Chapter I

INTRODUCTION

Employability is one of the major priorities of students after graduation. In this

competitive world, education is the key to have one’s desired job. Universities have been

offering various methods to broaden and improve the skills and abilities of the students.

This abilities and skills will greatly influence and developed throughout one’s working

life, in personal development and making the best of working opportunities.

Batangas State University has been nurturing Civil Engineering graduates since

1974 (when Civil Engineering was added to the course offering). Through the years, the

department had curriculum changes brought about by growing competition on the job

market. In order to answer to these changes, this study is conducted to be able to evaluate

the performance of the program in terms of the graduates’ professional attainment.

Institutions involved in developing human resources through long and short-term

programs have the duty to keep track of the performance of their graduates to determine

accountability and whether or not their programs have impacted on the individual, the

institution, or the country. Tracer study constitutes one form of empirical study which

provides valuable information for evaluating the results of the education and training of a

specific institution of higher education. This information may be used for further

development of the institution in the context of quality assurance (Schomburg 2003).

Tracer Study aimed to evaluate the impact on a group and trace back on how the group

was influence by the environment.

The tracer study is sometimes referred to as graduate surveys because the targets

1
are usually former students. Schomburg (2003), notes that graduate survey is popular for

analysis of the relationship between higher education and work.

Graduate tracer survey evaluates the data gathered for the improvement of the

organization’s current curriculum and other academic condition in accordance of their

employment status (Adame et.al, 2017). Through tracer study, an institution able to

evaluate the quality of education given their graduates by knowing the graduate’s

placements and positions in the society which later can used as a bench mark in

producing more qualified and competitive graduates (academia.edu, 2018).

In this research the researchers are tasked to gather information on the current

status of BSCE graduates from 2013- January 2018 in pertinent of their academic

participation while in the university and after graduation experiences regarding their

employment condition.

1.1 BACKGROUND OF THE STUDY

The College of Engineering, Architecture and Fine Arts (CEAFA) is considered

the premier college of Batangas State University. It is situated at Gov. Pablo Borbon

Main Campus II, Alangilan, Batangas City, and is catering to around 5,000 students

for its three (3) graduate programs and fifteen (15) undergraduate programs. It offers

strong academic curricula and broad ranges of other educational opportunities for

learners to do extremely well in their chosen profession. The civil engineering and

sanitary engineering department is under the College of Engineering, Architecture and

Fine Arts which is committed to provide quality civil and sanitary Engineers for the

2
development of the country.

Figure 1 and 2 shows some of the Civil and Sanitary Engineering Faculty.

Figure 1. Civil and Sanitary Engineering Faculty

Source: PSSE BatStateU

Figure 2. Civil and Sanitary Engineering Faculty

Source: ACES BatStateU

Civil and Sanitary Engineering Department consist of 25 faculty members with 4

laboratory technicians which is headed by Engr. Oliver S. Dimailig the CE/SE

Department Chair.

Figure 3 shows the department building which is a Senator Ralph G. Recto Type

3
 School Building.

Figure 3: CESE Department Building

Source: Paniza, Jules Amiel

The RGR Building started its access to students at the year 2017. It has 3

classrooms, 3 drawing rooms, 1 STAAD laboratory, 1 soil laboratory and 1 hydraulics

laboratory. Table 1 shows the enrollment status of civil engineering students for the

school year 2013-2018.

Table 1: Enrollment Data

SCHOOL YEAR TERM ENROLLMENT DATA

4
 Midterm 241
2012-2013 1st Semester 366
2nd Semester 339
Midterm 296
2013-2014 1st Semester 410
2nd Semester 462
Midterm 363
2014-2015 1st Semester 488
2nd Semester 462
Midterm 370
Midterm 2 263
2015-2016 1st Semester 530
2nd Semester 499
Midterm 396
2016-2017 1st Semester 585
2nd Semester 544
Midterm 409
2017-2018 1st Semester 278
2nd Semester 641
2018-2019 1st Semester 521

The total civil engineering enrollees during the school year 2012-2013, 2013-

2014, 2014-2015, 2015-2016, 2017-2018 and 2018-2019 is 946 students, 1,168

students, 1,313 students, 1,662 students, 1,525 students, 1,328 students, and 521

students respectively. During the school year 2012-2013, 241 students were enrolled

in the midterm class, 366 students were enrolled in the first semester, and 339 students

were enrolled in the second semester. During the school year 2013-2014, 296 students

were enrolled in the midterm class, 410 students were enrolled in the first semester,

and 462 students were enrolled in the second semester. During the school year 2014-

5
 2015, 363 students were enrolled in the midterm class, 488 students were enrolled in

the first semester, and 462 students were enrolled in the second semester. During the

school year 2015-2016, 370 students were enrolled in the midterm class, 263 students

were enrolled in the midterm 2, 530 students were enrolled in the first semester and

499 students were enrolled in the second semester. During the school year 2016-2017,

396 students were enrolled in the midterm class, 585 students were enrolled in the first

semester, and 544 students were enrolled in the second semester. During the school

year 2017-2018, 409 students were enrolled in the midterm class, 278 students were

enrolled in the first semester, and 641 students were enrolled in the second semester.

During the school year 2018-2019, 521 students were enrolled in the first semester.

1.2 Statement of the Problem

For many years, Batangas State University have been producing Civil

Engineering graduates. Along with numerous universities across the Philippines,

Batangas State University is constantly engaged on providing competent graduates in the

field of Civil Engineering. Hence, this study is made to define the achievements of the

program through the assessment of its graduates. Precisely, the purpose of this study is to

determine the personal and educational profile of Batangas State University’s BS Civil

Engineering Graduates from Batch 2016-2018. Moreover, the study aims to evaluate the

employment profile and career status of the graduates. Similarly, it would provide

information on the effectiveness of the Civil Engineering program of Batangas State

University.

6
1.3 Objectives of the Study

The primary objective of this study is to conduct a graduate tracer study of

Batangas State University’s BS Civil Engineering Graduates from Batch 2016-2018 in

order to assess and improve the program’s curriculum in accordance to the graduates’

career achievements.

Specifically this study aims:

1. To determine the personal profile of the graduates in terms of:

1.1. Sex

1.2. Age

1.3. Civil Status

2. To determine the educational profile of the graduates in terms of:

2.1. Professional Examinations Passed

2.2. Other tertiary level qualification /advanced studies

2.2.1. Reasons for pursuing other tertiary level qualification/ advanced

studies

3. To assess the employment profile of graduates in terms of:

3.1. Employment status

3.1.1. Reasons for unemployment

3.2. Waiting time for the first job

3.3. No. of jobs since graduation

7
 3.4. Employment description

3.5. Present position

3.6. Name of Company

3.7. Type of Company

3.8. Length of service on the present job

3.9. Relevance of the course/degree completed to the present job

1.4 Significance of the Study

This graduate tracer aimed to determine the current employment status of the BS

Civil Engineering graduates from the school year 2016- January 2018 in order to assess

the viability of the present BSCE program of Batangas State University.

This study is deemed significant to the university, BSCE faculty, civil engineering

students, and future researchers and in the following aspects:

To the university, this study can provide data about the employment status of the

BS Civil Engineering program graduates which may help to assess the effectivity of the

program. The gathered data can also serve as a basis for the program enhancement to

meet the demands of the community.

To the BSCE faculty, the outcome of the study can help the faculty members to

discover the most suitable teaching methods to develop more skilled and competitive

students and improve its shortcomings to meet the demands in the field on a long-term

8
sustainability.

To the civil engineering students, this study can serve as an eye opener to the

students to exert more effort in taking the course for future employment and to become

qualified to practice civil engineering.

To the future researchers, this study can serve as a guide for other researchers

undergoing tracer study.

1.5 Scope and Limitation of the Study

This graduate tracer study covered the period of school year 2016-January 2018

and addressed for the graduates of BSCE program of Batangas State University. Its main

concerns were to assess the current employment status of the graduates and to investigate

the transition process from higher education to work.

This study includes the analyzation of personal fulfillment such as job satisfaction

and objective measurement like job position and nature of work and the identification of

the key aspects of continuing professional education of graduates.

This study is delimited from the evaluation of graduates, core aspects of the

university like resources, facilities and curriculum and did not include feedback for their

improvement.

9
1.6 Definition of Terms

Career. A field for or pursuit of consecutive achievement specially in public,

professional or business life.

Employability. Refers to the ability to gain initial employment.

Employment. State of being employed.

Job Market. Market in which employer search for employees and employees

search for job.

Opportunity. A time or set of circumstances that makes it possible to do

something.

Survey. Research method use for collecting data from a free defined group of

respondents to gain information.

Trimestral Curriculum. One of three terms into which an academic year in

divided in some universities and colleges.

Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the conceptual literature and related information that helped

the researchers to have a frame of references for the study. This also includes past

10
studies, journals, articles, books, and theses relevant to the research.

2.1 Conceptual Literature

This section provides concept on Civil Engineering which consists of various

fields of specializations such as Structural Engineering, Geotechnical Engineering,

Environmental Engineering, Transportation Engineering, Water Resources Engineering

and Construction Management. This study also includes top performing schools offering

BSCE program, 2016-2017 population of registered civil engineers, skills required and

career opportunities for civil engineering graduates.

2.1.1 Bachelor of Civil Engineering Program

BS Civil Engineering Program Educational Objectives

The graduates of Bachelor of Science in Civil Engineering within three to five

years after graduation shall:

1. Successfully participate as partners in nation building in engineering projects

involving structural, geotechnical, water resources, transportation and

construction management; and

2. Adhere to professional, moral and ethical standards in practice of civil

engineering.

The Bachelor of Science in Civil Engineering (BSCE) program is a five-year

program that educates students with basic principles of Science in conjunction with

11
mathematical and computational tools used in engineering.

The BSCE program provides technical skills and knowledge in planning, design,

construction, supervision, and maintenance of civil engineering works. Examples of civil

engineering works include infrastructures for transportation (roads, railroads, bridges,

ports, airports), commerce (shopping malls), education (schools, universities), human

settlements (large scale housing projects, water supply, sewage disposal), energy

development (power stations, power lines) and agriculture (irrigation, farm drainage).

Civil engineers collaborate with architects with regards to the design of

infrastructures; they also coordinate and supervise construction, working with other

engineers and contractors. They make decisions on the best materials and methods,

review and approve project drawings, manage budgets, schedule equipment and materials

purchases and delivery, and make necessary changes when the situation warrants or when

clients change their minds about something.

The program takes five years to complete and estimated to have a total of 480

hours for on the job trainings. However, the program may be completed in a shorter time

in schools that follow the trimestral curriculum.

A graduate of BSCE program should take the Civil Engineering Licensure

Examination before he or she can practice the profession. This exam is under the

supervision of the Professional Regulations Commission (PRC) and is facilitated by the

Board of Civil Engineering. It is offered twice a year in the months of May and

November.

Mathematics, Surveying and Transportation were the three main subjects of the

12
exam which comprises 35% followed by Hydraulics and Geotechnical Engineering with

30% and Structural Engineering and Construction with 35%. A general weighted average

of 75% with no rating belong 60% in all the subjects are required to pass the

examination.

2.1.2 Specialization in Civil Engineering

Bachelor of Science in Civil Engineering program is one of the oldest ad broadest

engineering discipline. It recognizes five essential specializations in the fields of

structural engineering, geotechnical engineering, transportation engineering, construction

management and water resources engineering.

2.1.2.1 Structural Engineering

It focuses on the framework of structures, and on designing those structures to

withstand the stresses and pressures of their environment and remain safe, stable and

secure throughout their use. In other words, structural engineers make sure that buildings

don't fall down and bridges don't collapse. (Lucas J., 2014). The basic tasks of structural

engineering relate numerical quantities of physical forces to physical configurations of

force-resisting elements. Structural Engineers create drawings and specifications, perform

calculations, review the work of other engineers, write reports and evaluations, and

observe construction sites (“A STRUCTURAL ENGINEER”, n. d.)

Structural engineering theory is based upon physical laws and empirical

13
knowledge of the structural performance of different materials and geometries. Structural

engineering design utilizes a number of simple structural elements to build complex

structural systems. It depends upon a detailed knowledge of applied mechanics, materials

science and applied mathematics to understand and predict how structures support and

resist self-weight and imposed loads. To apply the knowledge successfully a structural

engineer generally requires detailed knowledge of relevant empirical and theoretical

design codes, the techniques of structural analysis, as well as some knowledge of the

corrosion resistance of the materials and structures, especially when those structures are

exposed to the external environment (What is a Structural Engineer?, n.d.)

2.1.2.2 Geotechnical Engineering

Civil Engineers study the properties of soil, such as its origin, grain-size

distribution, ability to drain water, compressibility, strength, and its ability to support

structures and resists deformations. Soil mechanics is the branch of science that deals

with the study of the physical properties of soil and the behavior of soil masses subjected

to various types of forces. Soil engineering is the application of the principles of of soil

mechanics to practical problems. Geotechnical engineering is the subdiscipline of civil

engineering that involves natural materials found close to the surface of the earth. It

includes the application of the principles of soil mechanics and rock mechanics to the

design of foundations, retaining structures, and earth structures (Das, 2017).

2.1.2.3 Transportation Engineering

14
 Transportation Engineering is the application of scientific principles and

technologies to the planning, design, analysis, operation, and management of

transportation systems for a full range of modes of transportation, e.g. highway, urban

transit, air, rail and water, in order to provide for the movement of people and goods from

one place to another in a safe and efficient manner. As a sub-discipline of Civil

Engineering, this specialty is organized around society’s need to provide an adequate

transportation infrastructure and involves broad interaction with other disciplines (What

is Transportation Engineering?, n.d.).

Transport Engineers focus on designing new transportation systems and

infrastructures, including highways, airports, trains, bridges, etc. They do this by

analyzing data, identifying problems, and solving them with innovative solutions.

Solving these complex problems typically requires the collection and evaluation of

systems, traffic flow, accidents, costs, and other statistics. Transport Engineers may also

be required to collaborate with other parties on certain projects, including utility

companies and government departments (What Does a Transportation Engineer Do?,

n.d.).

2.1.2.4 Construction Management

It uses specialized, project management techniques to manage the planning,

design, and construction of a project, from beginning (pre-design) to end (closeout).

Construction Management is a professional service that can control a project's time, cost,

15
safety record, and quality. For all types of projects – large, small, vertical, horizontal,

domestic, or international – a construction manager ensures the scope of work is skillfully

adhered to, and the project is successfully delivered (What is Construction Management?,

n.d.).

A construction engineer designs, manages and oversees projects within the

construction industry. Construction engineers need to possess the proper knowledge of

estimating, planning and controlling the costs associated with construction projects. They

can work in a variety of areas within the construction industry, including contracting and

design. Management training can lead to positions as a cost engineer, a project

superintendent, an operations manager or a safety and design engineer (Construction

Engineer: Job Description, Outlook and Duties, n.d.).

2.1.2.5 Water Resources Engineering

Water Resource Engineering is a specific kind of civil engineering that involves

the design of new systems and equipment that help manage human water resources. Some

of the areas Water Resource Engineers touch on are water treatment facilities,

underground wells, and natural springs.

Water Resource Engineers develop new equipment and systems for water

resource management facilities across the United States. The systems that Water

Resource Engineers create ensure that citizens are provided with a continuous supply of

clean, uncontaminated water for drinking, living, and recreational purposes. Water

Resource Engineers not only design these water management systems, but often oversee

16
the construction and maintenance of these systems as well. An increasing population and

continuous need for more water stimulates this fast-growing industry. A Bachelor's

degree and official certification are required to pursue this career, though many Water

Resource Engineers also go on to pursue their Masters Degrees.

2.1.3 Top Performing Schools in the Philippines for BSCE

2.1.3.1 Top Schools Based on Licensure Examinations, Level of Accreditation and

Faculty-Student Ratio

The ranking of the best civil engineering schools in the Philippines for 2017 is

shown in the Table 1, which currently features only 32 of the 269 colleges and

universities offering undergraduate programs in civil engineering.

Table 2. 2017 Board Exam Performance

2017 OVERALL BOARD

OVERA

SCHOOL EXAM PERFORMANCE OTHER CRITERIA (30%)

LL

(70%)

17
 Number of Students per

Faculty- Student Ratio

Weighted % PASSED

With Top Examinees

Accreditation Level

Accreditation Level
Number of Examinees

Score (20%)

Score (10%)
PASSED

FAILED
TOTAL
SCORE

Faculty
RANK

(40%)
MAPUA
1 UNIVERSITY- 86.68 259 96 355 72.96 100 100 COE 100 25 75
MANILA

UNIVERSITY OF
Independ
2 THE PHILIPPINES- 86.39 144 8 152 94.73 90 100 60 16 85
ent
DILIMAN

UNIVERSITY OF
3 83.78 209 50 259 80.70 100 60 COD 90 21 75
SANTO TOMAS

DE LA SALLE
4 UNIVERSITY- 81.7 117 33 150 78.00 90 40 COE 100 19 85
MANILA

UNIVERSITY OF
Independ
5 THE PHILIPPINES- 80.07 81 3 84 96.43 60 90 60 16 85
ent
LOS BANOS

TECHNOLOGICAL
UNIVERSITY OF
6 76.11 128 29 157 81.53 90 40 Level III 70 23 75
THE PHILIPPINES-
MANILA

POLYTECHNIC
UNIVERSITY OF
7 71.84 140 81 221 63.35 100 60 Level III 70 33 65
THE PHLIPPINES-
MANILA

XAVIER
8 71.14 58 23 81 71.60 60 40 COD 90 15 85
UNIVERSITY

CEBU
TECHNOLOGICAL
9 70.3 67 20 87 77.01 60 80 Level II 60 27 75
UNIVERSITY-
MAIN

18
 UNIVERSITY OF
NEGROS
10 69.65 81 23 104 77.88 70 40 Level II 60 18 85
OCCIDENTAL-
RECOLETOS

CAGAYAN STATE
11 UNIVERSITY- 69.56 99 53 152 65.14 90 40 Level III 70 29 75
TUGUEGARAO

CENTRAL
12 MINDANAO 69.29 98 54 152 64.47 90 40 Level III 70 23 75
UNIVERSITY

VISAYAS STATE
13 UNIVERSITY- 67.54 40 7 47 85.11 40 40 Level III 70 24 75
BAYBAY

CAMARINES SUR
14 POLYTECHNIC 66.64 57 27 84 67.86 60 60 Level III 70 23 75
COLLEGE- NABUA

MALAYAN
15 COLLEGES 66.47 61 13 74 82.43 50 40 ABET 60 22 75
LAGUNA

CARLOS A.
HILADO
16 MEMORIAL 65.57 38 3 41 92.68 40 40 Level I 50 31 65
STATE COLLEGE-
TALISAY

BOHOL ISLAND
STATE
17 65.38 60 13 73 82.19 50 40 Level II 60 30 65
UNIVERSITY-
TAGBILARAN

CATANDUANES
STATE
18 64.83 76 44 120 63.33 80 40 Level II 69 25 75
UNIVERSITY-
VIRAC

PAMANTASAN NG Not
19 LUNGSOD NG 63.07 32 3 35 91.43 30 70 Accredite 30 24 75
MAYNILA d

20 CENTRAL 63.07 45 18 63 71.43 50 40 Level II 60 16 85

19
 PHILIPPINE
UNIVERSITY

NATIONAL
21 UNIVERSITY- 62.89 73 42 115 63.48 70 60 Level I 50 24 75
MANILA

ATENEO DE NAGA
22 61.28 50 22 72 69.44 50 40 Level II 60 20 75
UNIVERSITY

CAMARINES
23 NORTE STATE 60.59 40 15 55 72.73 40 40 Level II 60 26 75
COLLEGE- DAET

CAVITE STATE
24 60.14 50 28 78 64.10 50 40 Level III 70 33 65
UNIVERSITY

SOUTHERN LEYTE
STATE
25 60.09 26 8 34 76.47 30 40 Level II 60 27 75
UNIVERSITY-
SOGOD

DE LA SALLE
26 UNIVERSITY- 59.67 35 13 48 72.92 40 40 Level I 50 19 85
DASMARINAS

UNIVERSITY OF
SOUTHERN
27 58.35 41 25 66 62.12 50 40 Level II 60 25 75
MINDANAO-
KABACAN

UNIVERSITY OF
EASTERN
28 57.97 52 33 85 61.18 60 40 Level I 50 24 75
PHILIPPINES-
CATARMAN

ANGELES
29 UNIVERSITY 54.75 21 11 32 65.62 30 40 Level I 50 15 85
FOUNDATION

CAPIZ STATE
Candidat
30 UNIVERSITY- 54.07 25 10 35 71.43 30 40 40 24 75
e
MAIN CAMPUS

31 UNIVERSITY OF 51.76 48 28 76 63.16 50 40 Not 30 38 65

PANGASINAN Accredite

20
 d

PAMANTASAN NG Not
32 LUNGSOD NG 50.68 34 20 54 62.96 40 40 Accredite 30 24 75
VALENZUELA d

Source: https://www.localpulse.net/education/top-schools/32-best-civil-engineering-
schools-philippines-2017-17126/

The table shows that Mapua Institute of Technology-Manila led the list of the top

performing schools offering civil engineering undergraduate programs in 2017 with

86.68 percent overall score. University of the Philippines-Diliman followed with 86.39

percent while University of Santo Tomas and De La Salle University ranked third and

fourth with 83.78 % and 81.70% overall scores, respectively. University of the

Philippines-Los Baños landed fifth with 80.07 percent. Mapua Institute of Technology

and De La Salle University are currently Centers of Excellence (COE) for civil

engineering as accredited by the Commission on Higher Education (CHED) while

University of Santo Tomas was accredited as Center of Development (COD). University

of the Philippines presently holds neither COE nor COD accreditation status.

The rankings are based on the results of two licensure examinations this year

(November and April) plus other factors including level of accreditation and faculty-

student ratio to find out which schools offering undergraduate programs in civil

engineering have the most valuable degree programs to produce batch of examinees with

high civil engineering licensure examination passing rate.

2.1.3.2 Top Schools in Civil Engineering by Board Exam Passing Rates

21
 The list of the top performing schools in Civil Engineering Licensure Exam

passing rates of First Timers only were listed in Table 2. This ranking does not include

people who took the exam for the 2nd or 3rd time. The overall passing rates were

calculated to be 55%. This was based on the results of 4 board exams: May 2018,

November 2017, April 2017 and December 2016.

Table 3. Top Schools with 10 Examinees or More (First Timers only)

Top Schools with 10 Examinees or More (First Timers only)
School Passing Rate
(first timers)
1 University of the Philippines Diliman Quezon City 97 262 o 268
% f
2 University of the Philippines Los Banos Los Banos 95 160 o 167
% f
3 University of Pangasinan PHINMA Education 93 98 o 105
Network Dagupan City % f
4 Carlos Hilado Memorial State College - Talisay 93 67 o 72
Campus Talisay City % f
5 Pamantasan ng Lungsod ng Maynila Manila 92 58 o 63
% f
6 Ateneo de Davao University Davao City 90 46 o 51
% f
7 Visayas State University Baybay City 89 70 o 78
% f
8 Technological University of the Philippines Manila 87 235 o 268
% f
9 University of Santo Tomas Manila 86 371 o 428
% f
10 Father Saturnino Urios University Butuan City 86 39 o 45
% f
11 De La Salle University Manila 85 216 o 253
% f
12 Bohol Island State University - Main Campus Tagbilaran 85 94 o 110
City % f
13 Central Philippine University Iloilo City 84 85 o 101
% f
14 De La Salle University Dasmariñas Dasmarinas City 83 54 o 65
% f
15 University of Southern Mindanao Kabacan 83 47 o 56
% f
16 Holy Name University Tagbilaran City 83 15 o 18

22
 % f
17 Mapúa University Manila 82 429 o 518
% f
18 Pangasinan State University in Urdaneta Urdaneta City 80 87 o 108
% f
19 Ateneo de Naga University Naga City 80 72 o 89
% f
20 Polytechnic University of the Philippines Manila 79 219 o 276
% f
21 Camarines Norte State College - Main Campus Daet 79 78 o 98
% f
22 National University Manila 78 139 o 177
% f
23 Catanduanes State University - Virac Virac 77 124 o 159
% f
24 Malayan Colleges Laguna Cabuyao 77 98 o 127
% f
25 University of Rizal System - Morong Campus Morong 77 81 o 105
% f
26 Central Mindanao University Maramag 75 123 o 163
% f
27 Cebu Technological University Cebu City 75 51 o 68
% f
28 Mindanao State University - Gensan General Santos City 74 50 o 67
% f
29 Saint Mary's University Bayombong 73 76 o 103
% f
30 University of Eastern Philippines Catarman 73 71 o 96
% f
31 University of Negros Occidental – Recoletos Bacolod City 72 107 o 147
% f
32 Isabela State University - Ilagan Campus Ilagan 72 94 o 129
% f
33 Xavier University Cagayan de Oro 72 85 o 118
% f
34 Southern Leyte State University Sogod Sogod 72 32 o 44
% f
35 Surigao del Sur State University - Main Campus Tandag 72 27 o 37
City % f
36 Colegio de San Juan de Letran Manila 72 8 o 11
% f
37 Far Eastern University Manila 72 8 o 11
% f
38 University of Batangas Batangas City 71 85 o 119
% f
39 Notre Dame of Marbel University Koronadal City 71 33 o 46

23
 % f
40 Cagayan State University - Carig Campus Tuguegarao City 70 155 o 221
% f
41 Holy Angel University Angeles City 70 151 o 214
% f
42 Mindanao State University - Main Campus Marawi City 70 89 o 126
% f
43 Cavite State University - Indang Campus Indang 70 69 o 98
% f
44 Capiz State University - Main Roxas City 70 36 o 51
% f
45 Quirino Polytechnic College Cabarroguis 70 7 o 10
% f
46 University of the Cordilleras Baguio City 69 68 o 98
% f
47 Cebu Institute of Technology University Cebu City 68 274 o 399
% f
48 University of Baguio Baguio City 68 62 o 90
% f
49 Mindanao State University - Iligan Institute of 68 51 o 75
Technology Iligan City % f
50 Cor Jesu College Digos City 68 42 o 61
% f
51 Silliman University Dumaguete City 67 58 o 86
% f
52 Far Eastern University Institute of Technology Manila 66 230 o 344
% f
53 University of Southeastern Philippines Davao City 66 138 o 209
% f
54 Western Mindanao State University Zamboanga City 66 91 o 137
% f
55 Central Philippine Adventist College Murcia 66 8 o 12
% f
56 University of San Carlos Cebu City 65 151 o 232
% f
57 Zamboanga City State Polytechnic College Zamboanga 65 21 o 32
City % f
58 Batangas State University - Alangilan Campus Batangas 64 161 o 250
City % f
59 Saint Anthony's College - Antique San Jose 64 20 o 31
% f
60 Emilio Aguinaldo College in Cavite Dasmarinas City 64 9 o 14
% f
61 University of the East Manila 63 165 o 259
% f
62 Camarines Sur Polytechnic Colleges Nabua 63 83 o 130

24
 % f
63 Cebu Technological University - Tuburan 62 10 o 16
Campus Tuburan % f
64 Saint Louis College - City of San Fernando San Fernando 61 115 o 188
City % f
65 University of Nueva Caceres Naga City 61 78 o 127
% f
66 Angeles University Foundation Angeles City 61 26 o 42
% f
67 Technological Institute of the Philippines - Quezon 60 218 o 358
City Quezon City % f
68 Araullo University Cabanatuan City 60 27 o 45
% f
69 Negros Oriental State University Dumaguete City 60 25 o 41
% f
70 University of Saint Louis Tuguegarao City 59 115 o 193
% f
Source: https://www.finduniversity.ph/top-schools-by-exams-results/civil-engineering-
licensure-exam-8/

2.1.4 Population of Registered Civil Engineers in the Philippines in 2016 and 2017

The Professional Regulation Commission (PRC) announced that 2,245 out of

5,882 passed the Civil Engineer Licensure Examination given by the Board of Civil

Engineering in the cities of Manila, Baguio, Cagayan de Oro, Cebu, Davao, Iloilo,

Legazpi, Lucena, Tacloban and Zamboanga in May 2016. While in November of the

same year, only 5,036 out of 10,972 passed the Civil Engineer Licensure Examination

given by the Board of Civil Engineering in the cities of Manila, Baguio, Cagayan de Oro,

Cebu, Davao, Iloilo, Legazpi, Lucena, Tacloban and Zamboanga.

In May 2017, only 2,514 passed the civil engineering board examination out of

6,998 examinees. However, in November 2017, the PRC announced that 6,075 out of

12,447 passed the Civil Engineer Licensure Examination given by the Board of Civil

25
Engineering in the cities of Manila, Baguio, Cagayan de Oro, Cebu, Davao, Iloilo,

Legazpi, Lucena, Tacloban, Tuguegarao and Zamboanga.

2.1.5 Skills Required to Succeed in the Course

Civil engineering is one of the most interesting and well-paid career paths a

young person can take and is highly sought profession. Without the help of civil

engineers there would be no stable roads, dams, buildings, and bridges. The skills

required to succeed in the field of civil engineering are enumerated.

2.1.5.1 Management Skills

As time goes by, a person gains more and more responsibility and eventually

ending up as a manager of a sub-team or division. To be successful in the position, one

must be able to manage a number of different characters to ensure that the job is running

smoothly. Civil engineers must know how to motivate the team and utilize the strengths

of each individual. One must also know how to discipline someone professionally and to

give due credit when it’s deserved

2.1.5.2 Analytical Thinking

A civil engineer needs to have analytical skills and is continually examining

projects and thinking of ways to make things work better. Civil engineers are naturally

inquisitive and like to solve complex problems.

26
2.1.5.3 Technical Skills

A skilled civil engineer should have a high level of Mathematics and Physics that

can be used for identifying and solving engineering problems and must also be skilled in

design techniques and working with maps, drawings and models, blueprints as well as

CAD software. Efficient prediction and prevention of any possible future problems is a

need.

2.1.5.4 Communication Skills

Communication skills are essential in order to be able to clearly communicate

ideas and give direction leaving no ambiguity.  One must also be able to listen and

benefit from the ideas of others in the team.

2.1.5.5 Critical Thinking

Civil engineers are often confronted with challenging problems and must be able

to devise the most effective and reasonable approach to deal with. In order to do so, civil

engineers must have the ability to think fast but precisely in order to apply general rules

to solve specific problems.

2.1.5.6 Leadership Skills

Civil engineers must lead by example and are ultimately in charge of surveyors,

construction managers, technicians, contractors, architects, urban planners, transportation

engineers as well as maintaining the trust of governmental planning authorities. To keep a

project on time and budget, civil engineers must be able to successfully lead all members

27
of the team.

2.1.5.7 Creative Mind

To develop and implement new projects, the ability to ‘think outside of the box’

and be creative is an essential skill. Civil engineers are expected to create innovative

ideas and follow them through. 

2.1.5.8 Being Able to Negotiate

This isn’t a skill that a person will acquire at university but is an important one if

one wants to be a successful civil engineer. Civil engineers must be able to bring others

together and reconcile differences and be able to negotiate deals with suppliers to reduce

the cost of any one project.

2.1.5.9 Attention to Detail

Another key skill is having great attention to detail. Every small part of designing

and implementing infrastructure needs to be precise.

2.1.5.10 Good Time Management

A required professional skill to have is good time management. Civil engineers

must set a time table in order to finish the projects on time.

2.1.5.11 Problem Solving

Problem-solving is used on a daily basis in the construction industry; nothing is

28
plain sailing. Civil engineers have to deal with unexpected problems like burst water

pipes. The key is getting all members involved to help and solve the problem in a timely

manner.

2.1.5.12 Being able to Visualize

The ability to visualize is a top priority when thinking of becoming a civil

engineer. While planning, a civil engineer must be able to bring the picture to life and

imagine how the idea would work and what it would look like.

2.1.5.13 Team-Player

There's a great sense of teamwork that comes through creating something and

facing challenges together. If a person enjoys working with people to help solve problems

that affect wider society, then go for it. The industry is all about jumping in and trying

new solutions.

2.1.5.14 Passion for Learning

The last and the most important characteristic that will make a civil engineer not

only a better professional but also driven is a never-ending spirit for learning. It is

important to continue learning and expanding one’s knowledge while new methods

develop.

2.1.5.15 Enthusiasm and Commitment

A civil engineer must be fully committed to survive in the industry. A person may

29
work at silly hours of the night through the morning in order to reach the deadlines. To

remain sane, a civil engineer must keep motivated and always have a rewarding

end goal in sight.

2.1.6 Career Opportunities for BSCE Graduates

According to an online website, there are many career opportunities for licensed

and non- licensed civil engineers and some of it were the following, (www.finduniversity

.ph).

2.1.6.1 Jobs for licensed Civil Engineers

Structural Engineer: design and supervise the construction of many structures, including

buildings, bridges and railways.

Project Engineer: performs work that crosses the boundaries between engineering and

project management, leading the technical workers who contribute to the building of

structures or products.

Staff Engineer: build or set up equipment, conduct experiments, assist in prototype

development, and design work that utilizes computer-aided design and drafting

equipment.

Inspectors: employed by the city or government to ensure structures are safely

constructed.

30
Associate Engineer: works under the supervising or senior engineer; these professionals

can work in a variety of engineering industries and provide assistance to engineers

working on large-scale projects that require a large team of engineers to complete a

project.

Engineering Educator: a civil engineer who teaches at a University or College.

Owner/Partner in an engineering firm: a civil engineer who engages in private

practice/teaming up with fellow civil engineers in managing a personally owned

engineering firm.

Environmental Engineer: assess the impact of engineering projects on water, soil, air and

noise levels and advice and design ways to minimize this impact. They also plan and

design systems to treat and remove waste, such as waste water systems.

2.1.6.2 Jobs for Non-Board Passers

Surveyors: measures and maps land, collect data on precise land boundaries; their land

descriptions are used in leases and deeds

Drafters: engineers hand their notes and other information to drafters so they can make

visual guidelines for the engineers or construction crews

Technicians: assist engineers or researchers with the development and handling of the

technical aspects of civil engineering; they set up equipment, perform experiments and

collect information for scientists and engineers

31
2.2 Research Literature

2.2.1 Local Studies

Campus, Nuyda and Icaranom, “Employment Status of the English Graduates

2006-2008”. This study aimed to present a feedback mechanism for the department and

college to come up with a more productive, competitive and effective program for the

students. This study presents the possible reasons on why they are graduates who’s

unemployed and employed. The authors want to show the programs used in providing

AB Journalism graduates adequate skills to help them for professional careers, but the

program must be open to changes that would effectively lead graduates for a better

employment.

Jarito Verona, “A Tracer Study of the Employment Status of PUPQC AY 2004-

2005”, the study determines the general profile and the present employment status of the

respondents which are the graduates of Polytechnic University of the Philippines

academic year 2004-2005. This research tackles about the tracer study that uses as a

method in which is primarily intended to locate graduates of academic institution, past

recipient of scholarship grants, former participants and among other situation in order to

collect data and update information about this type of people. This kind of study is also

tool to generate or influence decision making and planning of a certain institution about

the development of the curriculum. It is likewise regulating document efficiency and

support on the demographic profile of a certain institution that can be measure through

the quality of graduates.

The research Tracer Study of the Graduates of Certificate in Teaching Physical

32
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 of

the CPE graduates are males. Based from the findings of the study, most of the CPE

graduates are in the permanent status of employment. They are employ in the national

government with the monthly salary of 10,000 Php to 15,000 Php a month. The topmost

encountered by the CPE graduates in that they are not given equal opportunities like

those of the education graduates. This study may connect to the present study in terms of

the employment standing or status of the graduates. It also focuses on the job position

that is also one important factor in employing a job because as graduate of a particular

course, the job should go along with the profession that they graduated.

Alcovendas and Espares, “A Tracer Study of AB English Honor Graduates from

1987-2009” the study discusses that AB English honor graduates are gainfully employed

have sufficient annual income, have a tendency of staying long in the company, have

moderate satisfaction in their present job, indicating a lack of sense of fulfillment in their

capabilities, and a feeling of insufficiency in the returns they get for their hard work.

Nelita M. Lalican, “Tracer Survey of Agriculture Graduates” where the College

of Agriculture of University of the Philippines Los Bańos traced its graduates, the

researchers aim is to assess its curriculum and discuss the relevance of its productivity

with the present condition. In the findings of the study found out that, employers prefer

specialists rather than generalists and the employers find the graduates effective, efficient

and cooperative. The researchers also find the graduates knowledgeable, dependable and

resourceful however, many employers describe UPLB graduates as academically

inclined, having a know it-all attitude although with assertive personality.

33
2.2.2 Foreign Studies

RUPP-Tracer Study Report 2010 (for only the internal stakeholders) was done by

the Quality Assurance Unit to inform program managers and/or heads of departments

regarding the demands of the graduates and update management on employment

conditions in Cambodian labor markets. Its findings would be used to expand the existing

programs at the University or introduce new programs related to changing market

demands. (Vong, 2010)

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. (Vong, 2012)

A study of Dato’ Seri Mohamed Khaled bin Nordin and Menteri Pengajian Tinggi

(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.

A study by S.N Zembere and M.P.M. Chinyama of the University of Malawi,

discussed the results of the tracer study of the graduates of the University of Malawi who

34
graduated between 1987 and 1995. The main objective of the tracer study was to examine

the changes in the career pattern of the graduates in order to provide a basis of evaluation

of the current programs of the University of Malawi. The significance of the study is to

provide a continuation of the process of evaluation of the performance of the college as

well as the graduates of the college

Another study, Tracer Study of Science and Technology graduates of 2000 and

2001 conducted by Management Information System Unit of Science and Technology

Policy Research Division of the National Science Foundation Of Sri Lanka, the results of

the study shows the trend of the employment status of the graduate by gender, employed

and unemployed rates, sector employment, achievements, waiting time for the graduates

for their first paid employment, waiting time for the graduates employment according to

gender, view of the graduates for the effectiveness of the degree course, view of the

graduates on the relevance of degree course to current employment, reasons for being

engaged in fields not related to degree course, self-employed graduates, obstacles faced

by graduates when finding employment. The results of the study will also provide

evaluation on how more the college will provide updates on the degree course, to provide

the basic requirements of the industry for employment.

35
 Chapter III

RESEARCH METHODOLOGY

This chapter presents the discussion of different techniques and approaches made

use by the researchers for gathering necessary information.

3.1 Research Method

The researchers used descriptive type of research. Descriptive research is a type

of research that is used to observed and describe a research subject or problem without

influencing or manipulating the variables in anyway. This type of research enables the

researcher to organize, summarize, and describe observations. Researchers communicate

with individual test subjects by collecting information through the use of validated

questionnaire. The application of descriptive research design was found appropriate to

this study since this study required information about the present status of the civil

engineering graduates of Batangas State University from year 2016 to 2018.

36
3.2 Data Gathering Instrument

An approved copy of tracer study questionnaire was handed to the researchers.

The questionnaire was used to make an online graduate tracer survey instrument that

would be send to the researchers via messaging application.

The online questionnaire consisted of three parts: personal information of the

respondents, educational profile and employment data.

3.3 Data Gathering Procedures

The researchers requested for the list of Civil Engineering graduates of school

year 2016-2018 from the Registrar’s Office. The online questionnaire was sent through

messaging app, email and some were directly given to the respondents.

The datum was generated online and accessed through an email account. Through

this procedure, the researchers were able to collect necessary information needed for the

study.

A conceptual frame work is provided to illustrate the action and the approach

done in the conduct of the study.

BSCE Graduates Assessment of A Graduate

of Batangas State Respondent’s Tracer Study of
University from Employment Bachelor of
January 2013- Status through Science in Civil
January 2018 messaging and Engineering
email
from School
Year 2013-2018

3.4 Respondents of the Study

37
 The total number of graduates from years 2013-January 2018 was five hundred

two (502). The researchers applied purposive sampling and used the Slovin’s Formula to

prove the reliability of their study. Using the Slovin’s Formula with a margin of error of

0.10, the result shows that eighty-four (84) respondents were enough in conducting the

study. For the excess data gathered not to be wasted, the researchers used all the

responses consisting of two hundred forty-nine (249).

Slovin’s Formula

= Number of Samples

N = Population Size

e = Margin of Error

38
 Chapter IV

RESULTS AND DISCUSSION

This chapter presents the analysis and presentation of data. Findings and results

are included in such a manner that they are presented in accordance with the objectives of

the study.

4.1 Personal Profile of the Respondents

4.1.1 Gender. Figure 4 shows the personal profile of the graduates in terms of their

gender.

Figure 4. Personal Profile of the Graduates in terms of Gender

39
 In 2016, there are twenty (23) male or 54.8 % and nineteen (19) female or 45.2% .

In 2017, twenty-two (22) or 41.5% and thirty-one (31) or 58.5% of graduates are

recorded.

In 2018, there are ten (10) male or 29.4% and seven (7) or 20.5% are female

graduates.

Overall, in the years 2016 to 2018, there are fifty-five (55) males and fifty-seven

(57) female graduates. It can be seen that the civil engineering field is dominated by

female students.

4.1.2 Personal Profile in terms of Age. Figure 5 presents the personal profile of the

graduates in terms of their age.

Figure 5. Personal Profile of the Graduates in terms of Age

40
 From the graduates of 2016, there are two (2) that are in the age range of 22

below and 25 above and the rest of forty (40) or 95.2% of the graduates are at the age of

23-24. While in 2017, twenty-six (26) or 49% of the respondents are in the age range of

22 below, twenty-three (23) or 43.3% are in the age of 23-24 and only four (4) or 7.5% of

the respondents are in the ages of 25 and above. In 2018, eleven (11), five (5) and one (1)

are listed to be in the age range of 22 below, 23-24 and 25 above respectively.

The figure shows that majority of the students are on age range of 23-24 with a

total number of sixty-eight (68) respondents or 60.7%. Lowest number of graduates are in

the age range of 25 above with only six (6) out of one hundred twelve(112) respondents..

4.1.3 Civil Status. Figure 6 illustrates the personal profile of the respondents in terms of
their civil status.
Figure 6. Personal Profile of the Respondents in terms of their Civil Status

41
 From the graduates of 2016, 2017 and 2018, forty-one (41) or 97.6%, fifty-one (51)

or 96.2% and seventeen (17) or 100% are single. Also, two (2) of the respondents from

2017 are married.

Data shows that two hundred one- hundred nine (109) respondents or 97.3% are

single and only three (3) or 2.7% are married. It can be noted that most of the graduates

are single.

4.2 Educational Profile of the Respondents

4.2.1 Professional Examination Passed. Figure 7 shows the number of licensed and

unlicensed civil engineering graduates.

Figure 7. Professional Examination Passed

42
 As shown in the figure, majority of the graduates are board passers, especially in

the year 2016 with thirty-seven (37) out of forty-two (42) of the respondents who are

licensed civil engineers. While in 2017 and 2018, thirty-eight (38) out of fifty-three (53)

and seven (7) out of ten (10) respondents passed the board examination. The recorded

passing percentages in each year are 88.1%, 71.7% and 70% respectively. Based on the

data presented, the Batangas State University registered eighty-five (85) licensed civil

engineers from the year 2016 up to 2018.

4.2.2 Tertiary Level Qualification /Advanced Studies Possessed. Figure 8 illustrates

the number of the graduates who possess other tertiary education/advanced studies.

Figure 8. Tertiary Level Qualification /Advanced Studies Possessed

43
 It can be seen from the graph that only a few graduates pursue other tertiary

education/ advanced studies. The highest number of graduates who pursued tertiary

education are recorded in the year 2016 with six (6) respondents.

4.2.2.1 Reasons for Pursuing Other Tertiary Level Qualification/ Advanced Studies.

Table 4 presents the reasons of respondents for pursuing other tertiary education/

advanced studies.

Table 4. Reasons for Pursuing Other Tertiary Level Qualification/ Advanced Studies.
Year Reasons for Pursuing Other Tertiary Level
Qualification/Advanced Studies
For professional development For promotion
2016 6 -
2017 4 1
2018 1 -
The table shows that most of the respondents from year 2016 graduates pursued

other tertiary level qualification/ advanced studies for professional development while in

from 2017, one (1) pursued it for promotion.

44
4.3 Employment Profile of the Respondents

4.3.1 Employment Status. Figure 9 shows the employment profile of the respondents in

terms of their employment status.

Figure 9. Employment Status

In the year 2016 there are forty-one (41) or 98% of respondents are employed

while one (1) or 2% of them are unemployed. While in the year 2017 from the total of 53

respondents there are fifty-two (52) or 98% that are employed and one (1) respondent or

2% are unemployed. In the year 2018, from the total of seventeen (17) respondents there

are ten (10) or 59% employed while the seven (7) or 41% are unemployed.

45
4.3.1.1 Reasons for Unemployment. Figure10 shows the reasons for unemployment of

the respondents.

Figure 10. Reasons for Unemployment

In year 2016 and 2017, only one is unemployed citing reasons such as family

concern and a current search of job abroad.

While in 2018, most of the respondents are unemployed because they graduated

just recently.

46
4.3.2 Waiting Time for the First Job. Figure 11 shows the length of time before the

respondents got their first job.

Figure 11. Waiting Time for the First Job

Data shows that from 2016 and 2017 graduates, majority acquired their first job

within 1-2 months after graduation. It also showed that thirteen (13) or 40% of the

respondents and twenty (20) or 37.7% acquired their job within 2-5 months. While, in

2018, majority had their first job within 2-5 months.

4.3.3 No. of Jobs since Graduation. Figure 12 shows the no. of the respondents had

after graduation.

Figure 12. No. of Jobs Since Graduation

47
 In year 2016, out of forty-two (42) respondents, sixteen (16) or 38.1% have had

one (1) job since graduation, fourteen (14) or 33.3% had two (2) jobs. Others have cited

having three (3), four (4) and five (5) jobs after graduation.

In year 2017, majority of the respondents stated having one (1) job since

graduation with twenty-nine (29) or 65.9 %. From this year, fourteen (14) or 31.8% had 2

jobs.

Similarly, from 2018 graduates, majority cited having one (1) job since

graduation.

4.3.4 Employment Description. Figure 13 describes the employment status of the

respondents.
Figure 13. Employment Description

48
 From the data gathered, it shows that from 2016, majority have job order,

permanent and contractual jobs. Least of the respondents described having temporary and

casual jobs.

From 2017 graduates, twenty (20) out of fifty-three (53) are on permanent jobs,

sixteen (16) have contractual jobs while ten (10) are with job orders. The remaining

respondents mentioned being self-employed, while some have temporary and casual jobs.

4.3.5 Type of Company. Figure 14 shows the type of company of the respondents.

Figure 14. Type of Company

49
 From 2016 graduates, majority of the respondents are working in non-government

agencies with a number of twenty-six (26) or 61.9%. Eleven (11) or 26.2 % are in local

government while four (4) are working internationally.

From year 2017, thirty-four (34) out of fifty-three or 64.15% of the respondents

are working in non-government agencies while twelve (12) or 22.6% and three (3) or

5.7% are in government agencies and international companies respectively.

While in 2018, six (6) of the respondents are working in non-government

agencies and three (3) are in a local government.

4.3.6 Length of Service on the Present Job Figure 15 shows the respondents’ length of

service on their present job.

Figure 15. Length of Service on the Present Job

50
 From 2016 graduates, seven (7), ten (10), nine (9), ten (10), and one (1) have less
than 7 months, 7-12 months, 13-18 months, 19-24 months, and more than 24 months
length of service on their present jobs, respectively.
In 2017, nineteen (19) are with less than 7 months, twenty-five (25) with 7-12
months and three (3) have 13-18 months of service on their present jobs.
Lastly, all of 2018 graduates mentioned having 7-12 months length of service on
their present jobs.

4.3.7 Relevance of the Course/Degree Completed to the Present Job Figure 16 shows

the relevance of the respondents’ course/degree completed to the present job.

51
 Figure 16. Relevance of the Course/Degree Completed to the Present Job

In the year 2016, forty (40) out of forty-two (42) or 95% of the respondents stated

that their present job is related to their course/degree while the two (2) or 5% are not.

For year 2017, fifty (50) out of fifty-three (53) or 94% of the respondents stated

that their present job is related to their course/degree while three (3) or 6% of them are

not.

While in 2018, ten (10) out of seventeen (17) or 59% stated that their present job

is related to their course/degree while seven (7) or 41% of them are not.

52
 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and recommendations

as based on the problems of the study.

5.1 Summary of Findings

Based on the respondents given and presented in the different tables and graphical

53
analysis, the researchers present these findings:

5.1.1 Personal Profile of Civil Engineering Respondents.

Majority of the respondents were female which comprises 55 percent of the

total respondents. Most of the respondents were aged 25 and above which

comprises 104 respondents or 43 percent of the total. 227 respondents or 94.6

percent of the respondents are single.

5.1.2 Educational Profile

Most of the respondents are licensed civil engineers. 191 respondents or 80

percent were licensed civil engineers and 49 or 20 percent are unlicensed. Out

of the 240 respondents of the study, 30 or 13% were pursuing other tertiary

level qualification/advanced studies. 25 respondents were pursuing other

tertiary level qualification/advanced studies for professional development and

5 respondents were pursuing other tertiary level qualification/advanced studies

for promotion.

5.2 Current Status of Civil Engineering Graduates

5.2.1 Employed

Out of the 240 respondents of the study, 229 were employed and most of them

are working in the Philippines. Majority of the graduates waited 2-5 months to

get their first job. 43 percent of the respondents had a permanent job which

are mostly related to the degree or course that they had finished. In the year

2013 to 2018, the number of employed respondents is 48, 40, 38, 41, 52 and

10, respectively. In the year 2013, 100 percent of the respondents were

54
 employed. In the year 2014, 100 percent of the respondents were employed. In

the year 2015, 95 percent of the respondents were employed. In the year 2016,

98 percent of the respondents were employed. In the year 2017, 98 percent of

the respondents were employed. In the year 2018, 59 percent of the

respondents were employed since they are fresh graduates and still on the

process of finding a job.

5.2.2 Unemployed

11 respondents of the study were unemployed due to family concerns, health-

related reasons, fresh graduates and for other reasons. In the year 2015, one

respondent is unemployed due to family concerns and one respondent is

unemployed due to health-related reasons. In the year 2016, one respondent is

unemployed due to confidential reasons. In the year 2017, one respondent is

unemployed due to health-related reasons. In the year 2018, one respondent is

unemployed due to family concerns and six respondents are unemployed

because they are fresh graduates.

5.3 Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. Majority of the respondents are female, single adults from Batch 2017.

2. Majority of the respondents are licensed civil engineers who are employed with

relevance to the course/degree they finished.

3. Majority of the respondents are currently working in non-government

organizations. They have at most two years at their present job and found their

jobs at most 2-5 months after graduation.

55
 4. Majority of the respondents are permanently employed with their current job.

5.4 Recommendations

Based on the findings and conclusion, the researchers came up with the following

recommendations:

1. To have a tracer study that determines the knowledge they acquired in the

university to real life engineering applications.

2. To have a tracer study that provides information about the graduate’s curriculum,

facilities and resources and how it helped them to be successful.

3. To have a tracer study that gives possible recommendations and feedbacks to seek

the improvement of the students in the field of civil engineering that are currently

studying in the university.

BIBLIOGRAPHY

A. Books
Schomburg, H. (2003). Handbook for Graduate Tracer Studies: Centre for Research on
Higher Education and Work, University of Kassel, Germany
Braja, M.D. (1998). Principles of Geotechnical Engineering. Boston, Massachusetts:
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 Massachusetts: Elsevier Science.
Oberlender, G.D. (2000). Project Management for Engineering and Construction.
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