 (2.6%) were

teaching in public school secondary. Teaching in the private school elementary

have 8 (2.3%), 7 (2%) were teaching in private school tertiary, 3 (0.9%) were

entrepreneurs, 70 (21%) selected others and 9 (2.7%) had none.

Based on the results, public school teachers had the highest amount

among the respondents, which could indicate that BSE/BSIED/BSTTE graduates

were engaged to teaching.

 d. Place of Work

No answer 35

Abroad 21

Local
314

0 50 100 150 200 250 300 350

Figure 10. Place of Work of the Graduates

It can be noted in Figure 10 that among the 370 respondents, 314 (94.2%)

were working locally as teachers, industry workers, government employees

(police, nurse, military etc.), and others. There were 21 (6.3%) who were working

abroad as draftsman, sales representative, and others while 35 (10.5%) did not

indicate their place of employment.

Although the results have shown that most of the respondents were

employed locally but it could be fairly said that BSIED, BSE, and BSTTE

graduates were globally competent since there was a quantity of them who were

employed abroad.
 e. First Job after College

Is this your first job after college?

28

124
Yes
No
No answer

218

Figure 11. First Job of the Graduates after College

Figure 11 shows the first job of the graduates after college, 218 (65.4%)

indicated that it was not their first job, while 124 (37.2%) agreed that it was their

first job. On the other hand, 28 (8.4%) did not have any responses on this item.

The results implied that the graduates had experienced other job rather

than the job that they were having at the time of the survey.
 f. Duration on their First Job

How long did you land on your first job?

140 129
120 106
100

80

60 44
33 38
40
11 7
20 2
0
Less than a 1 to 6 7 to 11 1 year to 2 years to 3 years to None Others
month months months less than 2 less than 3 less than 4
years years years

Figure 12. Duration of the Graduates on their First Job

It is observed in Figure 12 that after graduation, 129 (38.7%) of the alumni

respondents took less than a month to find a job, 106 (31.8%) had 1 to 6 months

to get a job, while a quarter had 7 months to less than 4 years before getting a

job.

The result implies that the graduates were competent and knowledgeable

not only in theories but also on necessary skills required in their desired position

thus, capable for that job.

 4. Relevance of the Curriculum of the First Job

Was the curriculum you had in college

relevant in your first job?

21

Yes
76 273 No
No answer

Figure 13. Relevance of the Curriculum of the First Job

Figure 13 shows the relevance of the BSIED, BSE, and BSTTE curriculum

to the first job of the alumni. There were 273 (81.9%) who acknowledged that the

BSIED, BSE, and BSTTE curriculum was relevant to their first job while 76

(22.8%) answered that the curriculum from which they graduated was not

relevant to their first job since their first job was not related to teaching. There

were 21 (6.3%) respondents who did not answer this question.

Based on the results, it can be said that the BSIED, BSIED, and BSTTE

curriculum was relevant to the required knowledge and skills in their first job

which might be in teaching or in the industry.

 5. Competencies Learned in College

What competencies learned in college did

you find very useful in your first job?
Communication skills 225
Human Relations skills 195

Critical thinking skills 186

Entrepreneural skills 114

Problem-solving skills
157
18
Technical skills

0 50 100 150 200 250

Figure 14. Graduates Competencies Learned in College

It is observed in Figure 14 that “Communication skills” was found to be the

most useful competency learned by the alumni in college as responded by 225

(25.1%). It was followed by “human relations skills” with 195 (21.7%) responses,

third was “critical thinking skills” with 186 (20.7% ) responses, “problem solving

skills” ranked fourth (17.5%) responses. There were 114 (12.7%) respondents

who answer “entrepreneurial skills” while only 18 (2.0%) answered “technical

skills”.

A good communication skill is essential in establishing social relationship,

and a necessary not only in teaching but also in the field of industry. In contrast,

technical skills were last in the competencies learned.

Comments and Suggestions of the Respondents

The following were the comments and suggestions of respondents:

 Provide more seminars, OJT partners such as companies or schools,

more NC II training that was TESDA accredited. It should be cheaper but

quality assured. ( R101, R143, R220,R85, R119, R139 , R13, R200 R144

R151 R166 R222, R250)

 Updated software to use for drafting designing and photo editing. (R114,

R121 R120 R140 R224, R309, R310)

 Provide advanced technology integration in major classes. (R114, R121

R120 R140 R224 R250 R314)

 To further improve the course curriculum, there was a need for it to be

contextualized even localizing it so that students will able to relate on it.

Moreover it has to dwell more in the development of attitudes rather than

knowledge and skills. ( R47, R53, R68, R69, R82, R92, R104, R123,

R157, R169, R186, R188, R192 , R194, R204, R206, R97, R214, R116

R95 R345 R55 R370)

 Improve more the teaching process, and have the pupils master the

theories about the subject matter as well as for the practical methods. .

(R25, R38, R108, R113, R205, R218, R223)

 More activities that would further improved 21st century skills to be globally

competitive. ( R47, R53, R68, R69, R82, R92, R104, R123, R157, R169,

R186, R188, R192 , R194, R204, R206, R97, R214, R116 R95)

 Advance review for LET (Licensure Examination for Teachers) especially

in the major subject areas. (R96, R99, R115, R199, R107 R165)

 Facilitate linkages on job opportunities for fresh graduates. Also, provide

competent instructors who are specifically capable to teach the lessons

especially on major subjects. (R63 R83, R124, R198, R211,R67,R196,

R71,R134, R79,R136, R80, R84,R89, R88 R149)

 The department must conduct more seminars in partnership with training

companies, industries, schools and TESDA for NC II trainings. .( R18,

R24, R33, R35, R41, R42, R44, R54, R55, R59, R76, R90, R91, R93,

R97, R111, R118, R146, R153, R155, R156, R162, R167, R174, R176,

R175, R181, R190, R207, R129)

 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion and

recommendations based on the results of the study.

Summary of Findings

This study aimed to determine the employability of graduates of BSIED

(Industrial Arts, Drafting Technology, Machine Shop Technology, Electrical

Technology, Electronics Technology, and Automotive Technology) from Year

1987-2018. It also included the first and second batches of graduates of the

BSTTE major in (Industrial Technology, and Drafting Technology), Year 2015-

2016. Specifically, and determine the profile of respondents, LET Performance,

employability of graduates, and relevance of the curriculum from which they

graduated.

An online survey and a face to face survey was disseminated to the

selected 500 respondents. However, only 357 alumni responded to the survey.

The following were the salient findings of the survey:

1. More of the respondents who responded to the survey were BSIED

Drafting Technology.

2. Majority of the Graduates Passed the LET.

3. Almost all of the graduates were employed.

4. Majority of the Graduates were Regular/Permanent.

 5. Most of the respondents were employed as public elementary and
secondary school teachers.

6. Majority respondents were working locally as teachers;

7. Some are working abroad;

8. Communications skill was the most useful competencies in teacher

education preparation which was utilized to be relevant in their jobs.

Conclusion

Based on the above findings, the following conclusions were drawn:

1. The BSIED/BSTTE curriculum was responsive to the needs of the

graduates in terms of their employability.

2. BSIED/BSTTE graduates were not only locally competent but also

globally effective workers.

3. The BSIED/BSTTE graduates were equipped with enough skills

and qualities needed for employment.

Recommendations

Based on the foregoing conclusions, the following recommendations are

presented:

1. Increase the span of time in conducting the study to gather more

respondents.

2. The DTTE department may look into the recommendations of the

respondents to enhance/update the curriculum.

5. A survey may be conducted to include the feedback of the employers

on the performance of the graduates.

6. A future study may be conducted involving more respondents outside

Iligan city.

7. The DTTE department may consider certain improvements on the

facilities needed for specific courses.

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 Insert REX
APPENDICES
INSERT REYNA
APPENDICES
 APPENDIX H
CURRICULUM VITAE

Personal Data
Name : Villegas, Lyka Abegail C.
Birthdate : November 3, 1998
Birthplace : Iligan City
Home Address : Purok 3, Brgy. Buru-un,
Iligan City
Age : 20
Sex : Female
Religion : Roman Catholic
Civil Status : Single
Father : Eustequio C. Villegas
Mother : Rebecca C. Villegas

Educational Attainment

Elementary : Heneral Pio Del Pilar Elementary School,

Makati City
Secondary : Iligan City National School of Fisheries
Buru-un, Iligan City
College : Mindanao State University- Iligan Institute of
Technology
Course : Bachelor of Science in Technology Teacher
Education
Major : Industrial Technology
Personal Data
Name : Lumajang, Reyna Marie Z.
Birthdate : May 9, 1999
Birthplace : El Salvador City
Home Address : Himaya, El Salvador City
Age : 19
Sex : Female
Religion : Iglesia Filipina Indipiendente
Civil Status : Single
Father : Reynante S. Lumajang
Mother : Rosemarie Z. Lumajang

Educational Attainment

Elementary : Himaya Elementary School, El Salvador

City
Secondary : Saint Joseph Academy of El Salvador City,
El Salvador City
College : Mindanao State University- Iligan Institute of
Technology
Course : Bachelor of Science in Technology Teacher
Education
Major : Industrial Technology
Personal Data
Name : Oti, Mafet B.
Birthdate : November 21, 1999
Birthplace : Balagatasa, Maigo Lanao Del Norte
Home Address : Purok 2, Libertad Kauswagan Lanao Del Norte
Age : 19
Sex : Female
Religion : Roman Catholic
Civil Status : Single
Father : Misken P. Oti Jr.
Mother : Fe B. Oti

Educational Attainment

Elementary : Libertad Elementary School, Libertad

Kauswagan Lanao Del Norte
Secondary : Marcela T. Mabanta National High School,
Libertad, Kauswagan Lanao Del Norte
College : Mindanao State University- Iligan Institute of
Technology
Course : Bachelor of Science in Technology Teacher
Education
Major : Industrial Technology
Personal Data
Name : Reuyan, Rex Artym
Birthdate : March 23, 1999
Birthplace : Purok 7 Tipanoy, Iligan City
Home Address : Purok 7 Tipanoy, Iligan City
Age : 19
Sex : Male
Religion : Roman Catholic
Civil Status : Single
Father : Artemio D. Reuyan
Mother : Rosadelia M. Reuyan
Educational Attainment
Elementary : Tipanoy Elementary School, Tipanoy
Iligan City
Secondary : Acelo C. Badelles Senior Memorial High
School, Tipanoy Iligan City
College : Mindanao State University- Iligan Institute of
Technology
Course : Bachelor of Science in Technology Teacher
Education
Major : Industrial Technology