PERCEPTION AND IMPORTANCE OF ENTRY-LEVEL EMPLOYABILITY SKILLS

AS ASSESSED BY BUSINESS MANAGEMENT GRADUATES

AND EMPLOYERS

Bea Nicole C. Catibog

Giselle de Lira
Anne Rose A. Ocampo
Joy S. Puno
Kimyrose C. Quijano
Niko D. Sangco

An undergraduate thesis proposal submitted to the faculty of the Department of

Management, College of Economics, Management and Development of Studies,
Cavite State University, Indang, Cavite in partial fulfillment of the requirements for the
degree of Bachelor in Science in Business Management major in Human Resource
Development Management with Contribution No. _________________. Prepared
under the supervision of Ms. Clarisse Charmaine Beltran.

INTRODUCTION

In today’s competitive job market, landing a dream job may not always be that

simple since employability skills must be emphasized to stand out among other

candidates, but it all starts with a college education. According to Saunders and Zuzel

(2010), aside from its potential economic advantage, there are numerous reasons

why students invest in college education, including the necessity for employment

security, improved job prospects or the desire to maintain a positive social position

and way of life. However, a college degree and good academic qualifications are not

enough to secure employment. Nowadays, employers expect more from graduated

students to possess employability skills to instantly contribute to organizations.

Employability skills are the set of skills and personal attributes that are required to

work in a particular job, perform well in a specific position and adjust to workplace

changes. A person’s career advancement and potential unemployment may be

hampered by a lack of employability skills. It is said that 75 million young people are
unemployed and that the majority of job seekers in developing countries have been

unsuccessful to land a job (Fajaryati et al., 2020). 

According to the study by Tanius (2018), it is claimed that employers struggle

to find the right employee to meet their needs and that recent business graduates are

having difficulty entering the labor market, leading to unequal employment

opportunities across various industries and sectors. Additionally, it has been

determined that the unemployment of recent graduates is caused by skill gaps. It is

considered a serious problem that the skill supply of recent graduates cannot keep up

with the skill requirements of the employer. However, final-year business students

asserted that they are prepared to enter the workforce.

Additionally, Cheng et al. (2021) stated that employers prioritize competences

over subject knowledge and perceive employability as work readiness. It is a shared

responsibility of Higher Education Institutions (HEIs), employers, and students, but

students should bear greater responsibility for their own employability. They claimed

that final-year students view employability from an insider perspective whereas they

envision themselves gaining experience working in a particular industry. The

employment support students received and the disciplinary frameworks they were

exposed to during their studies may have an impact on how they perceive

employability. Students must develop the abilities and qualities that employers look

for in employees to grow in their careers. Moreover, improving the quality of human

capital is crucial for this knowledge-based and digital economy. In this time of

disruption, students will get the most from education (Gurria, 2008). 

The emergence of globalization leads to rising competition in the marketplace,

which is driven by the drastic changes in technology and the massification of

university education. Thus, organizations demand a more competent workforce that

can handle changes in the new global economy. Employers, however, questioned

whether business graduates obtained the most important employability skills required

for entry-level positions that will also aid in their career advancement, including
communication, teamwork skills, problem-solving and behavioral skills. It is

mentioned that recent graduates lack soft skills and are not ready for employment-

related roles. Therefore, to equip students with employable skills, higher education

institutions must employ effective and cutting-edge pedagogies. However,

universities worldwide have come under pressure to equip students with employable

skills needed in the industry (Mainga et al., 2022).

Further, Fulgence (2015) averred that training student in HEIs is insufficient

and that students need to prepare to work in a dynamic global business world. For

students to be able to meet the demands of the knowledge-based economy, it is

crucial to develop the skills and attributes that the labor market requires. The study

conducted by Kassa (2022), inferred that business graduates should acquire job-

searching and employability abilities, and stakeholders should remove obstacles that

hinder graduates' employability. The higher education institution must work harder to

assist its graduates in raising their level of competency, self-efficacy, and proficiency

in English. Additionally, the university must establish a solid reputation if it wants its

graduates to find employment.

In order to determine how well different employability skills have been

mastered by business management students, our study aims to look at the entry-level

employability skills of third- and fourth-year students studying business management

and to assess their perceptions on the significance of and level of competence in

performing various employability skills. Students can therefore close any skill gaps by

taking proactive measures to improve their marketability on the job market. This study

will also assist HEIs in developing and revising their curricula to identify areas where

business students may enhance their employability skills in order to better prepare

them for the shifting demands of the labor market.

Statement of the Problem

This study is generally aiming to assess the perceptions and importance of

entry-level employability skills of Business Management graduates in Cavite State

University-Main Campus. This research is intended to answer the following

questions:

1. What is the demographic profile of the business management graduates in

terms of:

a. age;

b. sex; and

c. major?

2. What is the status of the self-perceived employability skills of the business

management graduates in terms of:

a. general ability and personal characteristics;

b. technical knowledge and practical skills; and

c. effectiveness of the intern?

3. What is the status of the self-perceived employability skills of the business

management graduates as assessed by employers in terms of:

a. general ability and personal characteristics;

b. technical knowledge and practical skills; and

c. effectiveness of the intern?

4. What is the degree of importance of the different employability skills as

assessed by business management graduates and employer?

5. Is there a significant difference on the level of self-perceived competence at

performing employability skills of business management graduates when they

are grouped according to their demographic profile?

6. Is there a significant difference on the degree of importance of the

employability skills of business management graduates when they are

grouped according to their demographic profile?

 7. Is there a significant difference in the perception of business management

graduates and employer regarding on the level of self-perceived competence

in performing different employability skills?

8. Is there a significant difference in the perception of business management

and employer graduates regarding on the degree of importance of

employability skills?

Objectives of the Study

This research would like to assess the perceptions and importance of entry-

level employability skills of Business Management graduates in Cavite State

University-Main Campus. The study is sought to answer the following questions:

1. Determine the demographic profile of the business management graduates in

terms of:

a. age;

b. sex; and

c. major;

2. Determine the status of the self-perceived employability skills of the business

management graduates in terms of;

a. general ability and personal characteristics;

b. technical knowledge and practical skills; and

c. effectiveness of the intern;

3. What is the status of the self-perceived employability skills of the business

management graduates as assessed by employers in terms of:

a. general ability and personal characteristics;

b. technical knowledge and practical skills; and

c. effectiveness of the intern;

4. Determine the degree of importance of the different employability skills as

assessed by business management graduates and employer;

 5. Determine if there is a significant difference on the level of self-perceived

competence at performing employability skills of business management

graduates they are grouped according to their demographic profile;

6. Determine if there is a significant difference on the degree of importance of

the employability skills of Business Management graduates when they are

grouped according to their demographic profile;

7. Determine if there a significant difference in the perception of Business

Management graduates and employer regarding on the level of self-perceived

competence in performing different employability skills; and

8. Determine if there a significant difference in the perception of Business

Management and employer graduates regarding on the degree of importance

of employability skills.

Significance of the Study

This study is expected to be beneficial to the following group of people.

Higher Educational Institutions (HEIs). This study will provide information in

developing better strategies that will lead to increased student’s employability. They

can improve their performance, minimize some errors and enables them to perform

their role on employability skills of students more effectively.

Employers. This study will provide employers the opportunity to contribute to

academic reform in relation to employable skills, as well as design workplace-focused

programs to aid students in increasing their capabilities in preparation for entry into

workforce.

Lecturers. This study may act as a guide to develop their teaching strategies

in line with the skills that students acquired the least. Further, there may be a

discovery of a new set of skills that will allow a lecturer to expand his teachings.
 Students. This study will allow them to assess their own employability skills.

Hence, it will help them to be job ready as they enter the work industry and prepare

themselves for their career and employment in the future.

Future Researchers. This study may serve as a reliable source when it

comes to the perception and importance of entry level employability skills of business

management students. It can be their helpful guide for the new or related study that

will be conducted in the future.

Time and Place of the Study

The research was conducted in Cavite State University Main Campus, Indang

Cavite. For the safety of both the researchers and participants, the survey was

carried out via Google form. This study was conducted throughout the semester, from

September 2022 to December 2022.

Scope and Limitations of the Study

This study focused on the perception and importance of entry-level

employability skills as assessed by the Business Management graduates of Cavite

State University-Main Campus and the employer they worked for during their on-the-

job training. Level of self-perceived competence in performing different employability

skills was assessed by the participants depending on their work experience.

Participants were the graduate students (S.Y. 2020-2021) from the College of

Economics, Management, and Development Studies specifically in the Management

Department which offers different business management majors including Financial

Management,Human Resource Development Management, Operations

Management, Marketing Management, and Service Management and the employers

they had during their on-the job training. Participants were limited to Business

Management graduates from Cavite State University Indang, Main Campus, must be

at least 18 years of age, and the employers with whom they landed jobs during their

on-the-job training.
Definition of Terms

The following are the terms that will be used in this research and their

corresponding operational definitions:

Business Management Graduates. These are students who graduated with

the course of Bachelor of Science in Business Management major in Financial

Management, Operations Management, Marketing Management, Human Resource

Management and Service Management. 

Competence. It refers to a person's capacity to carry out an action

successfully or the mastery of employability skills of the business management

students.

Degree of importance. It refers to the measurement of a more significant

thing. In this study, it refers to the extent to which particular employability skills are

significant to business management.

Entry Level Employability Skills. It is defined as general skills one may

develop from education. In relation to business management students, it is a set of

skills they can develop for their employment in the future.

Employability. It refers to an individual's knowledge, abilities, and personal

characteristics that make them more likely to find work and succeed in their career.

Employability skills. It refers to the person's skills and characteristics to be

employed and function well in the industry. It also refers to how crucial these abilities

are to business management students, as well as their level of proficiency with

abilities in order to prepare themselves for the shifting demands of the labor market.

Economic Advantage. It refers to a position or capability that enables you to

outperform in a specific market.

Higher Education Institutions (HEIs). It is defined as a wide range of

schools and universities that provides a variety of degree programs and is

responsible for instilling skills for business management students employability.

 Human Capital Theory.  It is believed that with enough education and skill

training, humans may boost their productivity and employability

Job Security. It refers to the probability of an individual keeping their current

employment in the industry equipped with right employability skills.

Self-perceived. It refers to what is conceived to be true which is subjective. It

also refers to how college students majoring in business management view their own

employability skills.

Theoretical Framework

This study is related to the Human Capital Theory. According to Robinson and

Mulvaney (2018), higher education institutions have a mission to ensure that

graduates are ready for the workforce. Academic departments must examine the

demands of their graduates and the sectors that employ them since human capital

might be sector-specific.

Human capital theory includes that education determines labor's marginal

productivity, and marginal productivity determines earnings. It is the most common

interpretation of the relationship between higher education and employment. It is

typical to believe that intellectual formation is a sort of economic capital, and that

higher education is primarily a means of preparing for labor and careers. Higher

education, rather than social backgrounds, labor demand, or economic policy, is often

regarded to determine the position of graduates, implying a surprising confidence

about higher education's effectiveness (Marginson, 2015). The assumption behind

human capital theory is that formal education is required to boost a population's

productive capability. Human capital theorists claim that a productive population is

one that is well educated. The concept of human capital emphasizes how education

improves one's ability to earn a living. Increase the degree of cognitive stock of

economically productive human aptitude, which is a product of intrinsic abilities and

investment in human beings, to increase worker productivity and efficiency

(Almendarez, 2013).

The human capital theory has been used to justify the relationship between

educational attainment and job opportunities. This theory in connection to business

management students' employability should have a higher inclination to produce

higher productivity than those without a higher education in management and once

they graduate, therefore should be readily accepted by industries.

Individual Input Education Outcomes

(Investment)

Productivity Earnings
Social Input
(Investment)
Citizenship Social Efficacy

Figure 1. Swanson and Holton's Human Capital Theory Model

This study is also related to Consensus Theory. Consensus theory has been

credited for supporting the relationship between the labor market, employment, and

universities in the context of graduate employability.

In the context of higher education, employability is a crucial aspect of the

student experience. Universities are expected to contribute to their students'

employability, and they are evaluated and funded accordingly. Despite its importance

in higher education, employability is a complicated and contentious notion that is

sometimes confused with employment, graduates in jobs, and the positions they

have, and perceived as a measurable outcome of the student experience.

Employability is commonly framed by the discourse of skills, which is defined as an

individual's knowledge, abilities, and personal characteristics that make them more

likely to find work and succeed in their careers (Reid et al., 2021). It is founded on the
premise that injecting human capital at the tertiary level through the installation of

generic skills will assure graduates' employment and ultimate rapid

advancement/leap frog up the corporate ladder. According to consensus theory, the

academic or university environment is the one responsible for not instilling sufficient

skills through curriculum design and implementation using proper instructional

approaches (Selvadural et. al., 2012).

This theory concludes that developing generic abilities at a higher education

level institutions will improve graduates' employability and help them perform better in

the industry. According to this theory, higher education institutions play a significant

role in creating and instilling certain skills that can help business management

students increase their employability and be very beneficial in the future for work-

related situations.

Conceptual Framework

The conceptual framework shows the assessment of the Business

Management Graduates and the Employer pertaining to the perception and

importance of the entry-level employability skills. The framework contains three (3)

variables: (1) demographic profile including age, sex, and major (2) self-perceived

level of competence; and (3) importance of different employability skills. It illustrates

the relationship between the variables involved.

 SELF-PERCEIVED
LEVEL OF
COMPETENCE

DEMOGRAPHIC
PROFILE
a. age
b. sex
c. major

IMPORTANCE OF
DIFFERENT
EMPLOYABILITY
SKILLS

Figure 2. Conceptual Framework of the Study

 REVIEW OF RELATED LITERATURE

This chapter discusses some related works that are relevant to this research

including the concept of employability, employability skills and its importance. It also

discusses the perceptions of students, employers, higher education institutions on the

employability skill of undergraduate business students.

Concept of Employability

In the vast corporate world where everybody is ready to compete,

employability skills are the most important key in applying. Employers frequently look

for people who can communicate well, have a flexible motivational drive, take

initiative, and multitask. Employers could readily examine and decide on suitable and

competent applicants for the post if they had high educational attainment. Employers

also look for five talents in a candidate: problem-solving abilities, communication and

interpersonal skills, teamwork, organizational skills, and adaptability (Abas & Imam,

2016).

Currently, employability is a level of multi-dimensional, competency-based

paradigm in higher education and workplace learning. There have been several

techniques used to come up with an analysis that contributes to the clarity of the

concept of employability, and there is still a lot of debate about the attributes that

graduates hold after graduation. The importance of disciplinary knowledge and

general abilities in executing a specific job was emphasized, as was the need to

continue learning and actively engaging in the achievement of the company's goals

and objectives, as well as adjusting to the corporate world's ongoing change

(Römgens, 2019).

According to Tentama (2019), employability is a problem that frequently arises

during the review of applications, when some individuals lack the attributes and

abilities required for the position. The degree of employability is influenced by

elements such as academic achievements and self-concept, according to the study.

The link between the two aspects was also examined in order to assess a person's

employability level. Academic accomplishments and self-concept have an impact on

an application as a consequence of the supplied data and analysis since it gauges

the applicant's potential to flourish and complete the task and job description.

In terms of educational changes and novel technology, workplace demand

has prompted fast transformation. According to a study, these shifts have a

significant impact on the value of an individual's employability skills and academic

achievement in ensuring professional success and relevance. Communication,

knowledge of information and communication technology, problem-solving and critical

thinking skills, cooperation, collaboration, teamwork, leadership, and knowledge of

research and development are among the top employable skills for Education

graduates in the Philippines (Caingcoy, 2021).

To meet the demands of this fast-paced world and globalization, many nations

have devised and embraced changes in their educational systems in order to

generate competent graduates with the skills and potential to satisfy work

requirements. In the Philippines, the "K-12 Curriculum" was developed to help pupils

develop and prepare for college degrees in business, science, and technology, as

well as technical-vocational fields. Students must be competitive enough to meet the

company's aims and objectives in order to be ready for the actual battlefield, which

will benefit them, the workforce, the community, and the economy. It also focuses on

the student's development of qualities and experiences that will help them learn for

the rest of their lives, as well as identifying their capacities and talents. In order to

qualify in a selected sector, employability requires in-depth skills and knowledge, as

well as outstanding credentials and a working understanding of technical abilities

(Roxas, 2022).

Entry-Level Employability Skills

 University graduates have high expectations on their degrees that it will help

them to stand out from those with lesser qualifications in the labor market after the

completion of their studies. However, almost half of the graduates produced by the

Higher Education Institutions (HEIs) annually were unable to secure employment in

the highly competitive market (Paadi, 2014). In fact, unemployed youth is a growing

trend globally and there were 74.8 million unemployed youths in 2011 (Fulgence,

2015). Thus, recent HEIs graduates are either underemployed or overeducated and

mostly, graduates work in particular jobs but not related in their course. Moreover,

according to Chartered Management Institute (2021), 80% of employers believe that

graduates are not fully equipped with the employability skills needed in the world of

work. Also, they asserted that work experience is the key to enhancing the student’s

employability. Thus, HEIs should provide promotion of internships and work

placement in order for the students to have connections with the potential employers.

Fajaryati et al. (2020) defined employability skills as the non-technical skills

that an employee should possess in order to obtain career development and adapt to

everyday changes in the workplace. These are the personal attributes of an individual

to be able to secure a job including generic skills, social skills, technical skills,

personal skills, thinking skills, and self-perceived employability skills. They also stated

that in this era of technological disruption skills should be renewed in order to fulfill

the needs and demands of the labor market, or else, landing a job will be difficult and

it may cause unemployment. Moreover, employability skills are described as the

required basic level skills to attain, sustain and do better in a particular job and these

skills are classified into three groups and that includes basic academy skills, higher

thinking skills and the personal skills (Sarwar & Aftab, 2014).

Conversely, Geel (2014) averred that the list of skills graduates should

possess is very unrealistic since employability skills are developed through time in

the working environment. Also, she claimed that academic knowledge is not enough

but rather to have a numerous generic skill is a must to function effectively in the
workplace such as teamwork, communication, problem solving and self-

management. Also, Fulgence (2015) affirmed that subject knowledge is not important

to the 38% of employers in relation to their satisfaction with graduates. Hence, HEIs

must focus on employability to provide the students with the skills needed at different

occupations in the labor market after graduation.

According to Pang et al. (2018), employers are the experts on what skills are

most required in the workplace. Employers expect the graduates to be career ready,

able to work in a team and work with minimal supervision. They also stated that in

order to develop these skills among students, they should be exposed to real work

environments in order for them not to get shocked in the reality that’s far from

academia. Thus, the universities, in turn, need to fulfill their role in producing

employable graduates.

Moreover, as a result of globalization and technological development the

world of employment has changed drastically and employability is becoming one of

the main goals for business education. The essence of business education is to

prepare students to be employment ready and prepare them to handle their own

business affairs to function effectively in the business economy. Also, business

education's basic objective is to empower students with desirable skills, knowledge

and values to perform specific tasks and in order for the graduates to face the current

turbulent changes in the labor market (Okeke-Ezeanyanwu, 2021).

Importance of Employability Skills of Graduate Students

In the contemporary world, there is a rapid advancement of society that

competitions among different companies are increasing too. Hence, employers

expect the management students to be focused on their employability skills and

knowledge rather than their degree or grade. Employers want management students

who have a diverse set of skills and abilities to offer towards the workplace in order to

outperform their competitors in the intense rivalry, and they require employees who
are multi-skilled to perform a variety of tasks. All management students must learn

how to step outside of their comfort zone in order to impress their superiors at a new

endeavor or a large international firm. However, there is a huge gap between what a

company requires and what is available in terms of skilled students. As a result,

management students entering the workforce must possess the skills and attributes

required by employers (Wandhe, 2021).

Furthermore, there are challenges that management education encounters

and is increasing at a faster pace. All universities and colleges consider improving

employability skills in management education to be an important task.  The study

conducted by Nawaz and Reddy (2013), aims to explore the employability skills

required by the employers for management graduates, discussing prior findings

carried out in different countries related to employability skills, and investigating the

core competencies of management students that will best serve the future labor

market requirements in management education.  Management education focuses on

the development of a diverse set of managerial knowledge and skills. They give

emphasis on candidates' job performance, which necessarily involves a set of skills

that are appropriate for the job. Students must develop their team building and

communication skills in addition to subject-specific tasks.

The study of de Silva (2015), concluded that there is significant and

reassuring attention from the academic community and national media that appears

to confirm a strong need for management student graduates who possess employer-

desired career skills and showcase qualities of a successful entrepreneur. The study

includes the discussion about management education and employability conducted

by a survey from various countries and agencies across cultures, as well as efforts by

leading universities, colleges, and academe to promote management education

relevant curriculum design in order to create opportunities for learners to attain such

required skills by employers.

 According to the findings in the study of Jackson (2013), management

undergraduates place so much importance on employability skill development in

degree programs. Even though there were subtle differences in students' perceptions

of the importance of employability skill development based on

demographic/background characteristics, mean ratings have been above average

across all groups. The high mean ratings for the importance of employability skill

provision seem to be accurate with several studies but disprove others. Despite its

emergence in graduate employability models and the importance of achieving student

buy-in to the concept of work-readiness, there appears to be little empirical evidence

of student perception of skill development in higher education.

Employers Perception
In higher education, graduate employability is a major concern. Employers

expect not only topic expertise but also a willingness to learn new things. Students

will not only be better prepared to compete in today's economy, but they will also

have additional skills to deal with corporate battles and challenges (Ibrahim et al.,

2018).

A study conducted by BIST and Mehta (2020), based on the employers

suggested skill development, when it comes to communication skills, It is proposed

that an unique program focusing on oral and written communication be developed.

Management institutes could conduct skills training. It's also feasible that such a

program will be implemented continuously during the course to ensure that students

are receiving consistent training. Students would be required to create a variety of

reports, projects, essays, presentations, group discussions, and other types of

assignments in order to improve their communication skills (oral, written, listening).

Also, the study pointed out the importance of business understanding when it comes

to employability skills of management students. Company managers proposed that

instead of focusing on teaching through live case studies in the classroom, greater
emphasis be placed on building problem-solving skills in graduates because

according to the experts interviewed, implementing practical activities would be an

effective strategy to improve students' ability to do so. Employers value analytical

skills, which can be instilled by using case studies, exercises, and projects that focus

on developing analytical skills of management students. The development of

analytical skills should be a learning outcome in management teacher-designed

courses. Communication, problem-solving, positive attitudes and behaviors, and

teamwork abilities were ranked as the top four most critical employability qualities

that employers want when recruiting new business graduates for entry level roles in

research conducted by Mainga et al., (2022). According to a study conducted by

Meenakshi (2013), ten major skill areas have been identified from an industry

perspective, and the most important ones that need to be addressed are effective

communication, both oral and written, problem identification and problem solving,

time management, numerical competency, data analysis, flexibility and adaptability.

They also stated that management education today has to address a wide variety of

critical issues, including one of survival, intense competition, and a variety of other

issues.

Synthesis of the Study

In response to the employability skills of the students under the perception

and importance of entry level is a part of managing competencies under business

management, ensuring that students need the scheme of this research study for

entry level of performance as perceived by the students and their OJT employers.

According to the study of Rowley (2014) entitled “Students and Employer Perception

of the Importance of Entry-Level Skills” that his study implies for the determinants of

the student perception foothold the work force of employability skills coming from

their respective participants. It is a method for descriptive statistics wherein some of

those treatments are need to apply the mean response of each group that connect to
their study acquiring social and behavioral importance that there is a growing number

of flexible and accessible education options available with a wide range of course

formats to choose from.

The enlightenment of this research study is to find the difference between

profile of the participants across variability of data indicators for the level of

importance as perceive by the student’s perception and employer’s perception while

the other scheme of categorization in deviating some sort of information is the

importance of practical level of employability. Most of this section includes foreign

and local studies that suit the connote objective in applying learning outcomes that

are reviewed in related literature and studies.

Looking for its practical important with a systematic influence of this research

study is to determine the impact of employability under the level of perception and

importance of employability skills in business including business management skills

of business management students, performance of employability skills and the

degree of importance for academic learning platform and scrutinize every sets of data

coming from the gather data to ensure have no missing error that connect to several

implementation of the participants data on how to address the said problems.

 METHODOLOGY

This chapter presents the description of research design, participants of the

study, sampling technique, data to be gathered, statistical treatment of data and

ethical considerations that will be employed in the study.

Research Design (waiting sa sop)

For this research, the researchers used both descriptive and comparative

research design. Descriptive research design is a scientific technique that includes

observing and analyzing a subject's behavior without changing or manipulating it in

any manner. Additionally, it is beneficial in circumstances where the large number of

samples required for more quantitative types of experiments cannot be tested and

measured. (Shuttleworth, 2008). Through descriptive research, it allowed the

researchers to obtain the demographic information of each participant that can be

sorted by its own population.

Comparative research design will determine a conclusion by comparing two

variables. The researchers were able to compare the different perspectives of each

target population. A questionnaire was an instrument for collection of data. This study

attempted to assess and compare the difference on the level of self-perceived

competence and degree of importance of the employability skills of business

management graduates as they are grouped according to their demographic profile.

Hypothesis of the Study (waiting sa sop)

The following hypotheses focusing on the statistical significance of the

difference between the independent and dependent variables will be test in the study.

H01: There is no significant difference on the level of self-perceived

competence at performing employability skills of business management students

when they are grouped according to their demographic profile

 H02: There is no significant difference on the degree of importance of the

employability skills of business management students when they are grouped

according to their demographic profile

Participants of the Study

The target participants for this study business management graduates who

studied in Cavite State University-Main Campus and the employers conducted on-

the-job training. All majors under business management were included in the study

which are the Financial Management, Human Resource Development Management,

Operations Management, Marketing Management, and Service Management

Program. The researchers decided to select Business Management graduates since

they experienced on-the-job training and worked under the supervision of their

employers. Employers were chosen as the participants of this study since they

guided the students throughout their on-the-job training. They were able to observed

the competence of a student regarding in performing employability skills.

The participants received a consent form to ensure the confidentiality of their

respective personal information. Furthermore, the responses of participants were

used exclusively for completion of this study.

Table 1. Distribution of participant from different Business Management Major in

Cavite State University
MAJOR POPULATION SAMPLE SIZE PERCENTAGE (%)

FM 181 74 32.73

HRDM 92 38 16.64

MM 142 58 25.68

OM 99 41 17.90

SMP 39 16 7.05

Total 553 227 100

Sampling Technique (not sure if stratified sa employers)

In this study, the researchers used stratified random sampling. It refers to a

population divided into smaller groups with common attributes. Participants were

picked randomly in each subgroup. In this method, participants may provide names

and contact information of people who are eligible or interested as long as they are

aligned to the target participants. The advantage of this method is it can ensure the

different subgroup of each participant which may reduce sampling error. The

researchers used Raosoft Calculator to compute the sample size of the study.

The time-frame of the study is carried out during the pandemic, therefore

using traditional surveys is impossible. The researchers will use Google Forms which

the questionnaires are included in. Researchers will ensure that the participant’s

privacy and personal information will not be violated.

Data to be Gathered

The data to be gathered will be acquired through the use of adopted

questionnaires (See Appendix A). The assessment of the employability skills

questionnaire was adopted from the study of Rowley (2014) entitled Student and

Employer Perceptions of the Importance of Entry-level Employability Skills. This

quantitative research will use a four-point Likert scale in the research instrument in

gathering data. In addition, an online survey questionnaire will be used to gather data

through the use of google form.

The survey questionnaire aims to determine the participants' perception and

importance regarding different entry-level employable skills. The survey questionnaire

will have three parts. The first part contains close ended questions regarding the

demographic profile of the participants including age, sex and major. The second part

consists of questions that measures self-perceived importance of 30 employability

skills on a four-point response scale, wherein 1 - Not at all Skilled, 2 – Not very

Skilled, 3 – Somewhat Skilled, and 4.00 - Skilled. Lastly, will be the same sets of
questions pertaining to the importance of different employability skills, along with a

four-point response scale, wherein 1 - Strongly Disagree, 2 - Disagree, 3 – Agree,

and 4.00 - Strongly Agree.

Furthermore, the researchers will tally the scores in every questionnaire with

the help of statistics. The results of the survey were then processed by computing the

weighted mean of the survey item. Relevant literature was also used to support the

gathered findings.

Table 2. Parameters for measuring self-perceived competence at performing different

employability skills
MEAN VERBAL ADJECTIVAL
RANGE INTERPRETATION DESCRIPTION

3.26-4.00 Skilled Participants visibly show a high level of

competence and obtain employability skills
that employers most desired, and this
implies that they can accomplish a task
more effectively.

2.51-3.25 Somewhat Skilled Participants assert a moderate level of

competence and acquire some of the
employability skills that employers seek,
indicating that they are capable of
performing a task efficiently.

1.76-2.50 Not very Skilled Participants illustrate a low level of

competence and marginally have the
employability skills most aspired by the
employers, asserting that they barely
accomplish their job that should be actually
achieved quite efficiently.

1.00-1.75 Not at all Skilled Participants do not imply level of

competence and they are unable to gain
the ideal employability skills, showing that
they do not fulfill their obligations at work.

Table 3. Parameters for measuring the degree of importance of employability skills

MEAN VERBAL ADJECTIVAL DESCRIPTION
RANGE INTERPRETATION

3.26-4.00 Strongly Agree Participants highly acknowledge the

importance of the employability skills that is
required in the workplace, which indicates
that these abilities have a greater impact on
how well an individual performs in the job
 2.51-3.25 Agree Participants appreciates the importance of
the employability skills which might be vital
for the place of business with importance,
and this means that these skills affect how
effectively a person performs in their
career.

1.76-2.50 Disagree Participants disparage the importance of

the employability skills required in the
workplace, and this means that these
abilities have less of an impact on how well
a person performs in their profession.

1.00-1.75 Strongly Disagree Participants disprove the importance of the

employability skills needed in the job, and
therefore implies that doing their job-related
activities is unaffected by these talents.

Statistical Treatment of Data (dadagdagan about employer; waiting sa sop)

The data will be measured and analyzed using a number of statistical

techniques, including the frequency, percentage, weighted mean, Mann-Whitney U

Test, Kruskal Wallis Test and Jamovi software. The results regarding the socio-

demographic profile will be measured using frequency and percentage. The weighted

mean will be used to determine the level of self-perceived competence at performing

different employability skills needed by business management students and to

determine the degree of importance of the different employability skills as assessed

by business management students.

The Mann- Whitney U Test, will be used to determine if there are significant

differences between two groups on a single, ordinal variable. Mann-Whitney U Test

will be used in the study if there are any differences on the level of self-perceived

competence at performing employability skills of business management students

when they are grouped according to their demographic profile in terms of sex and

also, to know if there are any differences on the degree of importance of the

employability skills of business management students when they are also grouped

according to their demographic profile also in terms of their sex.

 The Kruskal Wallis Test will be used to determine if there are any significant

differences on a single, non-normally distributed continuous variable between three

or more independently sampled groups. Kruskal Wallis Test will be used in the study

to know if there are any differences on the level of self-perceived competence at

performing employability skills of business management students when they are

grouped according to their demographic profile in terms of their age, major and year

level and also, to know if there are any differences on the degree of importance of the

employability skills of business management students when they are grouped

according to their demographic profile also in terms of their age, major and year level.

Ethical Considerations

The methodological tool used to gather and collect data is in the form of a

survey questionnaire in accordance with the quantitative study being conducted by

the researchers. In accordance with the Republic Act No. 10173 or the Data Privacy

Act, the researcher in charge of the gathered data must ensure the confidentiality of

the information the researchers hold. Participants (business management students)

must first be fully informed about the purpose of the data collection and must agree

with the use of their information as well as all the information, risk, and benefits

attributed to the study. The researchers are also responsible for any potential harm

that the participants may suffer in connection with the study being conducted.

Participants are ensured to have the freedom to back out in case of violation of

privacy.

In addition to this, the researchers assure that all the information included in

the study is devoid of plagiarism and is presented as accurately as possible. The

information inside the paper is being complied with all honesty, reliability, and

credibility. There is no manipulation of data or fraudulent reports in the study. In case

of misconduct, the researchers will be liable.

 All the sources used in this study will be properly cited and recognized by

putting credits in the appendices of the study, on the Bibliography. The researchers

will ensure that every source and owner of intellectual property will be given proper

credits; the researchers are responsible in case of non-compliance with the minimum

requirement as well as in the case of other ethical practices not mentioned hereafter.
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 APPENDICES
Republic of the Philippines
CAVITE STATE UNIVERSITY
Don Severino de las Alas Campus
Indang,Cavite
www.cvsu.edu.ph

COLLEGE OF ECONOMICS, MANAGEMENT, AND DEVELOPMENT STUDIES

DEPARTMENT OF MANAGEMENT

Ms. Thea Maries P. Perez

College Registrar, CEMDS
Cavite State University - Don Severino de las Alas Campus
Indang, Cavite 4122

Dear Ma’am:

Greetings of Peace and Solidarity!

We are student researchers from Cavite State University – Main campus enrolled in the
program Bachelor of Science in Business Management Major in Human Resource
Management.

We are currently enrolled in Thesis Proposal Writing and working on our study “Perception and
Importance of Entry-Level Employability Skills as Assessed by Business Management
Graduates and Employer”. In line with this, we would like to request for the list of students who
graduated in the College of Economics, Management & Development Studies in the main
campus, majoring in Human Resource Development, Management Financial Management,
Operations Management, Marketing Management, and Service Management Program.

Rest assured that all information and data will be treated with utmost confidentiality and will be
used only for research and academic purposes.

Thank you and hoping for a positive and favorable response regarding this request.

Respectfully yours,

BEA NICOLE C. CATIBOG GISELLE DE LIRA ANNE ROSE A. OCAMPO

BSBM—HRM Student BSBM-HRM Student BSBM-HRM Student

JOY S. PUNO KIMYROSE C. QUIJANO NIKO D. SANGCO

BSBM-HRM Student BSBM-HRM Student BSBM-HRM Student

Noted by:

CLARISSE CHARMAINE MA. CORAZON BUENA TITA C. LOPEZ, PhD

BELTRAN L, PhD College Dean
Thesis Adviser Department Chairperson

(046) 4150-010 / (046) 4150-011

Email: cemds_management@cvsu.edu.ph
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Don Severino de las Alas Campus
Indang,Cavite
www.cvsu.edu.ph

COLLEGE OF ECONOMICS, MANAGEMENT, AND DEVELOPMENT STUDIES

DEPARTMENT OF MANAGEMENT

Ms. Mailah M. Ulep

OJT Coordinator, CEMDS
Cavite State University - Don Severino de las Alas Campus
Indang, Cavite 4122

Dear Ma’am:

Greetings of Peace and Solidarity!

We are student researchers from Cavite State University – Main campus enrolled in the
program Bachelor of Science in Business Management Major in Human Resource
Management.

We are currently enrolled in Thesis Proposal Writing and working on our study “Perception and
Importance of Entry-Level Employability Skills as Assessed by Business Management
Graduates and Employers”. In line with this, we would like to ask for permission to use the
evaluation data of employers of business management graduates who took their on-the-job-
training during the school year 2021-2022.

Rest assured that all information and data will be treated with utmost confidentiality and will be
used only for research and academic purposes.

Thank you and hoping for a positive and favorable response regarding this request.

Respectfully yours,

BEA NICOLE C. CATIBOG GISELLE DE LIRA ANNE ROSE A. OCAMPO

BSBM—HRM Student BSBM-HRM Student BSBM-HRM Student

JOY S. PUNO KIMYROSE C. QUIJANO NIKO D. SANGCO

BSBM-HRM Student BSBM-HRM Student BSBM-HRM Student

Noted by:

CLARISSE CHARMAINE MA. CORAZON BUENA TITA C. LOPEZ, PhD

BELTRAN L, PhD College Dean
Thesis Adviser Department Chairperson

(046) 4150-010 / (046) 4150-011

Email: cemds_management@cvsu.edu.ph
Rowley, C. (2014). Student and employer perceptions of the importance of entry-
level employability skills (Master's thesis, California State University, Chico,
California). Retrieved from https://scholarworks.calstate.edu/downloads/f1881m55x

Assessment of Employability Skills Needed in the Workforce

This questionnaire is designed to assess your choices of the importance of specific
employability skills. The information you provide will assist agriculture teachers in
evaluating the ways in which students are being prepared for employment.
Therefore, your honest responses are important! Your participation in this study is
greatly appreciated!
Please respond to the following items by circling the response that most adequately
reflects your perception of the importance of skills in the workplace.

Moderate Importance
Minor Importance

Major Importance
No importance

Not applicable
Items Circle your responses
1. Identifying Problems 0 1 2 3 NA
2. Solving Problems 0 1 2 3 NA
3. Contributing to group problem solving 0 1 2 3 NA
4. Monitoring progress against the plan 0 1 2 3 NA
5. Setting priorities 0 1 2 3 NA
6. Using time efficiently 0 1 2 3 NA
7. Managing/overseeing several tasks at once 0 1 2 3 NA
8. Meeting deadlines 0 1 2 3 NA
9. Taking reasonable job-related risks 0 1 2 3 NA
10. Identifying alternative ways to meet 0 1 2 3 NA
objectives
11. Communicating information one-to-one 0 1 2 3 NA
12. Sharing ideas verbally to groups 0 1 2 3 NA
13. Making effective business presentations 0 1 2 3 NA
14. Making impromptu presentations 0 1 2 3 NA
15. Using proper spelling, grammar, & 0 1 2 3 NA
punctuation
16. Listening carefully 0 1 2 3 NA
17. Working well with other employees 0 1 2 3 NA
18. Establishing a good rapport with co-workers 0 1 2 3 NA
19. Adapting to changing situations 0 1 2 3 NA
20. Modifying to enhance productivity 0 1 2 3 NA
21. Keeping up-to-date with trends related to 0 1 2 3 NA
your company’s success
22. Combining relevant information from a 0 1 2 3 NA
number of sources
23. Keeping up-to-date on developments in the 0 1 2 3 NA
field
24. Responding positively to constructive 0 1 2 3 NA
criticism
25. Maintaining a positive attitude 0 1 2 3 NA
26. Functioning well in stressful situations 0 1 2 3 NA
27. Ability to work independently 0 1 2 3 NA
28. Evaluating long-term effects of decisions 0 1 2 3 NA
29. Making decisions in a short time period 0 1 2 3 NA
30. Establishing critical events to be completed 0 1 2 3 NA
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Don Severino de las Alas Campus
Indang, Cavite
Tel. (046) 415-0013 Telefax (046)-415-0012
e-mail: cvsu.op206@gmail.com

QUESTIONNAIRE

COLLEGE OF ECONOMICS, MANAGEMENT, AND DEVELOPMENT STUDIES

Department of Management

Dear participants!

Good day!

We, Bea Nicole C. Catibog, Giselle de Lira, Anne Rose A. Ocampo, Joy S.

Puno, Kimyrose C. Quijano, and Niko S. Sangco, Bachelor of Science in Business

Management major in Human Resource and Development Management students,

are currently doing a study entitled “PERCEPTION AND IMPORTANCE OF ENTRY-

LEVEL EMPLOYABILITY SKILLS AS ASSESSED BY BUSINESS MANAGEMENT

GRADUATES AND EMPLOYERS”.

The purpose of this survey is to find out your perception and which you find

important when it comes to different entry-level employable skills. All information

provided will be kept in utmost confidentiality and would be used only to academic

purposes. The questionnaire is divided into two sections. Kindly read and answer the

questionnaire freely and honestly. Your cooperation is greatly appreciated. Thank

you and God bless!

PART I: Demographic Profile

1. Age: _________

2. Sex:

□ Male

□ Female

3. Major:

□ Human Resource Development Management

□ Financial Management

□ Operations Management

□ Marketing Management

□ Service Management Program

PART II: Self-Perceived Competence
Please carefully read and answer every question. Please state your agreement or
disagreement on the following statement that most adequately reflects your self-
perceived competence at performing different employability skills.
Rate on a scale from 1 (Not at all Skilled), 2 (Not very Skilled) 3 (Somewhat Skilled),
and 4 (Skilled)

1. Identifying problems 1 2 3 4
2. Solving problems 1 2 3 4
3. Contributing to group problem solving 1 2 3 4
4. Monitoring progress against the plan 1 2 3 4
5. Setting priorities 1 2 3 4
6. Using time efficiently 1 2 3 4
7. Managing/overseeing several tasks at once 1 2 3 4
8. Meeting deadlines 1 2 3 4
9. Taking reasonable job-related risks 1 2 3 4
10. Identifying alternative ways to meet objectives 1 2 3 4
11. Communicating information one-to-one 1 2 3 4
12. Sharing ideas verbally to groups 1 2 3 4
13. Making effective business presentations 1 2 3 4
14. Making impromptu presentations 1 2 3 4
15. Using proper spelling, grammar, and punctuation 1 2 3 4
16. Listening carefully 1 2 3 4
17. Working well with other employees 1 2 3 4
18. Establishing a good rapport with co-workers 1 2 3 4
19. Adapting to changing situations 1 2 3 4
20. Modifying to enhance productivity 1 2 3 4
21. Keeping up-to-date with trends related to your company’s 1 2 3 4
success
22. Combining relevant information from a number of sources 1 2 3 4
23. Keeping up-to-date on developments in the field 1 2 3 4
24. Responding positively to constructive criticism 1 2 3 4
25. Maintaining a positive attitude 1 2 3 4
26. Functioning well in stressful situations 1 2 3 4
27. Ability to work independently 1 2 3 4
28. Evaluating long-term effects of decisions 1 2 3 4
29. Making decisions in a short time period 1 2 3 4
30. Establishing critical events to be completed 1 2 3 4
PART III: Importance of Different Employability Skills
Please carefully read and answer every question. Please state your agreement or
disagreement on the following statement by choosing the number that most
adequately reflects your perception on the level of importance of the different
employability skills.
Rate on a scale from 1 (strongly disagree), 2 (disagree) 3 (agree), and 4 (strongly
agree)

1. Identifying problems 1 2 3 4
2. Solving problems 1 2 3 4
3. Contributing to group problem solving 1 2 3 4
4. Monitoring progress against the plan 1 2 3 4
5. Setting priorities 1 2 3 4
6. Using time efficiently 1 2 3 4
7. Managing/overseeing several tasks at once 1 2 3 4
8. Meeting deadlines 1 2 3 4
9. Taking reasonable job-related risks 1 2 3 4
10. Identifying alternative ways to meet objectives 1 2 3 4
11. Communicating information one-to-one 1 2 3 4
12. Sharing ideas verbally to groups 1 2 3 4
13. Making effective business presentations 1 2 3 4
14. Making impromptu presentations 1 2 3 4
15. Using proper spelling, grammar, and punctuation 1 2 3 4
16. Listening carefully 1 2 3 4
17. Working well with other employees 1 2 3 4
18. Establishing a good rapport with co-workers 1 2 3 4
19. Adapting to changing situations 1 2 3 4
20. Modifying to enhance productivity 1 2 3 4
21. Keeping up-to-date with trends related to your company’s 1 2 3 4
success
22. Combining relevant information from a number of sources 1 2 3 4
23. Keeping up-to-date on developments in the field 1 2 3 4
24. Responding positively to constructive criticism 1 2 3 4
25. Maintaining a positive attitude 1 2 3 4
26. Functioning well in stressful situations 1 2 3 4
27. Ability to work independently 1 2 3 4
28. Evaluating long-term effects of decisions 1 2 3 4
29. Making decisions in a short time period 1 2 3 4
30. Establishing critical events to be completed 1 2 3 4