Asia Pacific Journal of Research Vol: I.

Issue XXXV, January 2016

ISSN: 2320-5504, E-ISSN-2347-4793

EMPLOYABILITY OF FILIPINO MAJOR GRADUATES OF PNU-NORTH

LUZON FROM 2009-2013

Marissa R. Guiab and Ma. Lina P. Sario

Philippine Normal University
Isabela Campus
Alicia, Isabela, Philippines

ABSTRACT

This tracer study looked into the employment characteristics and transition to employment of Filipino Major
Graduates of Philippine Normal University, North Luzon Campus for 2009-2013. It also looked into the level of
satisfaction of graduates in terms of the services offered by the university as well as their perceptions on the
academic experience. It used the descriptive method of research. The respondents were 36 Filipino Major
Graduates of 2009-2013. A questionnaire was uded to gather data. All data were subjected to statisticalanalysis
like frequency, percentage and mean. Findings revelaled that most of the respondents were employed, either
permanent, temporary and contractual. Most of them got their first job right after graduation. Their
communication skills, human relation skills, leadership skills, problem solving skills and information technology
skills acquired in the university were moderately adequate and relevant. Their level of satisfaction with the
services of the university as well as their academic experience was moderately adequate and relevant as well.

Introduction

The Philippine Normal University-North Luzon Campus is recognized as the largest producer of teachers
in Cagayan Valley Region.This u8niversity is located in Alicia, Isabela. It has been producing teachers since
1975. Starting from the humble first eleven (11) graduates in the Bachelor of Science in Elementary Education to
approximately one thousand to date (March 2013). Where are the graduates now? Are they employed as teachers
or not? With these questions, there is a need to conduct a graduate survey or tracer study.

A tracer study is needed to assess, determine, identify and trace what becomes of the students who
undergo a certain program. It will give important information for evaluating the education program of an
institution (Scromburg, 2003). The result of the study can help in the assessment of the relevance and usefulness
of the programs as well as their effectiveness, and eventually , their success or failure (Sito, Alawas, Alvaro,
Azupardo, Cawat, Parcasio, & Mina, 2007).
Accordint to the ILO Thesaurus (2005), A tracer study is an assessment tool wherein the impact on target
groups is traced back to specific elements of a project or program so that effective and ineffective project
components may be defined. Furhermore, Millington (2001) states that “they provide quantitativec structural
data on employment and career, the character of work and related competencies, and orientation on the
professional orientation and experiences of their graduates”.

In the Philippines, the Commission on Higher Education (CHED) requires all Higher Education
Institutions (HEI’s) to conduct a tracer study and is equally reflected as one of the required documents by any
higher education accrediting body ( Gines 2014). In the end, all information from the tracer study may be the

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Asia Pacific Journal of Research Vol: I. Issue XXXV, January 2016
ISSN: 2320-5504, E-ISSN-2347-4793
basis for the development of curricular programs in the perspective of ASEAN 2015 or the 21st century teacher
education.

This study aimed to review and evaluate the Filipino Program of PNU-Isabela through a tracer study of its
graduates from 2009-2013.

Specifically, the study was conducted to:

1. Establish a profile of PNU Filipino graduates in terms of:

1.1 gender
1.2 civil status
1.3 performance in LET
1.4 highest educational attainment
1.5 employment status
2. determine the extent to which the Filipino Majors used the following skills learned in school in their
current work:
2.1 knowledge and technical skills
2.2 communication skills
2.3 human relation skills
2.4 leadership skills
2.5 problem-solving skills;
3. assess the graduates’ level of satisfaction with the university’s physical facilities and human resource
services; and
4. determine the graduates’ perception oftheir academic experience in the university.

CONCEPTUAL FRAMEWORK

Graduates of PNU BSE

Filipino Program
Filipino

Demographic Profile,
employment
characteristics,
Academic Experiences
retrospective
at PNU
evaluation of the
academic programs,
professional success

Figure 1. Conceptual framework of the study

Methodology

Research Design
The study used the descriptive survey design. It is a curriculum product evaluation that documents
curriculum relevance and adequacy by determining how well the graduates have achieved the goals of the
program.
Respondents
The study aimed to gather data from the graduates of BSE Filipino from 2009-2013. Time constraints and
low response from the respondents compelled the researchers to use snowball sampling instead of systematic
random sampling. Snowball sampling is a sampling technique where a respondent of the study leads the

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Asia Pacific Journal of Research Vol: I. Issue XXXV, January 2016
ISSN: 2320-5504, E-ISSN-2347-4793
researchers to other possible respondents until a desired or adequate number of respondents is reached (Atkinson
and Flint,2001, in Nievera ,2013). Many of the respondents were traced through their current school of
employment.
Instrument and data gathering procedure
To obtain quantitative and qualitative feedback from the graduates about their course-related skills and
attitudes and retrospective evaluation of the program, the study used the modified questionnaire developed by the
Commission on Higher Education(CHED) and was revised and used by Barrameda, et al (2005).
Data analysis
The data gathered were subjected to statistical method. Frequency ,percentages and means used to
analyze the data.
The rating scales were used to determine the extent/level of satisfaction, adequacy and relevance. For
statistical purposes, the range below was used.

Range Interpretation
4.50-5.00 To a great extent Highly adequate Highly relevant
3.50-4.49 To some extent Moderately adequate Moderately relevant
2.50-3.49 To a limited extent Not quite Adequate Not quite relevant
1.50-2.49 To a very limited extent Slightly adequate Slightly relevant
1.00-1.49 Not at all Not adequate Not relevant

Results and Discussion

Table 1. Profile of respondents
School Year Male Female Total
2008-2009 3 5 18
2009-2010 3 9 12
2010-2011 3 10 13
2011-2012 1 20 21
2012-2013 5 17 22
15 71 86

Out of 86 only 36 or 41.86% composed of seven male and 29 female responded due to time constraintsand low
response. The expected number of respondents per year was not obtained.

Table 2. Frequency and percent distribution according to respondents’ profile

Sex n=18) F % Age f %
Female 29 80.56 21 and below 4 11.11
Male 7 19.44 22 to 23 15 41.63
Total 36 100 24 to 25 13 36.11
Total 26 and above 4 11.11
Civil Status (n=18) F %
Single 20 30.86
Married 16 44.44
Single Parent 0 0
Total 36 100
Licensure Examination
LET 23 63.87%

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Asia Pacific Journal of Research Vol: I. Issue XXXV, January 2016
ISSN: 2320-5504, E-ISSN-2347-4793
The respondents in the study is dominated by females with a total of 29 0r 80.65 percent. Most of them belong to
the age bracket of 22-25 years old. Out of 36 there were only 23 who answered they passed the LET. This might
be because many respondents have just graduated in 2013 when the survey was conducted and they have not
taken the LET yet but were employed in private schools.

Table 3. Descriptive statistics of respondents’ personal achievements according to their advance studies
Graduate’s F Units Earned Specialization Masters Doctorate
Degree % (n=36) f % F %
(n=36)
Masters 17 15-21 47.22 Filipino 0
Doctorate 0 0 0 Educational 0
Management
Total 17 47.22 Total 0
Reasons F(n=36) %
For Promotion 17 42.22
For Professional 17 42.22
Development
Table 3 shows 47.22% of the respondents have enrolled in the Masters but no one has gradueted yet.
They enrolled in the graduate school for promotion and professional development.
Table 4. Descriptive statistics of respondents’ reasons to enroll in PNU

Reasons(n=36) F(n= Rank

1. School 34 2
Location
2. Personal 19 3
Prestige
3. Fulfilment of 10 6.5
dream to
study at PNU
4. Prospect for 11 5
better
employment
5. Prospect for 10 6.5
career
development
6. Availability 15 4
of
scholarship
7. Affordable 36 1
tuition fee
8. Others 0

Table 4 reveals that graduates enrolled at PNU due to affordable tuition fee, school location, prestige and
availability of schoalrship.

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Asia Pacific Journal of Research Vol: I. Issue XXXV, January 2016
ISSN: 2320-5504, E-ISSN-2347-4793
Table 5. Descriptive statistics of respondents’ performance according to trainings attended
Training Attended (n=36) F %
K-12 Curriculum 2 5.56
Training for Day care workers 1 2.78
Seminar Workshop in ECCD 1 2.78
Seminar Workshop in Disaster Management 17 47.22
UBD Seminar 24 66.67
TESDA Training (Dress Making) 1 2.78
Malikhaing Pagsulat 3 8.33
Student Teacher Congress 23 63.89
Drama Acting Workshop 2 5.56
The Call for Excellent Teacher 20 55.56
Leadership Training 19 52.78
Pagsasanay sa Panitikang Genre 21 58.33
Respondents have attended seminars and trainings related to their specialization like Pagsasanay sa
Panitikang Genre and other trainings needed in their school as recommended by their administrators. This might
be due to their assigned job not related to their specialization hence they were sent to the training.
Table 6. Frequency and percent of respondents’ employment status (A)
Are they presently
employed? F(n=36) % Reasons why F %
not employed
No 1 2.78 No vacancy
Yes 35 97.22
Never Employed O
Total 36 100%
Status F(n=36) %
Permanent 12 33.33
Temporary 8 22.22
Casual 0 0
Contractual 11 30.56
Volunteer 4 11.11
Self-employed 1 2.78
Total 36 100%
Most of the repondents are employed, either permanent, temporary and contractual. One also serves as a
volunteer and another one is self-employed.
Table 7. Frequency and percent of respondents’ employment status (B)
Occupations F(n=36) % Sector F %
Pre-school teacher 6 16.67 Private 24 66.67
Grade school teacher 8 22.22 Public 12 33.33
High School Teacher 16 44.44 Total 36 100%
College Instructor 2 5.56
Self-Employed 1 2.78
Others 3 8.33
Total 36 100%
The respondents teach in different levels. There were those who teach in college, grade school and even
in pre-school but it is noiteworthy that most of them teach in high school. There are also those who are not
teaching which could be self-employed or unemployed.

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Asia Pacific Journal of Research Vol: I. Issue XXXV, January 2016
ISSN: 2320-5504, E-ISSN-2347-4793
Table 8. Transition
Transition F %
1. How long did it take you after
graduation to get your first job?
a. Right after graduation 19 52.78
b. Less than a year 8 22.22
c. More than a year 7 19.44
d. Others 2 5.56
Total 36 100%
2. How did you get your first job?
a. By application 27 75
b. Political connection 5 13.89
c. By invitation 4 11.11
d. Others
Total 36 100%
3. What were the difficulties you F Rank
experienced in applying for your first
job?
a. Few job vacancies/ lack of position or 28 1
item
b. Mismatch of educational qualifications 3 4.5
c. Inadequate experience 6 3
d. Inadequate knowledge or skills 3 4.5
e. Personality Factors 0
f. Not meeting paper requirement/s 0
g. Passing the pre-employment interview 2 7
h. Lack of political Patronage 12 2
i. Others 1 8

4. Why were you hired?

a. Area of specialization 36 1
b. Scholastic Standing 8 4
c. Reputation of the college/ university 22 3
d. Personality Factors 30 2
e. Others 2 5

5. Was your first job related to your area

of specialization?
a. Yes 24 66.67
b. No 12 33.33
Total 36 100%

Most of the graduates got their first job right after graduation. This might be due to the job orientation
conducted in the campus where possible employers in the private sector were invited and conducted job
interviews to interested applicants. There were also those who have waited for less than a year or more before
they got employed in teaching and in other work.
The respondents applied for the job while a number professed through political connection and personal
invitation. Athough they have encountered problems like few vacancies, inavailability of items, lack of political
patronage and inadequacy of skills in areas required by the agencies where they applied.
The respondents were hired due to area of specialization, good personality , the prestige of Philippine
Normal University and scholastic standing. Although there were those whose first job was not related to their
specialization.

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Asia Pacific Journal of Research Vol: I. Issue XXXV, January 2016
ISSN: 2320-5504, E-ISSN-2347-4793
Table 9. Satisfaction on Human Services and Physical Facilities
Competency Skills To a To To a To a Not at Mean QD
great some limited very all
extent extent extent limited
5 4 3 extent 1
2
Human Services 21 10 5 4.44 To
some
extent
Learning Environment 25 9 2 4.64 To a
great
extent
Facilities 8 17 7 4 3.81 To
some
extent
F(n)=36 4.30 To
some
extent

The respondents were satisfied with the administrative and faculty support , as well as the support extra-
curricular activities. They were least satisfied with the food and security services.
The respondents were greatly satisfied with their former instructors and professors as to their expertise in
their respective specialization, the use of instructional materials and satisfied to some extent along respect for
students and athmosphere of political and cultural understanding.
In terms of facilities, they were very satisfied with the Library, satisfied to a limited extent with the
equipment, clinic, canteen and communication facilities. PNU has alot to improve along Facility services.
Table 10. The Extent of Competency Skills Used (relevance and adequacy) by the Respondents in their
current work
Competency Skills To a To To a To a Not at Mean QD
great some limited very all
extent extent extent limited
5 4 3 extent 1
2
Knowledge and 20 15 1 0 0 4.53 To a
Technical Skills great
extent
Communication Skills 32 4 0 0 0 4.89 To a
great
extent
Human Relation Skills 29 5 2 0 0 4.75 To a
great
extent
Leadership Skills 20 10 6 0 0 4.39 To
some
extent
Research Skills 15 18 2 1 0 4.31 To
some
extent
Problem Solving Skills 16 15 3 2 0 4.25 To
some
extent
Information 12 18 4 2 0 4.11 To
Technology Skills some
extent
F(n)=36 4.46 To
some
extent

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Asia Pacific Journal of Research Vol: I. Issue XXXV, January 2016
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Table 10 shows that knowledge and technical skills, communication skills and human relations skills
taught in the university were used by respondents in their current work to a great extent while leadership skills,
research skills, problrem solving skills and information technology skills were used to some extent. The results
imply that the skills are moderately adequate and relevant.
Conclusion
From the gathered data, the following conclusions were drawn:
1. The data provides important information on Filipino Major graduates as follows:
1.1 LET data is not sufficient due to limited response
1.2 Trainings attended were both related and not related to their specialization
1.3 Hiring and employment differ
1.3.1 Some were employed right after graduation while others were hired after a year or more
1.3.2 Problems encountered are lack of vacancies, inadequacy of skills in technology and no political
patronage
1.3.3 Status of position range from permanent, temporary, and contractual.
1.3.4 Most of them were employed in private schools. Some are unemployed.
1.3.5 The data does not represent the rate of employability of Filipino Major graduates due to very
limited response
1.3.6 Few enrolled in the graduate school for promotion and professional growth
2. The communication skills, human relation skills, leadership skills, problem solving skills and information
technology skills are moderately adequate and relevant.

3.The respondents’ level of satisfaction with the university’s physical facilities and human resource services is
moderate or to some extent; and
4. The graduates’ perception of their academic experience in the university is moderately adequate
and relevant.

Recommendation

1. There is a need to strengthen the link between the Office of the Alumni Affair and the alumni to obtain
higher response in tracer studies.
2. There is a need to improve the services particularly the canteen, clinic and laboratory equipment.
3. Enhance the research and leadership programs of the University.
4. Continue the conduct of the tracer study to determine the status of the graduates and effectiveness of the
curriculum.

References
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