Running Head: CAUSES OF UNEMPLOYMENT IN MAGALANG

Causes of Unemployment in Magalang

Jashmin M. Dela Cruz, Jevie Kelly M. Santos, Josh Raven D. L. Catacutan, Rodelyn L. Miranda,

Egiah Grace M. Garcia, Jean Aica A. Palo, Al Christian V. Manabat, Antonio G. Guzman Jr.,

Sophia Marie M. Tayag, Timothy John M. Rodriguez

A Research Paper Presented to the Faculty of Magalang Institute

March 2020
CAUSES OF UNEMPLOYMENT

Introduction

According to Bhosale (2014), unemployment is a phenomenon or situation which indicates the

people who are willing and able to work but are not getting work. In addition, these people who
are out of work and are seeking for employment are also considered as unemployed (Summers,
2019). The willingness of unemployed worker to have but still can`t have one. This is referred to
as a condition or state in which employees who are effective in working and enthusiastic to do
work but are struggling to find job (Devi, 2012).

It is stated by Fritz (2010) that unemployment is one of the most common issues or problems
worldwide. It a serious issue in the economy that is needed to be solved. Many economists
including Anderson (2011) have done research studies to find solution in this certain issue. The
researchers discussed about the causes of unemployment. There were three (3) main causes, the
increasing of population, rapid technological change, and lack of education.

First, increasing population often leads to higher unemployment rates or the percentage of
unemployed workers. The number of people who are looking for jobs is increasing also, it is
more difficult to arrange or organize the jobs for all these huge numbers of people who are
looking for jobs or work (Alawi, 2010). It is also said by Cossou (2014) the problem of
unemployment is due mainly to the fast growth of population which make difficult to the person
to be employed or to find work in a gigantic number of employees.

Second, there is a rapid change in technology. As the technology changes rapidly, many jobs that
are manually done by hands are being replaced by machines (Gineva,2010). Technology
destroyes the work of unskilled workers or employees in different factories or jobs
(Warfield,2019). It risked the job of the workers related to technological change. As a result,
unemployment increases as technology-driven activities grows (Guarascio et.al., 2020).

And lastly, another cause of unemployment is lack of education. Bishkek (2011) said that lack of
access to education and poor knowledge can lead to unemployment as they are not educated and
don`t have enough knowledge to engage to the job responsibilities. In addition, Eckstein (2011)
stated that unemployment happens when the qualification of a worker or employee is not
sufficient to meet the work obligations. As the need for skilled and educated workers increase for
employers, the employment opportunities or changes for those who are not educated, and for
those without a college education or decrease leading to higher unemployment rate. It is based to
Zimmer (2016) education increases the chance of uneducated person to be employed as they
have a knowledge to emerge with the responsibilities and obligations.

Moreover, there are different causes of unemployment and the top causes are increasing of
population, rapid change of technology and lack of education (Anderson ,2011). And according
to Ottosen (2010) companies and factories must build more opportunities and positions in
response to unemployment. It is also said by Amadeo (2019) the solution for unemployment is to
create more jobs.
 CAUSES OF UNEMPLOYMENT

Conceptual Framework

The researchers determined the demographic profile of the respondents who were the
unemployed people in Magalang in terms of their sex, by using a questionnaire administered by
the researchers to the unemployed citizen in Magalang. The cause of unemployment were
identified. After gathering and analyzing data, it will aim to determine if there is a significant
relationship between the sex of the respondent and the causes of unemployment.

Paradigm of the Study

Demographic profile in terms of sex.

Survey
Unemployed questionn
people in
aire
Magalang
Causes of unemployment.
CAUSES OF UNEMPLOYMENT

Research Problem

ON THIS PART, ENUMERATE YOUR RESEARCH PROBLEMS IN PARAGRAPH FORM.

SEE THE SAMPLE BELOW

The tracer study was designed to trace all the MAEd English graduates and to establish their

demographic profile. Also, the study focused on the career assessment of the graduates in terms

of their employability status, the relevance of their course to their present job employment, and

their job performance. Specifically, this study sought to answer the following questions: 1) What

is the demographical profile of the MAEd English graduates in terms of: 1.1) sex, 1.2) age, 1.3)

civil status, 1.4) educational background, and 1.5) professional examination taken? 2) How

effective is the curriculum in terms of: 3.1) relevance to the current job, 3.2) usefulness of

learned competencies, 3.3) applicability of the subjects included in the program in the field of

teaching, and 3.4) professional development? 4) How may the graduates evaluate themselves in

terms of: 4.1) subject knowledge and competencies, 4.2) classroom management and student-

teacher rapport, and 4.3) generic skills? 5) How may the graduates’ employers evaluate their

performance in terms of: 5.1) subject knowledge and competencies, 5.2) classroom management

and student-teacher rapport, and 5.3) generic skills? 6) How may the difference of the graduate’s

self-evaluation and the employer’ evaluation be described?

Hypothesis
CAUSES OF UNEMPLOYMENT

WRITE YOUR HYPOTHESIS ON THIS PART. CHOOSE EITHER YOU’RE GOING TO

USE THE ALTERNATIVE OR THE NULL HYPOTHESIS. SEE THE SAMPLE OF A NULL

HYPOTHESIS BELOW.

With this, a hypothesis was drawn: that there is no significant difference between the graduate’s

and the employer’s evaluation

CAUSES OF UNEMPLOYMENT

Methods

DESCRIBE WHAT KIND OF METHOD ARE YOU GOING TO USE BELOW.

This study used descriptive method to determine the employment status of the MAEd English

graduates of the Pampanga State Agricultural University, their profile, employment data, and

relatedness of the curriculum as regards to job entry, meeting job requirements, promotion,

stability, preparing lesson plans, and teaching strategies.

Respondents

The respondents of this study were the 26 graduates of Master of Arts in Education major in

English A.Y. 2005-2016 of the College of Graduate Studies at PSAU, Magalang, Pampanga.

Total enumeration was applied in order to fully monitor the employment status of the graduates.

Instrument

The study used a researchers-made questionnaire duly validated by three faculty members from

the College of Education. The questionnaire was designed to build the profile of the graduates,

assess the curriculum offered by the Graduate Studies of the university, and evaluate the

graduate’s job performance. The questionnaire was divided into four parts. Part I dealt with the

demographic profile of the graduates in terms of: age, sex, and civil status. It also focuses on the

educational attainment of the graduates. Part II was centered on the employment data of the

graduates. It sought to answer the employment status, present job, length of service, rank/job

title, and designation of the graduates. Part III was intended in assessing the usefulness of the

curriculum offered by the university in terms of its relevance to current job, usefulness of learned

competencies, applicability of subjects in the field of teaching, and professional development.

CAUSES OF UNEMPLOYMENT

Also, the graduates were asked to give their suggestions on how to improve the MAEd English

program. Lastly, Part IV concerned with the evaluation of the graduates on their job

performance. It was basically subdivided into two parts. The first one was the self-evaluation for

the graduates. They were asked to evaluate themselves in terms of their subject knowledge and

competency, classroom management and teacher-student rapport, and generic skills. The second

one was an evaluation which is intended to be answered by the employer of the graduate. They

were asked to provide feedback about the graduates. This part was adopted from the

questionnaire used by Cudia et al. (2014) in their Pre-school Graduates’ Employability study.

Procedures

The researchers will start to conduct the study by asking permission from the authorize person in

the municipality of Magalang for the records of the people who are unemployed. After getting

the list of unemployed people in Magalang , the researchers will going to send a permission

letter. Upon the confirmation of the request, the researchers will instruct respondents on what

they are going to do. The questionnaires which had been distributed, will be then answered by

the target respondents. Then, after answering the questionnaires, the researches will collect the

gathered data which will be tallied by the researchers. Lastly, the findings which had been tallied

will undergo statistical treatment for data analysis and interpretation.

Results and Discussion

Table 1. Profile of the respondents

Profile Frequency %
1.1 Sex
Female
18 69.23
Male
8 30.77
Total
26 100
1.2 Age
CAUSES OF UNEMPLOYMENT

51-48 years old 2 7.69

47-44 years old 2 7.69
43-40 years old
39-36 years old 3 11.54
35-32 years old 8 30.77
31-28 years old 4 15.38
27-24 years old 7 26.92
Total 26 100
1.3 Civil Status
Single
16 61.54
Married
10 38.46
Total
26 100
1.4 Educational Background
M.A. Graduate
11 42.31
M.A. Graduate with units in Doctorate
11 42.31
Doctorate
4 15.38
Total
26 100
1.5 Professional Examination Taken
Licensure Examination for Teachers (LET)
Passer 23 88.46
Non-passer 0 0
Non-taker 3 11.54
Total 26 100
Table 1 shows the profile of the respondents. In terms of sex, 18 or 69.23% of the respondents

were female while the remaining 8 or 30.77% were male. As to their age, 19 or 73.08% of the

respondents fell under the 24-35 age bracket while the others fell under 36-39 (3 respondents),

44-47 (2 respondents), and 48-51 (2 respondents). With regards to their civil status, 16 or

61.54% of the respondents were single while 10 or 38.46% were married. This implies that most

of the respondents were female and single and they . The results of the demographic profile of

the respondents in this study were highly comparable to the tracer study conducted by Gamboa

et al. (2015) on the TLE graduates of PSAU wherein females and singles were in dominance.
CAUSES OF UNEMPLOYMENT

Regarding their educational background, 15 or 57.69% of the respondents pursued their

education by taking units in doctorate, with 4 of them already finished their doctorate degree.

This implies that many of them are pursuing higher education as a part of their continuing

professional development which, as stated by Article III, Section 1 of the Continuing

Professional Development Act of 2016, “is a mandatory requirement in the renewal of the PICs

of all registered and licensed professionals under the regulation of the PRC” (Professional

Regulation Commission, 2016) .

In terms of their professional examination taken (table 1.5), 23 or 88.46% of the respondents

were LET passers, while the remaining 3 or 11.54% of them were non-LET takers. This implies

that most of the respondents were LET license-holders and that they were given more access to

jobs due to their professional license. Similar results were gathered by Chorvy (2012) in his

tracer study for the Quality Assurance Unit of Royal University of Phnom Penh.
CAUSES OF UNEMPLOYMENT

Table 2. Employment data of the respondents

Employment Data F %
2.1 Employment Status
Tenured 26 100
Non-tenured 0 0
Total 26 100
2.2 Present Occupation
Public Teacher 15 57.69
College/University Instructor 5 19.23
College/University Asst. Prof. 4 15.28
College/University Assoc. Prof. 1 3.85
Others (secretary) 1 3.85
Total 26 100
2.3 Years of Service
0-4 years 7 26.92
5-9 years 9 34.62
10-14 years 6 23.08
15-19 years 3 23.08
20-24 years 0 0
3.85
25-29 years 1
Total 26 100
2.4 Promotion
Promoted 21 80.77
Retained 5 19.23
Total 26 100
Table 2 discusses the employment data of the respondents. In terms of their employment status,

100% of the respondents are tenured. Relative to this finding, Aquino et al. (2015) also found out

a high employment rate among the graduates of Batangas State University. Moreover, in the

study of Napo, Cura, and Santos (2014), employed graduates were also in dominance compared

to those who are unemployed.

As to their present occupation, majority of the respondents (15 or 57.69%) were public school

teachers. The remaining respondents were employed as follows: 5 or 19.23% as

college/university instructors, 4 or 15.28% as college assistant professors, 1 or 3.85% as

college/university associate professor and 1 or 3.85% as secretary. These results were indications

that the graduates were able to be employed and majority of them are in the field of teaching.
CAUSES OF UNEMPLOYMENT

Also, this is an indication that graduates were not underemployed. Underemployment is a

measure of employment and labor utilization in the economy that looks at how well the labor

force is being utilized in terms of skills, experience and availability to work (Investopedia,

2017).

With regard to their years of service, most of the respondents (16 or 61.54%) fell under the

bracket of 0-9 years (7 in 0-4 years and 9 in 5-9 years). The remaining respondents fell under the

following brackets: 6 or 23.08% in 10-14 year-bracket, 3 or 11.54% in 15-19 year-bracket, 1 or

3.85% in 25-29 year-bracket. This indicates that most of the respondents were newly hired in

their current job. Though most of the respondents are new in their current job, many them have

proven their skills in teaching by secured their employment status for many years.

In relation to their promotion, majority (21 or 80.77%) of the respondents have been promoted

while the remaining 5 were retained in their position. This may imply that having a master’s

degree was a key factor in job promotion. This holds true because one of the requirements for

rank promotion, most especially in public schools, was getting MA units (Llego, 2016).

Table 3. Designations of the respondents

Designation Frequency
Adviser 11
Coordinator 8
Chairman/ Head 4
Focal Person 1
Secretary 1
Committee Member 1
Registrar 1

Table 3 illustrates the designations of the respondents. 11 of the respondents were designated as

advisers. Other designations of the respondents were as follows: coordinator, 8; chairman/head,

4; focal person, 1; secretary, 1; committee member, 1; registrar, 1. This implies that many of the

employers looks at the respondents as capable persons who has skills in handling organizations.
CAUSES OF UNEMPLOYMENT

Advisers play very active roles by attending meetings, working with student officers, and

assisting in program planning and development. Others maintain a more distant relationship to

the organization (Southern Illinois University Edwardsville, 2017).

Table 3. Extent of usefulness of the MAEd-English curriculum

Variables Mean Interpretation
Relevance to Current Job 4.37 Very Useful

Usefulness of the Learned 4.39 Very Useful

Competencies

Applicability of Subject in the 4.39 Very Useful

Field of Teaching

Professional Development 4.38 Very Useful

Grand Mean 4.38 Very Useful

Table 4 describes the extent of usefulness of the MAEd-English Curriculum. In terms of

relevance to current job, the curriculum obtained a mean of 4.37 and its interpretation, very

useful. As to the usefulness of the learned competencies, the curriculum gathered a mean of 4.39

and its interpretation, very useful. With regards to applicability of subject in the field of teaching,

the curriculum got a mean of 4.39 and its interpretation, very useful. As regards to professional

development, it attained a mean of 4.38 and its interpretation, very useful. With a grand mean of

4.38, the curriculum had an interpretation as very useful as to its usefulness. With these results, it

will likely imply that the curriculum is proven effective in developing the professional aspect of

the respondents. Similar result was gathered by Gordon (2009) and Gamboa et al. (2015) in their

respective studies.
CAUSES OF UNEMPLOYMENT

Table 4. Respondents’ self-evaluation

Variables Mean Interpretation

Subject Knowledge Competencies 3.78 SA
Classroom Management and Teacher-Student
3.70 SA
Rapport
Generic Skills 3.71 SA
Grand Mean 3.73 SA

Table 5. Employer’s evaluation

Variables Mean Interpretation

Subject Knowledge Competencies 3.86 SA
Classroom Management and Teacher-Student
3.77 SA
Rapport
Generic Skills 3.75 SA
Grand Mean 3.79 SA
Table 4 and 5 illustrate the respondents’ self-evaluation and the employers’ performance

feedback. For the Subject Knowledge and Competency, both the respondents’ and the

employers’ evaluation has an interpretation of “strongly agree”, with 3.78 and 3.86 average mean

respectively. In terms of the Classroom Management and Teacher-Student Rapport the

interpretation for the respondents’ and the employers’ evaluation is “strongly agree”, garnered

3.70 and 3.77 average mean respectively. When it comes to their Generic Skill, each of the

evaluations garnered an interpretation of “strongly agree”, having 3.71 and 3.75 average mean

respectively. With these results, the evaluations garnered a grand means of 3.73 for the

respondents and 3.79 for the employers which can be interpreted as “strongly agree”. These

results showed how the respondents perform in the field of teaching. By looking at the results, it

implies that the respondents have a promising job performance. Also, their employers gave a

confident evaluation which may suggest that they are aware of the competence of their

employees. One of the key objectives in an employee performance evaluation is to address any
CAUSES OF UNEMPLOYMENT

of the areas that are most closely related to the employee's ability to reach his or her personal

goals and contribute to the team (SucessFactors.com, 2017)

Table 6. Significant difference between respondents’ and employers’ evaluation

Mean
Variables  F Sig.
Square
.077 .805 .374
Subject Knowledge Competence * Respondents
.096    
     
.069 .664 .419
Classroom Management and Teacher-Student Rapport *
Respondents .104    
     
.019 .186 .669
Generic Skills* Respondents
.104    
     
Using ANOVA, Table 7 depicts the significant difference of the respondents’ self-evaluation and

the employers’ performance feedback form. The Subject Knowledge and Competencies

evaluation showed no significant difference (level of significance = .374) between the

respondents’ and the employers’ evaluation. The Classroom Management and Teacher-Student

Rapport and the Generic Skill evaluation did not also show significant difference (significance

level of .419 and .669 respectively). This implies that both the respondents and the employers

shared the same perception in the job performance of the respondents. This result supported the

hypothesis of this study: that there is no significant difference between the respondents’ self-

evaluation and the employers’ evaluation. Relevantly, Labaria (2015) also had a similar result as

to the significant difference of the graduates’ and the employers’ evaluation.

Conclusion

Based from the gathered data, the following conclusions were constructed: 1) the demographical

profile of the MAEd English respondents revealed that: 1.1) there were more female than male,
CAUSES OF UNEMPLOYMENT

1.2) most of them were young adults, 1.3) majority of them are single, 1.4) majority of them

pursued higher learning by taking up doctorate, and 1.5) majority of them are successful in

taking the Licensure Examination for Teachers. 2) The conduct of the research also showed that:

2.1) all of the respondents were presently employed and tenured, 2.2) majority of them were

pursuing teaching as their career and a large number of them were working as public school

teacher, 2.3) majority of them were entitled a higher rank/job title/salary after taking MAEd, 2.4)

there were a number designations assigned to the respondents, with being assigned as an adviser

as the most frequent designation. 3) The study has described the effectiveness of the curriculum

as: 3.1) very useful in terms of its relevance to the current job, which means the subject provided

are relevant to the new K-12 program, 3.2) very useful in terms of its usefulness of learned

competencies, which means that the respondents are able to utilize the competencies that they

have learned while taking the MAEd English program, 3.3) very useful in terms of its

applicability of the subjects included in the program in the field of teaching was proven very

useful, which states that subjects that are offered in the MAEd English program and applicable to

their fields of endeavour, 3.4) very useful in terms of professional development, which means

that subjects from the MAEd English program had helped in the development of the respondents

as a professional. 4) Based on the self-evaluation done by the respondents, the study shows that

the respondents strongly agreed that they have high satisfaction rate in terms of their subject

knowledge competency, classroom management and teacher-student rapport and generic skill 5)

Based on the job performance evaluation done by the employers, the study shows that the the

employers strongly agreed that the respondents have high satisfaction rate in terms of their

subject knowledge competency, classroom management and teacher-student rapport and generic

skill 7) By processing the data from the respondents’ self-evaluation and the employers’ job
CAUSES OF UNEMPLOYMENT

performance, the study showed that there is no significant difference between the two evaluation,

thus proving hypothesis correct.

CAUSES OF UNEMPLOYMENT

Recommendations

After analyzing the results, the following recommendations are hereby given: 1) the

administration may enrich the manner of implementation of the curriculum by inviting guest

lecturers and ESL experts to gain new concepts and strategies, 2) provide seminars and

workshops to be updated about the trends in teachers’ education, 3) include at least 6 units of any

of the following Foreign Languages courses: Korean, Spanish, Nohingo, French, and Mandarin

4) Anchor the subjects offered in the MAEd English program with the subjects in the K-12

program, 5) ensure that the Registrar’s and Alumi Offices have a complete and updated list of

the graduates per program for an easier reference. Also, update contact numbers of graduates so

that future tracer studies will have an easier time in reaching the graduates 6) future researchers

may include problems encountered while taking the MAEd English program and teachers’

competency evaluation. Moreover, the future researchers can also focus on the manner of

deliverance of the MAEd English curriculum, more specifically on the activities and events

related to the program.

CAUSES OF UNEMPLOYMENT

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CAUSES OF UNEMPLOYMENT

Appendices
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Appendix A. Certification from English Critic

Republic of the Philippines

Pampanga State Agricultural University
Magalang Pampanga

COLLEGE OF EDUCATION

LANGUAGE CRITIC’S CERTIFICATION

Research Title: Career Assessment and Curriculum Evaluation of MAEd English

Graduates A.Y. 2005-2016

Authors: Kier Anthony G. Boydon, Allen B. Miclat, Christine M. Sta. Ana,

Angelo B. Dizon, and Riemuel D. Pangan

This is to certify that the undersigned has edited and critiqued this research based on its
grammar and syntax.

He also certifies that the researchers have followed all the suggestions given by the
undersigned for the improvement of this manuscript.

______________________________________
ARNELLO S. VALERIO ED. D.
Language Critic

______________________________________
Date Signed
CAUSES OF UNEMPLOYMENT

Appendix B. Certification from Statistician

Republic of the Philippines

Pampanga State Agricultural University
Magalang Pampanga

COLLEGE OF EDUCATION

STATISTICIAN’S CERTIFICATION

Research Title: Career Assessment and Curriculum Evaluation of MAEd English

Graduates A.Y. 2005-2016

Authors: Kier Anthony G. Boydon, Allen B. Miclat, Christine M. Sta. Ana,

Angelo B. Dizon, and Riemuel D. Pangan

This is to certify that the undersigned checked the statistical treatments used in this
research.

He also certifies that the researchers have followed all the suggestions given by the
undersigned for the improvement of this manuscript.

______________________________________
SOLOMON L. ROQUE, PH. D.
Statistician

______________________________________
Date Signed
CAUSES OF UNEMPLOYMENT

Appendix C. Questionnaire
Republic of the Philippines
PAMPANGA STATE AGRICULTURAL UNIVERSITY
Magalang, Pampanga

GRADUATE TRACER STUDY FOR MAEd ENGLISH

Dear Graduates,

The following items are designed to build a description of your demographic profile and
employment status. Also included in this questionnaire is an evaluation of the curriculum of MAEd
English program and evaluation of your performance in your current job. Please complete this
questionnaire as honestly as possible. Your answers will be used strictly for research purposes in order
to establish your profile as well as your employability, which will be a great help for assessing the
effectiveness and usefulness of the MAEd English program provided by this university. Rest assured that
the data gathered will be treated with strict confidentiality.

PART I: DEMOGRAPHIC PROFILE PART I: DEMOGRAPHIC PROFILE

1.1 GENERAL INFORMATION

Name: Age:____________________________
Sex: Civil Status:______________________
1.2 EDUCATIONAL BACKGROUND
Year Graduated (MAEd): __________
Educational Attainment:
□ M.A. Graduate
□ M.A. Graduate with some units in Doctorate*
□ Doctorate*
*If pursued doctorate, please specify:
Name of College/University attended: _____________________________________________
Year Graduated: _______________________
1.3 PROFESSIONAL EXAMINATION TAKEN
Licensure Examination for Teacher
( ) passer*
( ) non-passer
( ) non-taker
*If passed LET, please indicate LET rating:_________
Other examination taken: _____________________
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PART II: EMPLOYMENT DATA

Instruction: Please put a check mark on the box corresponding to your answer
2.1 Employment Status
□ Employed
o Tenured
o Non-tenured
□ Underemployed
o Tenured
o Non-tenured
□ Self-employed
o Tenured
o Non-tenured
□ Unemployed
2.2 Present Occupation (skip if unemployed)
□ Public teacher
□ Private teacher
□ College/University instructor
□ College/University assistant professor
□ College/University associate professor
□ College/University professor
□ Office secretary/clerk
□ Call center agent
□ Others: please specify____________________
2.3 Name of Company or Organization: ____________________________________________________
Address:___________________________________________________________________________
______________________________________________________________________________________
2.4 Years of Services (in current job)__________________
2.5 Rank/Job Title before taking MAEd:_____________ Salary Grade(amount):__________________
2.6 Rank/Job Title after taking MAEd:______________ Salary Grade(amount):__________________
2.7 Designation(s) (school paper adviser, English department head, etc):__________________________
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PART III: CURRICULUM ASSESSMENT

3.1 Extent of Usefulness on the MAEd- English Curriculum

Instruction: Please put a check mark on the box that corresponds to your rating.
1 – Not Useful 2 – Slightly Useful 3 – Moderately useful 4 – Useful 5 – Very Useful
ENHANCED CURRICULUM
Master of Arts in Education (MAEd) major in English
Based on CMO No. 53, Dated 2007

Effectiveness of the curriculum in terms of:

Code Title Usefulness of Applicability of
Relevance to Professional
learned subjects in the
current job development
competencies field of teaching
A. Core Courses 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

MAEd 201 Advanced Social Dimensions

of Education
MAEd 202 Methods of Research
MAEd 203 Educational Statistics
B. Major Courses 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Eng 201 Foundations of Language
Education
Eng 202 Approaches and Techniques in
Teaching Literature
Eng 203 Research in Language and
Literature
Eng 204 Psychology of Language
Learning
Eng 205 Literary Criticism
Eng 206 Grammatical Theories
C. Cognates/Elective 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Elec 1 Community Planning and
Development
Elec 2 Advanced Educational
Technology
Elec 3 Professional Growth and Ethics
for Teachers
Elec 4 Speech Communication for
Teachers
Elec 5 Kapampangan Literature
Elect 6 Literary Masterpieces
D. Other Courses 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Collqm 1 Research Proposal Preparation
and Presentation
Collqm 2 Final Thesis Preparation and
Final Defense
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3.2 List down suggestions to further improve the MAEd English Curriculum in terms of:
level of satisfaction

_____________________________________________________________________________________
preparation to the academe

_____________________________________________________________________________________
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PART IV: JOB PERFORMANCE EVALUATION

4.1 Self-Evaluation (to be answered by the employee)

Instruction: Please put a check mark on the box that corresponds to your rating.
1 – Strongly Disagree 2 – Disagree 3 – Agree 4- Strongly Disagree

MAED ENGLISH GRADUATES’ JOB PERFORMANCE EVALUATION

Subject Knowledge and Competency 1 2 3 4
1. My transcript of records can give me an edge in getting hired.
2. Having English as my specialization became a great impact for my
employability.
3. My knowledge on the subject matter makes me effective in every
lesson that I teach.
4. I am confident in using English as my medium of instruction
5. I am confident in delivering my lesson.
Classroom Management and Teacher-Student Rapport 1 2 3 4
1. I maintain my classroom well-organized and conducive for learning.
2. I ensure that all my students are actively participating during my class.
3. I make sure that I will conduct regular assessment to monitor the
progress of my students.
4. I listen to my students’ problems and find ways to address them.
5. I approach students and talk to them regarding problems in their
academic performance.
6. I always extend my patience whenever I am dealing with my students.
7. I willingly accept my students’ point-of-view and comments.
8. I allow my students to suggest ways on how to make my class more
enjoyable and productive.
9. I consider using different classroom activities to suit the needs and
interests of my students.
10. I consider incidental teaching a great factor for a more substantial
classroom discussion.
Generic Skills 1 2 3 4
1. I can work independently.
2. I incorporate technology in delivering my lesson.
3. I can manage my time properly.
4. I practice punctuality.
5. I can work even under time pressure.
6. I teach with passion and care for my students.
7. I collaborate with my co-teachers for a more productive output.
8. I take criticism positively.
9. I have a good communication skill.
10. I incorporate creativity in every task that I do.
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4.2 Employee Evaluation (to be answered by the employer)

Employer’s Name:_______________________________ Position:_________________________
Name of Employee being evaluated: ______________________________________________________
Instruction: Please put a check mark on the box that corresponds to your rating.
1 – Strongly Disagree 2 – Disagree 3 – Agree 4- Strongly Disagree

MAEd English Graduates’ Job Performance Evaluation

Subject Knowledge and Competency 1 2 3 4
1. His/her transcript of records gave him/her an edge in getting hired.
2. Having English as his/her specialization became a great impact for
his/her employability.
3. He/she uses his/her knowledge on the subject matter effectively in
every lesson that he/she teaches.
4. He/she uses English as his/her medium of instruction
5. He/she is confident in delivering his/her lesson.
Classroom Management and Teacher-Student Rapport 1 2 3 4
1. He/she maintains the classroom well-organized and conducive for learning.
2. He/she ensures that all the students are actively participating during the class.
3. He/she conducts regular assessment to monitor the progress of the students.
4. He/she listens to the student’s problems and finds ways to address them.
5. He/she approaches students and talk to them regarding problems in their
academic performance.
6. He/she always extend patience whenever he/she is dealing with students.
7. He/she willingly accepts the students’ point-of-view and comments.
8. He/she allows the students to suggest ways on how to make the class more
enjoyable and productive.
9. He/she considers using different classroom activities to suit the needs and
interests of the students.
10. He/she considers incidental teaching a great factor for a more substantial
classroom discussion.
Generic Skills 1 2 3 4
1. He/she can work independently.
2. He/she incorporates technology in delivering the lesson.
3. He/she can manage time properly.
4. He/she practices punctuality.
5. He/she can work even under time pressure.
6. He/she teaches with passion and care for the students.
7. He/she collaborates with his/her co-teachers for a more productive output.
8. He/she takes criticism positively.
9. He/she has a good communication skill.
10. He/she incorporates creativity in every task that he/she does.

Signature: _______________________________
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Appendix D. Validation Letter for the Questionnaire

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Appendix E. Letters to the Principals/School Heads

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Appendix F. Sample Questionnaires

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Appendix G. Data for Curriculum Evaluation

Extent of Usefulness of the MAEd-English Curriculum

Relevanc Applicability
e to Usefulness of of Subject in Grand
Current the Learned the Field of Professional Mean Per
Subject Job Interpretation Competencies Interpretation Teaching Interpretation Development Interpretation Subject Interpretation
MAEd 201 3.84 Useful 4.32 Very Useful 4.12 Useful 4.20 Useful 4.12 Useful
MAEd 202 4.27 Very Useful 4.46 Very Useful 4.54 Very Useful 4.46 Very Useful 4.43 Very Useful

MAEd 203 4.28 Very Useful 4.24 Very Useful 4.08 Useful 4.08 Useful 4.17 Useful
                       
English 201 4.40 Very Useful 4.48 Very Useful 4.52 Very Useful 4.36 Very Useful 4.44 Very Useful
English 202 4.56 Very Useful 4.60 Very Useful 4.36 Very Useful 4.40 Very Useful 4.48 Very Useful
English 203 4.62 Very Useful 3.77 Useful 4.46 Very Useful 4.27 Very Useful 4.28 Very Useful
English 204 4.46 Very Useful 4.50 Very Useful 4.54 Very Useful 4.42 Very Useful 4.48 Very Useful
English 205 4.58 Very Useful 4.50 Very Useful 4.58 Very Useful 4.50 Very Useful 4.54 Very Useful

English 206 4.48 Very Useful 4.52 Very Useful 4.60 Very Useful 4.52 Very Useful 4.53 Very Useful
                       
Moderately
Elec 1 4.20 Useful 4.10 Useful 3.40 Useful 4.45 Very Useful 4.04 Useful
Elec 2 4.17 Useful 4.35 Very Useful 4.26 Very Useful 4.30 Very Useful 4.27 Very Useful
Elec 3 4.53 Very Useful 4.47 Very Useful 4.53 Very Useful 4.63 Very Useful 4.54 Very Useful
Elec 4 4.73 Very Useful 4.73 Very Useful 4.77 Very Useful 4.64 Very Useful 4.72 Very Useful
Elec 5 4.17 Useful 4.17 Useful 4.13 Useful 3.75 Useful 4.05 Useful

Elec 6 4.21 Useful 4.58 Very Useful 4.63 Very Useful 4.42 Very Useful 4.46 Very Useful

                       
Colloquim 1 4.38 Very Useful 4.54 Very Useful 4.50 Very Useful 4.54 Very Useful 4.49 Very Useful

Colloquim 2 4.42 Very Useful 4.38 Very Useful 4.58 Very Useful 4.58 Very Useful 4.49 Very Useful
Appendix H. ANOVA Table

Means

[DataSet0]

Report
Mean
Respondents SKC CMgt Skill
Emp 3.8615 3.7692 3.7462
Grad 3.7846 3.6962 3.7077
Total 3.8231 3.7327 3.7269

ANOVA Table
Sum of
Mean
      Square df F Sig.
Square
s
Between
(Combined) .077 1 .077 .805 .374
Groups
SKC * Respondents
Within Groups 4.775 50 .096    
Total 4.852 51      
Between
(Combined) .069 1 .069 .664 .419
Groups
CMgt * Respondents
Within Groups 5.225 50 .104    
Total 5.294 51      
Between
(Combined) .019 1 .019 .186 .669
Groups
Skill * Respondents
Within Groups 5.183 50 .104    
Total 5.202 51      

Measures of Association
  Eta Eta Squared
SKC * Respondents .126 .016
CMgt * Respondents .115 .013
Skill * Respondents .061 .004

Legends
SKC = Subject Knowledge Competence
CMgt = Classroom Management and Teacher-Student Rapport
Skill = Generic Skills
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